CALS Design Element Evaluation System Name: Evaluator: Date: Who uses it: college teachers, high school, elementary, vocational? What does it teach: math, dentistry, and physics? Where is it used: in classroom, in lab, outside of class? Product Description: overview of the system. Does it stand alone or work within a curriculum? Systems and Components: Software: Disc, download. Prerequisite software Services: internet connection, monthly subscriptions. Hardware: PC, Android, special hardware\peripherals. Quantities Cost: per unit and per time. URL: 1. The interface is clear and intuitive 2. Students can easily find what they need 3. Navigation is easy 4. Features are easy to find 5. There is a logical layout 6. Layout is consistent 7. …show more content…
Content is culturally diverse 18. Uses real world examples 19. Feedback is provided throughout the instruction 20. Student’s progress can be easily tracked 21. Progress can be easily saved 22. Work can be easily resumed 23. Teachers can easily view the progress of the entire class 24. Teachers can easily view the progress of individual students. 25. Students are challenged with tasks that match the learning goals 26. Students are given opportunities to explore and to experiment 27. Task instructions are clear 28. Students are given an appropriate amount of time to complete tasks 29. Success is acknowledged and rewarded 30. Incorrect answers are acknowledged and the correct answer is clearly explained. 31. Students are encouraged to learn 32. The system lets students or learners set the level of difficulty 33. The system features adaptive difficulty levels that increase or decrease difficulty based on a student’s performance 34. The system supports multiple learning styles 35. Students are asked to demonstrate what they have learned 36. Always requires learners to become actively engaged in order to learn 37. Information is accurate, complete, and current 38. Facts come from reliable sources which are clearly
When asked what curricula is being used in each subject area and grade level and how we arrive at those choices Ms. Romig explained how the school uses Unique Learning System® and Ablenet®. They are both aligned to CCLS. Unique Learning Systems® is adapted at three different levels and can be adapted further to meet students differentiated needs. Unique Learning System® has units of study, is theme based and follows a three year plan. This curriculum adapts Literacy, Writin...
Before taking the StrengthsFinder® assessment I didn’t know what type of leader I was, but I felt I had leadership traits that I could not describe. After answering several questions from the Clifton StrengthsFinder® 2.0, I found out my top five strengths. These strengths consist of individualization, arranger, learner, input and responsibility. The purpose of this paper is to go over my top five strengths to talk about which four domains of leadership these strengths fall under, how class material is applied, and the actions to best utilize my strengths.
Schiffma, S.S. (1991). Instructional systems design: Five view of the field. In G.J. Anglin (Ed.),
A flexible academic integrated instruction or behavioral support that it’s provided and adjusted to every student need to promote success for all.
This is the process in which a student will take a vocabulary test at the beginning of the school year which will be graded. On this grading scale, students receive a reading range in which they are aloud to read books according to their difficulty level.
RtI is a framework, not a program. It is a process that involves instruction, assessment, and intervention. This tool is utilized by educators to increase the likelihood that the students can be successful and maintain their class placement by early recognition and deliver appropriate instructional interventions. With this tool teachers can address the needs using research-based learning. All of the students’ progress is assessed early and often. A common concern shared by the parents and teachers is how to help the student who experience difficulty learning in school. A goal shared by the parents and teachers is seeing that the student excels. There are important terms to know for RtI. Response is reacting to a question, experience, or some other type of stimulus. Intervention involves a change in instructing a student in the area of learning or behavioral difficulty to try to improve performance and achieve adequate progress. Student Progress Monitoring is a scientifically based practice that is used to frequently assess students' academic performance and evaluate the effectiveness of instruction. Progress monitoring procedures can be used with individual students or an entire class.
Where Criterion-referenced assessment is measured on what the learner can do for example a Btec level 1 is a pass or fail.
who use wheelchairs to negotiate curbs and also make travel easier for those pushing strollers or delivery carts. Interest in the concept of UD grew in the 1990s led by Ron Mace. In 2004 the concept of universal design was applied to web page design which enables users who are blind and deaf to use the internet. Recently the universal design has been applied to education. UDL entered the education world and here to stay. This is because the technology is way advanced and available now.
Level 1 is the identification of student learning styles using a learning style inventory that
Activities that asks students to recall, define, recognize, and practice. Comprehension - Involve interpreting the meaning of a graph or diagram or decoding a word. Application level – students are made to transfer known information to applicable situations. Analysis level – students think of how whole elements can be broken down into component elements. Synthesis Level – Thinking tasks at this level require students to take some parts of previously learned information and create completely new, whole products. Evaluation level – students are given tasks to judge quality, credibility, worth, and productiveness. Students thinking at this level provides evidence, logic, and values in support of
Teachers gather information everyday form student’s through classroom activities to get a picture of where a student’s progress and abilities are. There are many different ways to collect a child’s artifacts such as using a checklist, anecdotal notes, teacher reflections, video and audio recordings, and work samples. Each student has their own folder where all their notes, videos, recordings, and artifacts are kept. As stated in the text (Enz, 2014, p. 207, “They must systematically collect, store, organize, and analyze the samples in order to understand the children’s growth and to plan their next teaching” (Ackerman & Coley, 2012). I learned that an on-demand assessment is more like an annual physical checkup. On demand assessments happen at specific times during the course of the year. One day children will be asked to do something specific such as circle the numbers the teacher says out loud, or having to take a test with a pencil and paper. Some label on -demand assessments as tests. This is because children are asked to perform the same action at the same time and in the same manner during an on-demand assessment. “Standardized tests are administered, scored, and interpreted in the same way for all test takers” (Enz, 2014, p. 208). Some examples of an on-going assessment that could be used in a comprehensive approach to literacy
Intelligent adaptive learning is defined as digital learning that immerses students in modular learning environments where every decision a student makes is captured, considered in the context of the sound learning theory, and then used to guide the student’s learning experiences, to adjust the student’s path and pace within and between lessons, and to provide formative and summative data to the student’s teacher. This type of learning tailors instruction to each student’s unique needs, current understandings, and interests, while ensuring that all responses subscribe to sound pedagogy. The IAL System are designed a) To serve as a personal tutor to the student b) Adapt the sequencing of the curriculum and associated learning experiences c) Individualize the pace of learning d) Regulate cognitive load for the student e) Engage students in learning through gaming (Dreambox, 2011). The adaptive program Dreambox which is being developed in the U.S.A. and Great Britain is showing promising results (WWC Intervention Report, 2013, Harvard university, 2016).
National Center on Universal Design for Learning. (2012b). Learner Variability and Universal Design for Learning [Online seminar presentation]. Retrieved from http://udlseries.udlcenter.org/presentations/learner_variability.html?plist=explore
ability levels of each student. It is very difficult to pinpoint a specific method of
Starr, L. (2011, June 14). Education World. Retrieved 11 2, 2013, from Technology Integration/ Ideas That Work: http://www.educationworld.com/a_tech/tech/tech176.shtml