1 / 29

Animation Power

Animation Power Framing slides with headers and footers Animating menus Animating boxes Matching “Effects” with message Deconstructing objects for sequential animation Playing with the whole slide The concluding slide Training Presentation # 3 Ontario Curriculum Unit Planner

paul2
Download Presentation

Animation Power

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Animation Power • Framing slides with headers and footers • Animating menus • Animating boxes • Matching “Effects” with message • Deconstructing objects for sequential animation • Playing with the whole slide • The concluding slide

  2. Training Presentation # 3 Ontario Curriculum Unit Planner The Planner and Instructional Design © Queen’s Printer for Ontario, 2002

  3. © Queen’s Printer for Ontario, 2002 • Welcome to this presentation about the Ontario Curriculum Unit Planner Official Version 3.0 • This presentation will explore: • principlesof instructional design • application of these principles indesigning effective instructional units using the Planner • The menu that follows outlines the key components of this presentation.

  4. MAIN MENU • 1. Principles of instructional design • 2. The Planner as a design tool • Steps in unit planning • Effective units Click a Subtitle to jump to that section. Click the Spacebar to go to next slide. 4

  5. 1. Principles of instructional design • 1.1 Planning and implementation • 1.2 Key questions for planning • 1.3 Expectation-based planning • 1.4 Instructional elements Menu 5

  6. 1.1 Planning and implementation © Queen’s Printer for Ontario, 2002 • Successful learning experiences require effective planning and implementation.

  7. 1.2 Key questions for planning © Queen’s Printer for Ontario, 2002 1.What do I want students to learn?* 3. How will I design instruction for effective learning for all? 2. What evidence will I accept of that learning?* • Three questions are key for planning. • * (Ralph W. Tyler, “Basic Principles of Curriculum and Instruction”,1949)

  8. 1.3 Expectation-based planning 1.What do you want students to learn? EXPECTATIONS 2. What evidence will you accept of that learning? ACHIEVEMENT LEVELS TEACHING/LEARNING STRATEGIES 3. How will you design instruction for effective learning for all? RESOURCES © Queen’s Printer for Ontario, 2002 Key Questions Ontario Curriculum • In implementing the Ontario curriculum, teachers should plan programs based on the expectations.

  9. 1.3 Expectation-based planning Topic / Theme / Resources Teaching / Learning Strategies Assessment and Evaluation Expectations Topic / Theme / Resources Teaching / Learning Strategies Assessment and Evaluation Expectations Assessment and Evaluation Teaching / Learning Strategies Topic / Theme / Resources Expectations © Queen’s Printer for Ontario, 2002 Awareness Shift Practising Shift Incorporation • Expectations-based planning shifts the emphasis from teacher designing by objectives to student achievement of expectations. Based on material by Thames Valley District School Board

  10. 1.3 Expectation-based planning Elementary Achievement Chart Secondary Achievement Chart Elementary Task Rubric from Exemplars Secondary Task Rubric from Exemplars © Queen’s Printer for Ontario, 2002 • Expectation-based planning that keeps assessment in mind (e.g., achievement charts, task-specific rubrics, exemplars) helps to provide observable and measurable criteria to enable us to “know it when we see it.”

  11. 1.4 Instructional elements Expectations © Queen’s Printer for Ontario, 2002 • To plan effective units, consider the following instructional elements: • 1. Begin with the curriculumexpectations to focus on desired results, i.e., what we want students to learn.

  12. 1.4 Instructional elements Expectations Performance Tasks and Criteria © Queen’s Printer for Ontario, 2002 • 2. Design units around performance- based tasks (and criteria)that encourage meaningful and authentic learning experiences for students.

  13. 1.4 Instructional elements Assessment and Evaluation Expectations Performance Tasks and Criteria © Queen’s Printer for Ontario, 2002 • 3. Incorporate appropriate assessmentand evaluationthat lead to improvement and provide the evidence needed to demonstrate achievement.

  14. 1.4 Instructional elements Assessment and Evaluation Expectations Performance Tasks and Criteria Teaching/ Learning Strategies © Queen’s Printer for Ontario, 2002 • 4. Develop appropriate teaching/learning strategies that provide rich experiences and success for all.

  15. 1.4 Instructional elements Assessment and Evaluation Expectations Performance Tasks and Criteria Topic / Theme / Resources Teaching/ Learning Strategies © Queen’s Printer for Ontario, 2002 • 5. Focus on topics and themes that address key concepts, big ideas, and enduring understandings. Gather a variety of resources to support the learning.

  16. 2. The Planner as a design tool • 2.1 The structure of the Planner • 2.2 The design-down approach • 2.3 Flexible data entry Menu 16

  17. 2.1 The structure of the Planner Expectations Assessment Evaluation Performance Tasks and Criteria Topic / Theme / Resources Teaching / Learning Strategies © Queen’s Printer for Ontario, 2002 • Designing units and programs/profiles is made easy by the Planner’s structure, which reflects the elements of expectation-based design.

  18. 2.1 The structure of the Planner Unit Info PAGE 1 UNIT INFO Cover UNIT INFO Inside Unit Overview PAGE 2 OVERVIEW Expectns OVERVIEW Page 2 Subtasks SUBTASK List SUBTASK Page 1 Analysis ANALYSIS Expectns © Queen’s Printer for Ontario, 2002 • These elements are organized by a consistent set of navigational tabsacross all of the authoring environments.

  19. 2.1 The structure of the Planner IDENTIFY title, subtitle and authors(s). Unit Info 1 SUMMARIZE subtasks, expectations, strategies and resources. Unit Overview Subtasks DETAIL subtasks, expectations, strategies, adaptations, and resources. Analysis 2 ANALYSE expectations, strategies, and resources. © Queen’s Printer for Ontario, 2002 • For instance, the four main tabs of the Open Environment help you navigate logically from general unit information and overview (1) to subtask detail and analysis (2).

  20. 2.2 The design-down approach © Queen’s Printer for Ontario, 2002 Culminating Task Subtask 4 Subtask 3 Subtask 2 Assessment Subtask 1 The Planner highlights the design-down model of the planning process – from culminating task to sequential subtasks or activities.

  21. 2.2 The design-down approach Teacher Design Student Demonstration © Queen’s Printer for Ontario, 2002 Culminating Task Subtask 4 Subtask 3 Subtask 2 Assessment Subtask 1 Such a unit is said to be “designed down and delivered up.”

  22. Menu Exit • Thank you for viewing this presentation: • The Planner and Instructional Design • For other presentations go to www.ocup.org © Queen’s Printer for Ontario, 2002 22

  23. 1.1 What is the Planner? © Queen’s Printer for Ontario, 2002 The Ontario Curriculum Unit Planner is a software application and resource library on CD-ROM – installed on Windows and Macintosh computers – designed to help teachers implement the Ontario curriculum.

  24. 1.1 What is the Planner? Field-test versions to schools Training to boards Official Version 2002 Pilot versions and teacher feedback © Queen’s Printer for Ontario, 2002 From 1998, the Ontario Ministry of Education has developed the Planner in cooperation with elementary and secondary teachers.

  25. 1.2 How can the Planner help teachers? OSS Special Ed Expectations ESL/ELD Considerations Groupings Resources Choices into Action Teaching/ Learning Strategies Pedagogy Report Card Print Exemplars Media Assessment Evaluation Rubrics Digital Performance Tasks Units/ Profiles Policy © Queen’s Printer for Ontario, 2002 • Implementation of the Ontario curriculum requires knowledge of policy, assessment and evaluation practices, up-to-date pedagogy, and varied resources.

  26. 1.2 How can the Planner help teachers? © Queen’s Printer for Ontario, 2002 All Ontario curriculum expectations Authoring templates & rubric maker Teaching Companions Analysis tools AppleWorks (Macintosh/PC) The Planner contains a comprehensive library of • curriculum resources, • planning and writing tools • electronic databases.

  27. 1.2 How can the Planner help teachers? © Queen’s Printer for Ontario, 2002 Teachers can access the Planner’s tools and resourceson home and school computers– at the click of a button.

  28. 1.2 How can the Planner help teachers? Staci Rushton, Donna Cox (Project Leader) Renfrew DSB © Queen’s Printer for Ontario, 2002 Design Share Adapt Manage The Planner enables teachers at all levels of experience to design, share, adapt, and manage excellent plans, units, and course profiles for classroom use.

  29. 2.1 Design templates New in 3.0 Revised prompt text © Queen’s Printer for Ontario, 2002 Outlines unit in two pages Uses 8½ x 11 WYSIWYG format Expands to fit contents Combines units for year/course Use the Planner’s versatile templates to create units, course outlines, programs and profiles, handouts, rubrics, and resource lists.

More Related