ETAP640

students may have the mathematical knowledge and procedures they need but may be unable to use them because they lack the conceptual understanding that allows them to match their knowledge to the problem situation

anchored instruction

declarative, procedural, and conceptual.

Provide students with options for demonstrating knowledge and skills.

redundant

As a product of Eurocentric cultures, I automatically value promptness in my students, expect them to complete their academic work even if family needs intervene, and measure performance by each student individually.

Protecting an institution against harmful internal and external pressure

Establishing criteria for professional certification and licensure

Standards

prepares an in-depth self-evaluation study that measures its performance against the standards established by the accrediting agency.

Monitoring: The accrediting agency monitors each accredited institution or program throughout the period of accreditation granted to verify that it continues to meet the agency's standards.

Reevaluation: The accrediting agency periodically reevaluates

Prepare a detailed syllabus. Share the conceptual framework, logic, and organization of your course with students by distributing a syllabus. See "The Course Syllabus."

Devise a logical arrangement for the course content.

Stark and others (1990) offer additional sequencing patterns, suggesting that topics may be ordered according to the following: How relationships occur in the real world How students will use the information in social, personal, or career settings How major concepts and relationships are organized in the discipline How students learn How knowledge has been created in the field

List all class meetings.

elect appropriate instructional methods for each class meeting. Instead of asking, What am I going to do in each class session? focus on What are students going to do? (Bligh, 1971). Identify which topics lend themselves to which types of classroom activities, and select one or more activities for each class session: lectures; small group discussions; independent work; simulations, debates, case studies, and role playing; demonstrations; experiential learning activities; instructional technologies; collaborative learning work, and so on. (See other tools for descriptions of these methods.) For each topic, decide how you will prepare the class for instruction (through reviews or previews), present the new concepts (through lectures, demonstrations, discussion), have students apply what they have learned (through discussion, in-class writing activities, collaborative work), and assess whether students can put into practice what they have learned (thro

this places a greater responsibility on the student

online education is not appropriate for younger students

creating a supportive environment

20 or more

physical movement and practice

Traditional classroom lectures have no place in a successful online program

Education of the highest quality can and will occur in an online program provided that the curriculum has been developed or converted to meet the needs of the online medium

the curriculum, the facilitator, the technology and the students