Processing must be fair and lawful: everyone attending should know that it is being recorded, why it's being recorded and who will have access to it. Data protection law will apply to all identifiable individuals (students and lecturers).Colleges and universities need consent of performers (including employees and visiting speakers) in order to record, copy, or make available a performance.Apart from certain exceptions, where a lecture includes works that have been created by non employees (eg visiting speakers, students, third parties) permission will be required to include them in a recording.Where materials are produced by a lecturer (employee) as part of his/her job, copyright is generally owned by the employer (college or university) and permission is not needed to include them in a recording.In legal terms, copyright, data protection and accessibility are significant issues for institutions to consider.There is no cost to the 1,500 teachers or districts who participate in the grant-sponsored MCP training, as all training materials, training fees, and other incurred costs are covered by the grant. Be awarded 20 PGPs for their full participation.Teachers are required to report student data periodically for the purposes of grant reporting. Receive training on measuring growth and achievement using formative assessment data/models to measure impact on student learning.This follow-up support will ensure that all participants have the skills and support necessary to fully implement the model. This will involve site visits, virtual implementer discussions, 1-on-1 expert consultation calls, and admin debriefs. Phase Two of the training will include ongoing support during implementation. Connect with specialists and peers through regular office hours and discussion boards.Įducators will leave Phase One with a clear plan for implementing blended, self-paced, mastery-based instruction in their own classrooms.Attend expert-led presentations on a variety of topics related to effective differentiated instruction.Work closely with an experienced teacher-mentor to build three full Modern Classroom lessons and receive detailed feedback.Teachers interested in implementing this approach in their classrooms will participate in an 8-week asynchronous training program where they will: To learn more about the impact of the Modern Classroom Project’s blended, self-paced, mastery-based approach, Johns Hopkins University released the results of a multi-year control study.ĬIESC’s goal is to train up to 1,500 educators across Indiana in this self-paced, mastery-based instructional model. This Edutopia video highlights Eastern Senior High School in Washington, D.C., which has adopted this model, and the US Department of Education is recommending this approach for “self-direction, personalization, and collaboration.” This prevents learning gaps from forming while helping students build self-confidence and grit. Mastery-Based Grading: Teachers check for mastery at the end of each lesson and give students credit only once they’ve demonstrated a full understanding of content and skills.This builds self-regulation skills and ensures students always have appropriately challenging material. Self-Paced Structures: Teachers build systems which allow students to learn at their own individual paces while meeting essential learning objectives and deadlines. It also helps students continue to learn if they are absent from school. This allows students to learn at their own paces and frees teachers to provide targeted individual and small-group support in class.
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