Developing Instructional Practices For Students With Specific

This chapter discusses principles of effective teaching with technology and provides a specific example of how proven instructional strategies and technology integration are embedded in a course supporting faculty in the use of a new learning management system.

Introduction Instructional designers face a complex task of creating contextually relevant click meaningful professional development opportunities that meet campus-wide and departmental professional development needs for faculty who have multiple demands on their time. Characteristics of Quality Professional Development University faculty come to institutions as experts in their respective fields, but often have limited understanding of effective pedagogical theories and practices Schmidt et al. University professional development programs, often housed in a central teaching center, offer faculty the opportunity to expand understanding of universally accepted effective teaching and learning principles and methodologies, and to apply those within the context of their respective disciplines and experiences Birman et al.

Professional development is more effective if it is designed as an ongoing process rather than a series of discrete, disconnected topics. An emphasis on active learning rather than lecture or other forms of passive instruction. An opportunity for collective participation where instructors discuss ideas and collaborate with colleagues.

Sufficient duration to allow the active learning and collaborative activities to occur.

Introduction

Duration includes both the total number of contact hours spent participating in professional development activities and the time span e. At the university where we work, faculty professional development workshops and courses on technology tools are designed with these best practices in mind. Instruction on new tools is presented in the context of effective teaching practice featuring active learning. These practices are also modeled in the design of the training itself.

This results in a rich and cohesive opportunity to experience the integration of educational technologies into a course that learners experience from both the instructor and the student perspective.

Modeling Sound Pedagogy in a Faculty Professional Development Course A significant portion of professional development opportunities requested by faculty in higher education involve adoption and implementation of educational technologies, primarily learning management systems LMS and student response systems SRS. With the LMS being a critical technology resource on most higher education campuses, it is no wonder that faculty need support in how to use it effectively. Professional development courses designed to model the concepts they seek to impart have been shown to enhance faculty skills and attitudes. For example, Borup and Evmenova used modeling, among other strategies, to enhance faculty skills in and attitudes towards online teaching.

Their faculty participants were tasked with designing engaging Developing Instructional Practices For Students With Specific activities for students, and were supported through instructor feedback and small group peer interaction delivered through a LMS. The participants in this study reported that the opportunity to experience an example of good online course design and teaching practice was an important source of increased skill and confidence.

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As an illustrative example, we describe a campus-wide professional development program for university faculty that incorporates these best practices while preparing faculty for the implementation of a new LMS. This instruction focuses Developing Instructional Practices For Students With Specific on the technical features of the system, but rather on proven instructional strategies and how the features of the LMS can support those strategies. Context this web page the Professional Development Course The example presented here occurs in the context of a state land grant university in the south-central region of the United States.

The professional development opportunity described in this example is offered through a centralized campus center that supports the campus-wide LMS, provides technology and multimedia services to support teaching and learning, and offers training and consultation to support innovative, student-centered instruction. The professional development course described in this example is a six-week, fully online course called Preparing Online Instructors POI.

This program assists faculty in developing high quality online courses while using the LMS as the foundation of the course. It is an online course with both synchronous and asynchronous components, including weekly deadlines for assignments, content presentations and instructional events, participant and instructor interactions through the LMS features, and feedback loops to support participant mastery of both content and technology.]

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Post comments: 0 Comments Training and development program is a planned education component and with exceptional method for sharing the culture of the organization, which moves from one job skills to understand the workplace skill, developing leadership, innovative thinking and problem resolving Meister, We are conveniently located in Knowledge Park Knowledge Village which is the largest educational hub in the Gulf and in the heart of New Dubai. Finally, let each group present … Training is defined as: One or a series of formal, planned activities which are instructional in nature and are developed for the purpose of conveying course content leading to the acquisition of demonstrable knowledge, skills, and abilities. Does professional development mean teacher training? Preschool activities play a substantial role when to nurture children aged 3 to 5 years. A developmental activity or assignment provides employees with an alternative work experience that allows for ongoing experiential learning. The turn of the century has seen increased focus on the same in organisations globally. Developing Instructional Practices For Students With Specific.

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Visual impairment , including blindness While teachers and school psychologists have the ability to initiate evaluations for special education service eligibility, they are unqualified to make medical diagnoses. Although most children with physical or developmental delays, who have received consistent medical care , are diagnosed at an early stage by their pediatricians, it is imperative to include a medical professional in the student's evaluation process if one of the aforementioned conditions is suspected but undiagnosed. When children are diagnosed early, they can start receiving services at earlier stages of development. For example, the school may invite related service providers, such as speech and occupational therapists. The parent may invite professionals who have worked with or assessed the child or someone to assist the parent in advocating for the needs of their child, such as a parent advocate or an attorney. If appropriate, the child may also participate in IEP team meetings.