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Pearson LearningStudio Webinar Enhanced Course Scheduler tool Monday, Aug. 11 th 2014

Pearson LearningStudio Webinar Enhanced Course Scheduler tool Monday, Aug. 11 th 2014 9 – 10 a m M T. On the Agenda. Purpose : Why is a good schedule critical for good teaching To learn how to use the Enhanced Scheduler tool in LearningStudio. Introduction. Importance of a schedule.

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Pearson LearningStudio Webinar Enhanced Course Scheduler tool Monday, Aug. 11 th 2014

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  1. Pearson LearningStudio Webinar Enhanced Course Scheduler tool Monday, Aug. 11th 2014 9 – 10 am MT

  2. On the Agenda • Purpose: • Why is a good schedule critical for good teaching • To learn how to use the Enhanced Scheduler tool in LearningStudio Introduction Importance of a schedule Review the LS Scheduler Upload, download, & modify dates on Schedule files Q&A

  3. Your trainer Professional History Teacher K12: math and science - Traditional Higher Education instructor - Online & Traditional Professional Development , K-12 and Higher Education - use of digital learning objects Quantitative Research Methods Teaching & Learning - Science Trilingual: English, Hebrew & Spanish Program evaluation methodologies Teaching and Learning – math and science Teacher recruitment Use of Web 2.0 tools for instruction Specializations Laura J. Moin, Ph.D. Academic Trainer & Consultant Conference Presentations & Workshops

  4. Principles of good teaching Active learning Collaborative learning Learners reflection Prompt feedback High quality content High quality assessment Max. participation & “buy-in” High expectations Discipline specific Diversity of learners Clear guidelines Students’ choice Familiarity with technology Time on task (deadlines)

  5. Ways a good schedule promotes learning • Communicates high expectations (when & what is expected) • Informs instructors who is lagging and may need assistance • Consistent and predictable learning environments cultivate more productive students and greater learning (Burden, 1995; Kamps, 2002; Kerr & Nelson, 2002; Reinhart, 1991). • Helps students develop metacognitive skills such as greater autonomy, responsibility, self-monitoring, organization and time management (Downing & Peckham-Hardin, 2001; Reinhart, 1991). • Helps studentssee how larger tasks can be parsed into smaller tasks (Quinn, et al., 2000). • Motivates students, especially if more enjoyable tasks are placed after less enjoyable tasks are completed (Kerr & Nelson, 2002)

  6. Brief review of the Scheduler How to use it? Where do the dates appear in LS? How to make it available to students

  7. The Enhanced Course Scheduler

  8. Enhanced Course Scheduler tool Export the template file (csv) Modify dates Import the Schedule file

  9. Enhanced Course Scheduler template file Hierarchical structure

  10. Another example Term start date (Course start date): 4/5/2012 • 3,Unit 3, ,15,21,N,N, , • 3,Lesson 3A, ,1,3,N,N,3, • 3,Lesson 3B, , 4,5,N,N,2,1 Apr. 19th Apr. 25th 3 – Unit 3 Apr. 21st Apr. 21st Apr. 19th 3 – Lesson 3A Apr. 23rd Apr. 22nd Apr. 22nd Apr. 23rd 3 – Lesson 3B

  11. Video references Videos for instructors: https://neoconnect.pearson.com/servlet/JiveServlet/previewBody/17268-102-1-25447/Uploading_Course_Schedule_File.swf https://neoconnect.pearson.com/servlet/JiveServlet/previewBody/17269-102-2-25488/ECS_Template.swf Video for administrators: https://neoconnect.pearson.com/servlet/JiveServlet/previewBody/10200-102-1-14072/Course_Scheduler_Overview_-_Admin_Workflow.swf

  12. Q&A

  13. Thank you!

  14. References Burden, P. R. (1995). Classroom management and discipline: Methods to facilitate cooperation and instruction. White Plains, NY: Longman. Downing, J. E., & Peckham-Hardin, K. D. (2001). Daily schedules: A helpful learning tool. Teaching Exceptional Children, 33(3), 62-68. Kamps, D. M. (2002). Preventing problems by improving behavior. In B. Algozzine & P. Kay (Eds.), Preventing problem behaviors: A handbook of successful prevention strategies Kerr, M. M., & Nelson, C. M. (2002). Strategies for addressing behavior problems in the classroom. Upper Saddle River, NJ: Merrill Publishing Company. Quinn, M. M., Osher, D., Warger, C. L., Hanley, T. V., Bader, B. D., & Hoffman, C. C. (2000). Teaching and working with children who have emotional and behavioral challenges. Longmont, CO: Sopris West. Reinhart, J. A. (1991). Organization of the environment. In S. R. Morgan & J. A. Reinhart (Eds.). Interventions for students with emotional disorders (pp. 51-78). Austin, TX: Pro-Ed.

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