Glog thumbnail

To view Glogster properly,
use the Flash Plug-in. If your system is not playing correctly, download a new plug-in.

Glog text

Intel Teach Essentials Course Syllabus

Description: The Intel Essentials Course is a worldwide initiative to provide teachers with the skills to effectively integrate technology into existing curriculum to improve student learning. Course Themes: • Using technology effectively in the classroom to promote 21st century skills • Identifying ways students and teachers can use technology to enhance learning through research, communication, collaboration, and productivity strategies and tools • Providing hands-on learning and the creation of curricular units and assessments, which address state and national academic and technology standards • Facilitating student-centered classrooms that encourage student selfdirection and higher- order thinking • Collaborating with colleagues to improve instruction by problem solving and participating in peer reviews of units Course Outcomes: Unit Portfolio • Assessments • Course Resources • Student Sample • Unit Plan • Unit Support Course Length: 8 Modules; 32 total in-class hours, 12 additional hours outside of class Module One: Teaching with Projects In this module, participants explore how technology-supported projects can be used in the classroom, determine the type of planning required, and begin planning their own units. All of the activities in this module build a foundation for remainder of the Intel Teach Essentials Course. Activity 1: Getting Started Activity 2: Examining Good Instructional Design Activity 3: Looking at Projects Activity 4: Planning a Publication to Explain Projects Activity 5: Creating My Publication Activity 6: Reflecting on My Learning. Planning Ahead: Beginning the Planning Process Intel Teach Program Essentials Course Copyright 2008, Intel Corporation. All rights reserved. 2 of 4 Module Two: Planning My Unit In this module, participants get to start working on the units they will develop during the course and eventually teach to their students. As they plan their units, they first define what s important for students to learn in the unit and provide structure to guide them with standards, objectives, Curriculum-Framing Questions, and a plan for assessment. Participants will return to this initial work in the modules that follow. Activity 1: Addressing Standards Activity 2: Developing Curriculum-Framing Questions to Engage Students Activity 3: Considering Multiple Methods of Assessment Activity 4: Creating an Assessment to Gauge Student Needs Activity 5: Creating a Presentation about My Portfolio Activity 6: Reflecting on My Learning. Planning Ahead: Broadening My Understanding of Essential Questions Module Three: Making Connections This module is about guiding students to use the Internet to its fullest potential in responsible and productive ways. Participants explore interactive Internet-based resources for student collaboration and communication, and discuss how to help students learn safe and responsible Internet use. Participants also look at ways to efficiently locate and evaluate relevant Internet resources for research. After investigating copyright laws and legal use of these resources, they plan how to integrate the use of the Internet into their units. Activity 1: Presenting My Unit Portfolio Pedagogical Practices: Meeting Standards in a Student-Centered Classroom Activity 2: Targeting 21st Century Skills Activity 3: Modeling and Teaching Legal and Ethical Practice Related to Technology Use Activity 4: Using the Internet for Research Activity 5: Communicating with the World through the Internet Activity 6: Considering Web-based Collaborative Learning Activity 7: Reflecting on My Learning Planning Ahead: Incorporating the Internet Intel Teach Program Essentials Course Copyright 2008, Intel Corporation. All rights reserved. 3 of 4 Module 4: Creating Samples of Learning In a student-centered classroom, students create products that require the proficient use of 1st century skills and reflect the depth of their content learning. In this module, articipants plan and share ways to incorporate the Internet into their units. They also plan and create a student sample presentation, publication, wiki, or blog to target specific learning objectives in their units and discuss how to facilitate a classroom in a project ased learning environment. Pair and Share: Incorporating the Internet into Units Pedagogical Practices: Helping Students Adapt to a Project-Based, Student Centered Classroom Activity 1: Examining Student Samples Activity 2: Planning My Student Sample Activity 3: Looking at Learning from a Student Perspective Activity 4: Revisiting My Unit Plan Activity 5: Reflecting on My Learning Planning Ahead: Reflecting on My Student Sample and Unit Portfolio Module 5: Assessing Student Projects In this module, participants focus on assessment of 21st century learning, those skills that cross all subjects and are so important to success in students’ lives. Participants explore how rubrics, scoring guides, and checklists can be used to assess content learning and higher-order thinking throughout a project. They plan their assessments and use the Intel Education Assessing Projects application to create a summative assessment for their units. Then, they use the remaining time to revise their student samples and compare the two for onsistency in meeting the outlined objectives. Pair and Share: Using Feedback to Improve My Student Sample Pedagogical Practices: Involving Students in the Assessment Process Activity 1: Examining Assessment Strategies Activity 2: Creating Student Assessments Activity 3: Revisiting My Student Sample and Unit Plan Activity 4: Reflecting on My Learning. Planning Ahead: Reviewing My Student Sample and Assessment Module 6: Planning for Student Success The key theme in this module is to support student self-direction in any learner. Participants reate resources to support students' learning and plan facilitation materials. Pair and Share: Sharing Student Samples and Assessments ctivity 1: Creating Accommodations for All Learners Activity 2: Supporting Student Self-Direction edagogical Practices: Supporting the Diverse Needs Of Learners ctivity 3: Creating Support Materials to Facilitate Student Success Activity 4: Revisiting My Unit Plan Activity 5: Reflecting on My Learning lanning Ahead: Pre-Planning Facilitation Materials Intel Teach Program Essentials Course * Copyright 2008 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel ducation, nd the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other ountries. *Other names and brands may be claimed as the property of others. Module 7: Facilitating with Technology In this module participants discuss how to facilitate a classroom in a project-based learning nvironment as well as how to use technology to increase their own productivity or support heir instructional practice. They then create a document, presentation, or Web-based resource. Participants also plan how to implement their units in their classroom and create management resources to support students while they work with technology on their projects. Pedagogical Practices: Using Questioning to Promote Higher-Order Thinking and Engage Students Activity 1: Designing Facilitation Resources Activity 2: Implementing a Successful Project Activity 3: Reflecting on My Unit as a Whole Planning Ahead Activity 1: Revising My Unit Portfolio Activity 2: Locating Internet Resources for Educators Module 8: Showcasing Unit Portfolios Participants share their Unit Plans and some of their supporting documents with their colleagues, and they get to see the results of some of their colleagues’ work. Activity 1: Completing Your Portfolio Activity 2: Planning a Showcase Activity 3: Showcasing My Unit Portfolio Activity 4: Evaluating the Course Activity 5: Concluding the Course

Glog thumbnail