Portfolio and Evidence
We have covered a solid range of concepts with the portfolio approach. If you have further questions about how to manage your portfolio, please go back and read the previous entries!
You should be able to save the following types of evidence:
||Journals, reflections, evidence from classrooms, special events,
||lesson plans, handouts, materials of all kinds, ppts, assignments
||Profile and accomplishments
||capturing the moment
||Slideshows of work and accomplishments
For the rest of this class, I would like to focus on the design of good multimedia materials. First of all,lets look at the word:
Multi - ___________________________
Media - ___________________________
How do these considerations match with learning theories you may have encountered already?
So, when you design your work you need to be able to consider these two factors. You need to read this article and review the sections of a book by the same author:
Mayer, R. (2003). The promise of multimedia learning: using the same instructional design methods across different media. Learning and Instruction, 13(2), 15-139. doi:http://dx.doi.org.ezproxy.hct.ac.ae/10.1016/S0959-4752(02)00016-6
The author makes several points about good design, which I will be looking for when we review your work.
Dual Channel Assumption
Figure 1: Multimedia. Based on Mayer (2003)
"The coherence effect refers to the finding that students learn more deeply from a multimedia explanation when extraneous material is excluded rather than included" (Mayer, 2003).
Spatial Contiguity Effect
"Students learn more deeply from multimedia explanations when corresponding words and pictures are presented near to rather than far from each other on the page or screen" (Mayer, 2003).
"Students learn more deeply from a multimedia explanation when the words are presented in conversational style rather than formal style" (Mayer, 2003).
To make the most of these effects and principles, lets take a few minutes and scan the Internet for some examples of these principles in action.
To contextualize this work, I am adding a description of a learning object. You have seen this before in year one and you will see it again.
Have a look at the graphic and try to determine where inthe learning object hierarchy you think these multimedia designs will fit.
TP Considerations - Booklet for EDTC
You can find the booklet in the Assessment section
- Total internship in School 5 Weeks X 3 days / week = 15 days
- March 23rd – 25th (1 week)
- Higher Colleges of Technology Mid-Semester Break: March 30th – April 10th.
- April 13th – May 6th (4 weeks).
- The teaching practice gives students an opportunity to work with learners of different ages and become familiar with the real-life issues that may arise in any form of learning.
- Students are expected to engage with learners every day.
- Student teaching responsibilities will be negotiated between the student, the placement supervisor or Mentor School Teacher (MST) and the Mentor College Teacher (MCT).
- The teaching practice also provides opportuntities for students to test out their ideas and preparations from their content courses.
- Students will be responsible to report to and get advice from their MCT about their course work which they hope to implement during their teaching practice.
- The course work activities will tie into the teaching placement as closely as possible and so students should be able to benefit their MST with the results of their work.
- Students will return to college two days a week, every Wednesday and Thursday to discuss planning with their MCT and prepare resources and materials for teaching.
- Please note that while the majority of students do complete their internship in a school, we also place students in other institutions including museums, government offices and companies with training centers.
Mentor School Teacher / Supervisor Responsibilities
At every placement, each individual student will be placed with a mentor (MST) under whose guidance the student will work to develop their teaching skills and try out activities developed from their course work.
Students will also be expected to work with the MST in her class or training center and eventually teach at least one of the classes each day during the last week or two of the placement.
- Ideally, each MST at a placement will mentor only one student.
To ensure student success, we would like to request that MSTs or supervisors:
- Negotiate reasonable working hours. Usually, these are the working hours of the institution or school. In the case of long opening hours, we expect our students to be present a minimum of 6 hours per day.
- Provide a functional work space where the student can use a desk and leave belongings.
- Provide opportuntities for engagement with learners at least once a day.
- Learners include other teachers, adults, school students.
- In cases where the learning activities require greater preparations, our students may be expected to engage with learners less than once a day.
- Students may deliver a series of lessons to one group, or a single lesson to numerous groups, depending on the regular duties of the MST.
- Provide time each day for the student to complete college-related studies, including research for their project.
- Provide internet access.
- Complete the MST feedback form (see Forms section at the end of the document) by the end of the placement. Students will then write a report on the feedback.
- Student grades will be based on their response to the feedback form, not on the feedback form itself.
We also encourage our students to participate in administrative activities as well, where suitable or where occasional extra help may be needed. However we request that students do not be given regular administrative duties outside of those required of the MST.
According to Ministry of Education policy and legal implications, our college students should not be left alone with children.
- When teaching an MST’s class, the MST should stay with the class.
- Our students should not be expected to cover lessons of absent teachers, except in unusual situations and with the understanding that the school is fully responsible for the actions of our students.
MSTs are paid a small honorarium for working with our students. This is AED 500 per student supervised. Payment is usually completed through direct deposit. Students will bring a banking form to the MST to get the relevant information.