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Intel Teach Essentials Program

Intel Teach Essentials Program. Curriculum Roundtable – Oxford – July 2013. Intel Teach Essentials Course. The themes of the Essentials Course include: Using technology effectively in the classroom to promote 21st century skills

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Intel Teach Essentials Program

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  1. Intel Teach Essentials Program Curriculum Roundtable – Oxford – July 2013

  2. Intel Teach Essentials Course • The themes of the Essentials Course include: • 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 self-direction and higher-order thinking • Collaborating with colleagues to improve instruction by problem solving and participatingin peer reviews of units

  3. Intel Teach Essentials Course • Offered F2F or Online • The Essentials Online Course uses the same curriculum as the Essentials Course V.10 F2F. The goal is to offer online delivery when access and infrastructure permits. • Uses the Intel Education Viewer • Includes the Help Guide

  4. Outcomes Unit Portfolio • Teachers create all the products listed. • These items together make up a complete Unit Portfolio. • Peer reviews are conducted on the products teachers create. • Unit Plan • Aligned to standards • Focused through the use of Curriculum-Framing Questions • Includes Assessment Timeline to note ongoing assessment • Provides accommodations to support all learners

  5. Curriculum Modules • Module 1: Teaching with Projects • Focus: Project-based learning and unit design • Module 2: Planning My Unit • Focus: Curriculum-Framing Questions and ongoing student- centered assessment • Module 3: Making Connections • Focus: The Internet to support teaching and learning • Module 4: Creating Samples of Learning • Focus: Project outcomes from a student perspective

  6. Curriculum Modules • Module 5: Assessing Student Projects • Focus: Formative and summative assessment • Module 6: Planning for Student Success • Focus: Student support and self-direction • Module 7: Facilitating with Technology • Focus: Teacher as facilitator • Module 8: Showcasing Unit Portfolios • Focus: Sharing Learning

  7. Typical Module Schedule • Pair and Share • Pedagogical Practices Discussion • Hands-On Activities • Modifying Unit Plan • Planning Ahead Activities

  8. Prerequisite Skills Participants should possess intermediate-level computer skills Ability to: • Format and edit text • Copy, cut, and paste text and graphics • Save documents • Use e-mail • Navigate and perform a search on the Internet • Use a word processing application

  9. Curriculum Adaptation Process • Conduct initial training for lead trainers and adaptation team • Translate, Localize, Adaptation, and Pilot • Translation—converting content to local language, trying “best fit” for terms • Localization—creating examples, URLs, content that reflects local context and aligns with gov’t/MOE initiatives • Adaptation—creating new supplements and modules to support local pedagogical needs • Ensure that adaptation reflects govt reform efforts or key areas of school improvement • Pilot and Revise • Publish • Rollout • Evaluate • Improve, iterate

  10. Curriculum Translation Step • Obtain appropriate content scripts, manuals, and all related digital assets from the File Sharing Site • File Sharing Site is password protected but accessible by non-Intel content teams • Review adaptation process, toolkit, meet with corp team for support as needed • Identify education expertise to support translation • Have classroom experience • Technology integration experience • Understanding of education reform efforts • Excellent communicators- at least one with strong English skills

  11. Pilot Training- Preparation for Lead Trainers and Adaptation Team • Training for lead trainers and curriculum team • Expert senior trainer from another country conducts initial training • Involve evaluation team for formative feedback for curriculum and training revision • Propose dates, training locations, goals, and a training plan • Follow up meeting to review changes • Enlist this team to develop initial local examples • Edit examples to create models • Revise

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