Browse Public Designs
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Disco Dance
Description:
This learning design enables students to explore and choreograph freestyle and disco themed dances with correct timing and technique, using a variety of different movements. In groups students will be engaged in choreographing their own short dance sequences using the principles of dance and basic dance movements. Throughout the design students will use the online learning platform schoology, along with digital video recording devices to analyse and evaluate their own performance, so that they are able to adapt and refine skills and compositional ideas effectively to resolve choreographical problems in creative ways. To conclude students will be involved in individual self assessment and reflection of their learning. This design is underpinned by the concepts of cooperative and experiential learning, in this learning is student directed and engaging.
Intended Learning Outcomes:
- Discuss and explore different dance formations using the 6 principles of dance
- Analyse their own & others performances, identifying strengths & weaknesses; compare & contrast similarities & differences
- Make decisions/suggestions about what to do to improve their performance & the performance of others
- Implement practices/changes to improve their performance
- Create different dance movement formations within specific dance themes (disco)
- Use the principles of dance to help create movement that expresses ideas, feeling, concepts or emotions to an audience
- Collaboration, decision making and reflective skills
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Copied: Copied: Case Based Learning
Description:
This design helps students to develop knowledge and skills relevant to their future professional practice. They begin by analysing relevant cases and then apply what they have learned to solving an industry-based problem. At the end of the project they reflect on their experiences. The design as described is implemented in a face-to-face setting with online support.
This sequence of tasks aims to help students link theory to practice in two ways. One is by analysing cases relevant to the knowledge and skills to be developed. Cases provide detailed descriptions of realistic situations, dilemmas and their outcomes. By analysing a known problem and its solution, students come to appreciate the complexity of real-life situations and derive conclusions that they can take into their own future practice. In this design the cases should be chosen to be relevant to the later project task, so that analysis of the cases provide students with useful insights into real world practice. The purpose of the project is to enable students to begin to put their ideas into practice, bring together component skills already learned and deal with complex situations. This is based on the premise that learners develop their skills and knowledge through engagement with realistic (or authentic) problems. The final tasks provide students with an opportunity to look back on their experiences and extract lessons for the future.
Intended Learning Outcomes:
- to develop specific knowledge and skills related to the project
- to develop understanding of how theory relates to practice
- to develop skills in case analysis and reflection
- to develop teamwork and project skills
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Jigsaw Puzzle Lesson
Description:
This is where I write a description of my learning design.
Intended Learning Outcomes:
- Learning outcome 1 goes here
- Learning outcome 2 goes here.
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Using media-rich synchronous online communication as a pedagogical tool
Description:
In this learning activity, students will have the opportunity to participate in an authentic and personally relevant task using a flipped classroom design. Students will use Google Hangouts and Google Docs as media-rich synchronous online communication tools, critically appraise the use of media-rich synchronous online communication as a pedagogical tool, and develop ideas for using media-rich synchronous online communication as a pedagogical tool in their own workplaces.
Intended Learning Outcomes:
- Students will develop an understanding of types of media-rich synchronous online learning activities
- Students will develop an understanding of the advantages and disadvantages in using media-rich synchronous online communication as a pedagogical tool
- Students will develop a level of familiarisation with the Google suite of synchronous communication tools including Google Drive, Google Docs and Google Hangouts
- Students will develop a learner’s perspective of the use of media-rich synchronous online learning activities
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Copied: Using media-rich synchronous online communication as a pedagogical tool
Description:
In this learning activity, students will have the opportunity to participate in an authentic and personally relevant task using a flipped classroom design. Students will use Google Hangouts and Google Docs as media-rich synchronous online communication tools, critically appraise the use of media-rich synchronous online communication as a pedagogical tool, and develop ideas for using media-rich synchronous online communication as a pedagogical tool in their own workplaces.
Intended Learning Outcomes:
- Students will develop an understanding of types of media-rich synchronous online learning activities
- Students will develop an understanding of the advantages and disadvantages in using media-rich synchronous online communication as a pedagogical tool
- Students will develop a level of familiarisation with the Google suite of synchronous communication tools including Google Drive, Google Docs and Google Hangouts
- Students will develop a learner’s perspective of the use of media-rich synchronous online learning activities
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