Design of Drilled Piers Rebecca E. Pinney University of Cincinnati Page 4 of 5 recommends minimum length and pier diameters, along with bearing capacity and friction The 7Cs of Learning Design — a new approach to rethinking design practice. Despite this teachers lack the necessary digital literacy skills to make effective design decisions that are pedagogically informed and make appropriate use of technologies.
Professional development at Science House is not about a collection of activities to take into the classroom or program. Similarly, leadership professional development at Science House is not a train-the-trainer model; it is an adaptive approach. The distributed leadership processes that we promote and support are non-linear, creative, iterative, and context-specific.
Rather than program fidelity, we are concerned with outcome fidelity. The outcomes we are interested in are that participants adapt, refine, and implement research-based ideas and strategies with their colleagues and learners to increase inclusion, deepen learning, and create positive institutional change.
Our assessments and findings: Assessing Impact on Individuals through the KPA Scale Survey We have strong quantitative data that indicates that our professional development leads to statistically significant increases in understanding, preparedness, and application of ideas around identity, distributed leadership, and access and equity in STEM education.
Open-Ended Daily Reflections We have a large qualitative data set that consists of daily open-ended written reflections from each person. At the end of each day, they write about their confusions, comprehensions, and connections.
At the end of an institute, they each write a reflection addressing their learning from the week and the implications for their work moving forward. Here are a few representative statements: I now appreciate the method used that allowed us to self-reflect on our paradigm and come to a better place in how it needs to shift.
You have provided us with some important tools that will allow us to shift paradigms in ourselves, our own departments and institutions in a kind and respectful way.
I can help others to see inequities in how we engage learners. Looking at who enters the conversation about STEM practices and content; who dictates the norms of what is appropriate; who gives reinforcement of existing paradigms; who is left out as a result.
I will need some time to reflect on the things that I think I need to do differently—that is the cause for the discomfort—but, I know this is an important part of learning and growth so I am grateful. The wind rustles the leaves outside, and that tells so many different stories.
So if I need to listen to expand my story of science, I must also listen to understand the story of leadership. But I will, and it will make me a better scientist and leader. Working with several districts, all in different places with their perception of STEM, will be a challenge.
Many narrowly view it as curriculum, so it will be challenging to think about how to help broaden their thinking without blowing their mind. My undergrad is in anthropology, and I felt connected to that side of me all this week.
The work you do is important. The work you do will be challenged. The work you do is not yet comprehendible to everyone, but your work is right for our future. Measuring Teacher Effectiveness with the Tripod 7C Survey With support from the National Science Foundation, Science House is currently collaborating with Tripod Education Partners to use the 7C survey for professional growth, developed by Harvard Professor Ronald Ferguson and colleagues, to study the impact of our work on classroom practice and teacher effectiveness.
Science House uses and recommends this measure for a number of reasons. First, the survey has been extensively tested to establish reliability and validity in K classrooms, and second, it has been shown to be a predictor of student achievement gains see below.
The Measures of Effective Teaching MET project, which investigated ways to reliably measure teacher effectiveness, showed that students of teachers who score in the 75th percentile of the 7Cs survey achieve higher-than-expected student achievement gains. For example, the predicted difference for months of learning on state math tests is a positive difference of 4.
The survey consists of questions that ask students to rate their teacher on seven dimensions of effectiveness: The emotional warmth of the student-teacher relationship Control:A language for learning. Talk the language that captures the richness of learning.
Make the how of learning initiativeblog.com high value learning characteristics. Learning fit. Nov 07, · On the website, we will also include the skills and knowledge identified in the essential learning, as well as digital tools and resources to support the learning in the classroom.
Last week Genna and I composed our . 7 cs update from Grainne Conole.
I had a great brainstorming session on Friday with the team. Gabi Witthaus has already blogged about this. In this post I want to describe our current thinking on the 7Cs of Learning Design. We have now regrouped the 7Cs . ACC Week 4 Learning Team: XBRL. Research XBRL and structure data using the SEC site..
Examine the information provided in this sample inline XBRL data.. Use the SEC EDGAR database to download other XBRL financial data from a public company.. Prepare a taxonomy/table to compare and contrast the similarities between the sample . Week 4 Learning Team A 7Cs PowerPoint Presentation.
7 C’s PowerPoint ® Presentation: Personalize Your Pop Learning Team A MKT/ July 6, Prof. Ron Rosalik Introduction • A description of the company’s approach to developing targeted marketing communications as they relate to Coca-Cola Personalize Your Pop campaign • An explanation of the 7Cs .
OULDI Carpe Diem 7Cs workshop for SAIDE: March The first workshop was run as a series of six, minute synchronous sessions, spread over a two-week period, to nine colleagues from SAIDE.