Backward planning

-
The Philosophy

The concept


The SAMPLE framework 1



Inquiry cycle as the basic framework to plan your UP and assessment task
Concept—Macro concept, Key concept, Significant concept, Guiding question/unit question
Content—SOW, specific subject skills and knowledge
Context—Area of interaction, Interdisplinary unit as platform
Teaching strategies--Differentiated pedagogies ( Multiple Intelligences, Different learning styles)
Learning experiences--Assessment as learning ( formative task), activities.

The SAMPLE framework 2








 

Comments

Post a Comment

Popular posts from this blog

Clinical Utility of the Rorschach Inkblot Method: Reframing the Debate

-
  Phase   Period     1 1921- 1950s The unbridled optimism period This period was marked by widespread interest in the RIM, aided in part by these seminal publications of Schafer (1954) 2 1960s Increasing skepticism period widespread misuse of the test by clinicians (typically involving biased, impressionistic interpretation. 3 1974 onwards The psychometrization period Comprehensive System (CS) for RIM scoring and interpretation (subsequently revised and refined in 1986, and again in 1993). With the publication of Exner’s CS, a single overarching framework was adoptedby most (although not all) RIM users. The empirical foundation of the RIM was strengthened, and the test achieved a degree of respectability that it had not enjoyed for some time (see Meyer, 1999; Weiner, 1995, 2000a) 4...
Read more

Intervention based on ToM

-
Interventions based on the Theory of Mind cognitive model for autism spectrum disorder (ASD) Interventions eligible for inclusion in this review: 1. explicitly state that they are designed to teach ToM; or 2. explicitly state that they are designed to teach precursor skills of ToM; or 3. explicitly state that they are based on or inspired by ToM models of autism; or 4. explicitly state that they aim to test the ToM model of autism. We reiterate that ToM (theory of mind) describes the ability to understand another’s thoughts, beliefs, and other internal states and is encapsulated in a test of false belief. Prior to the development of false-belief understanding (at about four years old in typical development), associated precursor skills are in evidence such as joint attention, imitation, and emotion recognition. Relevant interventions include those which explicitly teach children to understand others’ mental states (e.g. using visual representations of mental states McGregor 1998) an...
Read more