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  • OTIS Open Source Tools for Instructional Support: Gerry Swan
    777 UK School of Journalism PHP MySQL Resources About EDC 544 UK College of Education SCASSI Support EDC 609 UK Gerontology Intervention Web EDC 575 Envision Schools CaseMate Game Changers UK Fine Arts Music Department XML Enhanced Texts UK Fine

    Original URL path: http://otis.coe.uky.edu/ (2015-03-27)
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  • Untitled Document
    are taken in a developmental sequence A proficient artifact from methods I wouldn t be of the same quality as a proficient artifact from methods II but for the sake of assigning a class grade we need to take into the expected outcome for the particular course stage in the program The default scale is shown below in figure 3 Programs can chose a 3 4 or 5 point scale as well as customize the descriptors Whatever the scale a key activity is developing a consistent interpretation of what the indicators mean and making it ok not to inflate scores Otherwise you end up with a massive clump of uniform data that no one buys as accurate or valuable which brings us back to compliance Figure 3 Example of scoring scale Here s one of my favorite examples from one of the programs I work with They have defined their scores in terms of what is the professional capacity of a candidate 1 Beginning Graduate Clinician Demonstrates competency resourcefulness and creativity rarely or seldom and or requires considerable guidance and assistance in the execution of this specific clinical skill regardless of the disorder The graduate clinician contributes little to the learning process The graduate clinician could visit with a person who presents with a communication impairment 2 Developing Graduate Clinician Demonstrates inconsistent competency independence resourcefulness and creativity in the execution of this specific clinical skill across disorders level of competency displayed is disorder specific The graduate clinician requires regular direction and feedback contributing some to the learning process The graduate clinician could function as a one to one aide for a person with a communication impairment 3 Advanced Graduate Clinician Demonstrates general competency and consistency across disorders but is still developing independence resourcefulness and creativity in the execution of this specific clinical skill The degree of direction and feedback required is dictated by the disorder with the graduate clinician contributing much to the learning process The graduate clinician could function as a speech language pathology assistant 4 Beginning Professional Demonstrates adequate competency consistency and independence in the execution of the clinical skill regardless of disorder but lacks resourcefulness and creativity The graduate clinician requires periodic guidance and feedback about the execution of this specific clinical skill with low incidence disorders requiring more guidance The graduate clinician directs his her learning remediating areas of need The graduate clinician could effectively manage a caseload while benefiting from mentoring 5 Advanced Beginning Professional Demonstrates competency consistency creativity resourcefulness and independence requiring minimal to no feedback Implementation of the clinical skill is above that expected of a beginning clinician The graduate clinician s learning is influenced by other disciplines and areas of study The graduate clinician could mentor another beginning speech language pathologist on this specific clinical skill Defining an absolute progression is the first step but more important is continuing the discussion to develop program level criteria that describes the charachterisctics of the evidence that a student would provide to earn recognition for

    Original URL path: http://otis.coe.uky.edu/portfolio.php (2015-03-27)
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  • OTIS Open Source Tools for Instructional Support: Gerry Swan
    Social Studies Assessment Curriculum and Instruction Modules Materials Data Base CaseMate

    Original URL path: http://otis.coe.uky.edu/ccsso/ (2015-03-27)
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  • Untitled Document
    the design of the entire learning experience Now I do think that the delivery truck can facilitate better nutrition by bringing foods that aren t available in the local area What value does a refrigerated truck bring to our food supply networks But what if the truck were more than a truck What if it could be transformed to fit the needs of the learner This site is supporting a project started in EDC 544 and continued in EDC 575 to look at how do we enhance texts with XML to make them more usable by a variety of readers By giving readers greater insight to texts can we facilitate the acquisition of pattern recognition and analytical skills I think so but as with anything the only way to figure this out is to try it fail fast and gracefully and keep refining that s what this site is all about We also are using this as a way to explore the process of marking up texts as an example of what Bruce Levin refferred to as learning with media via construction Sprinkle in a little UDL and I think we have got ourselves an interesting little project If you

    Original URL path: http://otis.coe.uky.edu/xmlizer/index.php (2015-03-27)
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  • User ID Password User Level Teacher Principal Lead Teacher Director Tool Administrator

    Original URL path: http://otis.coe.uky.edu/SBR_demo/ (2015-03-27)
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  • (No additional info available in detailed archive for this subpage)
    Original URL path: /DDL/ (2015-03-27)


  • CCSSO~SSACI
    contact Dr Kathy Swan collaborative advisor for the Social Studies Assessment Curriculum and Instruction SSACI project and professor University of KY for more information Elementary School Middle School High School About the Units News and Events Next SSACI Meeting October 28 29 2009 Washington DC Training Materials Summative Assessment Rubrics Word Doc June 19 2008 Using the Units as Staff Development Tools June 19 2008 Strategies for the Social Studies

    Original URL path: http://otis.coe.uky.edu/ccsso/cssapmodules/modules.html (2015-03-27)
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  • Untitled Document
    of the Social Studies Assessment Curriculum and Instruction Collaborative SSACI is to support social studies teachers and state personnel with instructional resources and strategies for assessment curriculum and instruction in preparing students for a culturally diverse democratic society in an

    Original URL path: http://otis.coe.uky.edu/ccsso/materialsDB/KS/home.php (2015-03-27)
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