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Check out our remote education Q & A below to get some basic information about how to move your classes online.

The first step to move your class online is to gather and engage your students online as a learning community. For that you need to create an online classroom space, where you will manage your students’ (and their parents’) access, communicate your expectations, post materials, and set up learning activities. For example, if your school is using Google Classroom, you will create a Classroom for each class of students you’re teaching. See tutorial: https://www.youtube.com/watch?v=rCNImsWUxZA

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General Info Principal: Jessica Austin Grade Levels: K-12 Non-Discrimination Policy Student Handbook

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Remote Education Resource Center The resources throughout this site have been compiled by the faculty, administrators and students of the School of Education at the University at Albany (SUNY) to help K-12 teachers incorporate online learning tools into their classes.

Our Upcoming Curricular Events & Activities

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Performance Objectives[edit] Unit 1: Participant will review/or become accustomed to the musical “solfege” system. Participant will select a progressive series of tunes to use within their curriculum. Unit 2: Participant will translate their tunes from standard notation to solfege system. Participant will organize their songs by difficulty. Unit 3: Participant will create visual resources for their students to refer to for the song learning process. Participant will choose musical vocabulary to introduce throughout the curriculum. Unit 4: Participant will create standard notation for each tune chosen. Participant will connect solfege to standard notation. Unit 5: Participant will create a rubric to assess student achievement on music comprehension. Participant will review and refine curriculum based on assessment results. Essential Prerequisites[edit] Participant will have intermediate to advanced music reading comprehension. Participant can distinguish various musical vocabulary that they choose to teach in their curriculum. Participant has the ability to sing and match basic pitches. Supportive Prerequisites[edit] Participant has extensive experience on a primary instrument. Participant has an intrinsic desire for growth as an educator. Participant has a passion for music and music learning. Curriculum Map

Task Analysis[edit] Lesson 1: Motivation: Why am I doing this? How can it benefit me? What is News ELA - read articles revolving around reading level and success in life. have them discuss which students make their job easier, is it the ones that "get it"? Explain how News ELA can help raise students reading level -have them understand that as a teacher it is their job to teach everybody, not just the students who are on level. Growth Mindset. All progress is good progres Lesson 2: Create a News ELA login and log into it successfully - Lesson 3: Find articles that are aligned to standards that the students are having difficulty with -article about the importance of finding high interest articles Lesson 4:Assign articles to students Lesson 5: Teach students how to log into the proper class Lesson 6: Find the data of the students that are part of your lower 3rd. Curriculum Map[edit] Lesson 1: Motivation: Why am I doing this? How can it benefit me? What is News ELA - read articles revolving around reading level and success in life. have them discuss which students make their job easier, is it the ones that "get it"? Explain how News ELA can help raise students reading level -have them understand that as a teacher it is their job to teach everybody, not just the students who are on level. Growth Mindset. All progress is good progres Lesson 2: Create a News ELA login and log into it successfully - Lesson 3: Find articles that are aligned to standards that the students are having difficulty with -article about the importance of finding high interest articles Lesson 4:Assign articles to students Lesson 5: Teach students how to log into the proper class Lesson 6: Find the data of the students that are part of your lower 3rd. Media:News ELA Curriculum Map Rankine.png.ogg "'ELA Curriculum Map"'||"https://tccl.arcc.albany.edu/knilt/index.php?title=File:Screen_Shot_2019-03-31_at_2.24.56_PM.png" ["| Curriculum Map]

Performance Objectives[edit] Course-level objectives Teachers will be able to: Create a News ELA log ing Log into News ELA Assign articles that are aligned to the standards Prepare reading level aligned non-fiction texts to your students Teach students how to log into their own class on News ELA Recommend next steps for their students based on the results from the assessment Develop' an understanding of to why News ELA is important to the development of you and your students Use Google Classroom to retrieve their classwork and hand work in through google classroom

Task Analysis & Curriculum Map

a Master’s degree in Biology.

Lesson 2: Further Features & Implications Aim: Participants will learn about further features and implications of MOOCs and Coursera, one of the MOOCs. • MOOCs such as Coursera, Udacity, edX, Khan Academy have changed the traditional class. Please watch this video to listen to what the founders of the MOOCs say, to see how people take the courses, and to learn about advantages and disadvantages of MOOCs. https://www.youtube.com/watch?v=YJ8vBNQbem0 • For an additional story about Coursera, you can also watch a talk of Dr. Daphne Koller, who developed Coursera with Dr. Andrew Ng in 2012 in the hope of sharing knowledge with people around the world. https://www.youtube.com/watch?v=U6FvJ6jMGHU

UNIT 1: Getting to Know about MOOCs

https://www.youtube.com/watch?v=b_N_NHbC80E

1. Participants will learn about meaning and features of MOOcs by watching given video clips and reading an article. 2. Participants will examine their interest in MOOCs and Coursera, and usage of the courses as supporting materials for their students’ English learning by conducting the pre-assessment. 3. Participants will search for relevant courses of Coursera by referring to the given manual. 4. Participants will learn how to use and adapt courses of Coursera for listening and writing in English by referring to the given manuals.

Needs Assessment[edit] The needs assessment was conducted from March 2nd to March 9th, 2017. A total of 22 English teaching professionals at secondary/tertiary schools or institutes answered the questions. The questions consisted of eight multiple-choice questions and one open-ended question, which mainly asked about their English classes and the usage of MOOCs in their classes.

Using Massive Open Online Courses (MOOCs) in English class

Now that we know the basics on how to use an iPad, we should understand why we are learning these things in the first place. Continue on to Unit 2: Benefits of iPad Integration to learn why you should put in this effort to integrate iPads into your classroom.

The link is below and will be available again in every unit under the reflection section. https://pinitto.me/58fa1750b537bb5455109d9d#

Courtney Mills Mini-Course From KNILT Jump to: navigation, search Integrating iPads into the Elementary Classroom

Given an iPad, learners will be able to identify the different functions and uses. 2. The learners will be able to describe in detail at least five benefits of using iPads in the classroom. 3. Given an iPad, learners will be able to determine appropriate apps depending on their students' needs. 4. Learners will be able to create lessons and activities that actively engage students through iPad integration in the classroom.

Curriculum Map

The following video follows a 1st grade unit about roller coasters that helps teach a group of 1st grade students how to use the design thinking process. As you are watching the video, pay attention to the different stages of the process that come up. Roller Coaster STEM Activity

Design thinking is a process that can be used inside and outside of classrooms to help students and adults solve many different types of problems. This mini-course will walk you through the different stages of the design thinking process, and help you to apply this process in different ways. According to Sandy Speicher, lead of the education team at IDEO, “Design thinking is a human-centered approach to problem-solving. It reflects how designers think and act–both mindset and tools, it’s solving problems to make the world better.” This course will help educators find new ways to solve problems.

'''Lesson 1: What is Design Thinking''' Objective: Identify and define the 5 stages of design thinking. During this lesson you will: * Watch an example unit that uses the design thinking process. * Learn about the 5 stages, and what happens within each stage. ...

According to a survey done of 105 teachers and education students, there is a need for learning about the design thinking process.78.1% of the people who took this survey know little or nothing at all about the design thinking process. 75% of the people who took this survey are moderately to extremely interested in learning about the design thinking process. Based on this survey, there is a need among educators for a mini-course on this topic.

File:Goess Curriculum Map.pdf

Performance Objectives[edit] Course-level objectives Participants will be able to.. 1. Identify and define the 5 stages of the design thinking process. 2. Solve a given problem using the design thinking process. 3. Evaluate a project that uses the design thinking process. 4.Create a 45 minute lesson to teach others about how to use the design thinking process.

The intent of this mini-course is to teach educators about the design thinking process, and how they can use it to create both tangible products and to solve problems.

Pros & Cons of Authentic Assessment

Lesson 2: What is Authentic Assessment? In order to get an understanding of Authentic Assessments and its benefits, please read the following excerpts from "Authentic Assessment of Knowledge, Skills, and Attitudes" by Brenda C. Litchfield and John V. Dempsey "Assessment! No one likes it, but everyone has to do it. It is a necessary part of teaching and learning and, for the most part, has not changed for hundreds of years. Teaching and learning have undergone reforms, improvements, programs, initiatives, and directions, yet the objective test has held its ground as the preferred assessment method in tertiary education around the world... To be competitive in the global economy, these countries are finding that the centuries-old model of education with its emphasis on rote learning and objective testing is not adequately preparing their students. A new focus has been placed on creativity and problem solving. The introduction of general education course requirements in particular is based on developing students’ knowledge, skills, and attitudes beyond the usual, narrowly focused curriculum of the past. This more comprehensive approach to teaching and learning necessitates new methods of assessment." (Dempsey & Litchfield, pg. 65) "The key to using assessment to revise and improve teaching and learning is to select the right assessment. This is not objective assessment but rather authentic assessment. In authentic assessment, students learn the content and then apply it to meaningful and relevant tasks. Simply acquiring knowledge through memorization and lecture is not suf- cient to demonstrate the essential skills necessary to be successful in a particular field or profession. What is the purpose of a college degree if the skills to perform in the real world have not been mastered? How often are people in a workplace given four distinct options to choose among when they are working in a group to solve a problem or create a product? Life is not a rigid, four-option, multiple-choice endeavor. Authentic assessment strongly emphasizes metacognition and processing of information, which is the key to learning (Azim and Khan 2012) and developing higher-order thinking skills (Koh, Tan, and Ng 2012). Life consists of a myriad of options, problems, situations, and circumstances that require analysis, critical thinking, problem solving, and synthesis. These skills are developed through multiple interactions with others in collaborative activities. In order for students to be successful after they graduate, they must be prepared and guided through opportunities to develop these skills." (Dempsey & Litchfield, pg. 69)

Identify the pros of authentic assessment as opposed to traditional testing

Curriculum Map

Elise's mini-course