A list of all assignments associated with the Certificate of Teaching Mastery through Teachers Without Borders.

At the completion of this lesson you will be able to complete a curriculum vitae correctly by using the information from an article about the employee of the month.

The assessment module is meant for use either after completion of the project-based learning module or with participants who are familiar with project-based learning. The module is designed for a two to three hour class or session, divided into two parts.

Part One, Guided Process, is designed to give participants a brief introduction to assessment. It answers the questions "Why is Assessment Important?"; "What are Some Types of Assessment?"; and "How Do Rubrics Help?" The Guided Process includes the Assessment Resources section and a PowerPoint® presentation, including presenter notes. This presentation can be shown directly from the Web site or can be downloaded for use as a stand-alone slide show. The video segment, "Assessment Overview" demonstrates assessment in action at various schools. The Assessment Resources section contains additional examples of assessment in action (Urban Academy, Mountlake Terrace High School, and Assessing Project-Based Work).

Part Two, Group Participation, assigns readings and activities for experiential, project-based learning. Ideally, the tasks will be accomplished using group collaboration and with the use of technology.

Specific ISTE NETS Standards have been addressed in this module.

The Australian Curriculum sets out the core knowledge, understanding, skills and general capabilities important for all Australian students. The Australian Curriculum describes the learning entitlement of students as a foundation for their future learning, growth and active participation in the Australian community. It makes clear what all young Australians should learn as they progress through schooling. It is the foundation for high quality teaching to meet the needs of all Australian students.

This module is an introduction and overview to Teachers Without Borders' professional development program, always changing and developing, thanks to our global network of teachers in 87 countries

Providing an overview of current issues in UK science education, this unit examines what type of science the curriculum should cover and for what purpose. The unit will introduce you to practical problems in the delivery of an effective science curriculum, and particular questions at all three educational tiers - primary, secondary and tertiary - will be touched on.

In this course, teachers be introduced to thematic learning and cooperative learning techniques. Teachers will have a chance to develop lesson plans with these ideas in mind. You are given practical tools for classroom management and ways in which you can guide students to think about their own process of learning. Portions of this course have been reproduced from the encyclopedia of informal education: www.infed.org

Section 6 is a particularly useful springboard for constructing a module on curriculum because: Knowledge, when all is said and done, is central issue in curriculum. Teachers have to be able to organize knowledge.Section 6 introduces theoretical tools for understanding curriculum concepts. These concepts are invaluable tools for practitioners' use in understanding the formal curriculum, organizing their own learning programmes, and then analyzing their own practice.(Concepts covered include: competence curricula / performance curricula; subject (or disciplinary) curricula / integrated curricula; everyday knowledge / school knowledge.)

This case study covers a wide variety of challenges facing administrators as they make an effort to improve the learning environments of impoverished communities. It may be used in an introductory course for aspiring school leaders and practitioners in th

EAC (ethics across the curriculum) requires as its foundation a solid program of assessment. This module includes several assessment forms from which browsers can choose. The range responds to a wide variety of assessment situations. From one end, a Muddy Point exercise asks students to identify the strongest and weakest points of a module. At the other end, a rubric based on scoring criteria used in the Ethics Bowl competition held at UPRM (based on the national competition held annually at the conferences of the Association for Practical and Professional Ethics) provides a fairly fine grained assessment of a capstone ethics integration exercise. This document makes use of an Instructor Module template designed to help structure the authoring and sharing of Ethics Across the Curriculum Integration modules that are being developed through the NSF funded EAC Toolkit Project (SES-0551779). It solicits pedagogical information for instructors regarding the assessment of student modules based on the experiences and expertise of the authors, co-authors and EAC community members. The goal is to promote sharing of best practices in ethics education and to encourage other educators to engage in EAC.

This Instructor Module is intended to support educators who use the corresponding student module, "Being an Ethical Job Candidate," m14468.It provides pedagogical information for instructors based on the experience of the authors.The goal is to promote collaboration and sharing of best practices in ethics education and to encourage other educators to engage in EAC (ethics across the curriculum).

This document presents an Instructor Module for the student module, "Pirate Code for Engineering Ethics." It makes use of an Instructor Module template that will help structure the authoring and sharing of Ethics Across the Curriculum Integration modules that are being developed through the NSF funded EAC Toolkit Project (SES-0551779). This module provides pedagogical information for instructors regarding a student module based on the experiences and expertise of the authors, co-authors and EAC community members. The goal is to promote sharing of best practices in ethics education and to encourage other educators to engage in EAC.

This module is an instructor module that corresponds to the student module already published in the course, Corporate Governance, entitled "Theory Building Activities: Mountain Terrorist Exercise. The module id number is m13764. This instructor module represents a work in progress designed to help those interested in teaching the Mountain Terrorist exercise. It has been produced as a derived copy of the EAC Toolkit - Instructor Module Template. This module is being developed as a part of an NSF-funded project, "Collaborative Development of Ethics Across the Curriculum Resources and Sharing of Best Practices," NSF SES 0551779.

This Instructor Module is intended to support educators who use the UPRM Ethics Bowl activity module. It provides pedagogical information for instructors based on the experience of the authors. The goal is to promote collaboration and sharing of best practices in ethics education and to encourage other educators to engage in EAC.

This module describes and prepares students for the ethics bowl activity that is carried out in some of the professional ethics courses at the University of Puerto Rico – Mayaguez Campus. An earlier version of the activity is described in a report for the IIT EAC Summer Institute Workshop.

This document presents a general module template that will help structure the authoring and sharing of Ethics Across the Curriculum Integration Projects that are being developed through the NSF funded EAC Toolkit Project (SES-0551779). EAC Community membe

This activity is designed to provide students with real-world application of classroom curriculum. Students will be required to make budgeting decisions in the light of inflation, unemployment, and other unforeseen additions or strains to the family budget.

The objective of this module is to show the many ways you can quickly and easily find OER materials in OER Commons. This module, “Finding OER Materials,” is activity-based; you'll be guided through the process of finding OER materials you can start using in your teaching and learning.

Become a participant in the OER movement! Learn about open content and open education, licensing of open content, and the benefits of making and using OER. Using real-life examples from OER Commons, you'll learn about adapting and remixing content to meet your needs. By the end of this course, you will be able to locate materials you can use in your teaching and learning as well as share some of your own. The "How Tos" of OER Commons is a set of learning modules evolving out of the development of OER Commons, a teaching and learning network for free-to-use educational materials from around the world, created and licensed by the Institute for the Study of Knowledge Management in Education (ISKME).