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ECI 601 Intro to Curriculum and Instruction

Presented by Kwanza Jenkins for

Dr. Rogers

AUTHENTIC ASSESSMENT

CONTENT

What the learner knows in terms of sharing definitions, facts, and data related to BBL methodologies, strategies, and assessments.

CONTENT

Our Week 2, Discussion 1 asked us to share at least two examples of the core principles of brain-based learning observed in the video which required the exchange of BBL definitions, facts, and data.

Name, Title

EMOTIONS

Our likes, cares, feelings, and concerns and the role they play in learning.

EMOTIONS

Our Week 1 Introduction asked us to share our name and one to three personal facts that make you “YOU” (e.g., where you live, children, interests/hobbies, etc.).

CONTEXT

Relating and connecting learning to BBL strategies, methodologies, and principles.

CONTEXT

Our Week 4, Discussion 1 asks us to describe briefly how brain-based assessment principles might impact your own professional practice and learning outcomes.

PROCESSING

Ability to support/defend, hypothesize, summarize, and apply BBL strategies, concepts, and principles

PROCESSING

Our week 5 assignment asks us to apply what we know in regards to analyzing how memory works, teaching & learning implications, and study skills mastery as summarized in a 15-25 slide presentation.

EMBODIMENT

Ability to demonstrate knowledge, skills, and abilities learned and applying them to real-life application

EMBODIMENT

Our Final project asks us to submit a 3-4 page essay demonstrating our ability to apply specific brain research-based strategies to a content- and age/grade-specific instructional plan of our own design and reflect on how the selected strategies support learner engagement, motivation, and success.

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