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Intel Teach Essentials Program

Curriculum Roundtable – Oxford – July 2013

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Intel Teach Essentials Course

The themes of the Essentials Course include:• Using technology effectively in the classroom to promote 21st

century skills

• Identifying ways students and teachers can use technology to enhance learning through research, communication, collaboration, and productivity strategies and tools

• Providing hands-on learning and the creation of curricular units and assessments, which address state and national academic and technology standards

• Facilitating student-centered classrooms that encourage student self-direction and higher-order thinking

• Collaborating with colleagues to improve instruction by problem solving and participating in peer reviews of units

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Intel Teach Essentials Course

Offered F2F or Online– The Essentials Online Course uses the same

curriculum as the Essentials Course V.10 F2F. The goal is to offer online delivery when access and infrastructure permits.

Uses the Intel Education Viewer

Includes the Help Guide

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Outcomes

Unit Portfolio • Teachers create all the products listed.• These items together make up a complete

Unit Portfolio. • Peer reviews are conducted on the products

teachers create.

Unit Plan• Aligned to standards• Focused through the use of Curriculum-

Framing Questions• Includes Assessment Timeline to note

ongoing assessment• Provides accommodations to support all

learners

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Last name_First name

assessments

images_sounds copyright_permissions

student_sample

unit_plan

unit_support

Student Sample Assessment

Gauge Student Needs Presentation

Other Assessments

Presentation, Publication, Wiki, or Blog

Unit Plan

Works Cited Document

Implementation Plan

Publication on PBL

Documents to Scaffold Student Learning

Presentation, Newsletter, Brochure, or Web-Based Resource to Support the Unit

Management Documents

Assessments to Foster Self-Direction

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Curriculum Modules

Module 1: Teaching with Projects

Focus: Project-based learning and unit design

Module 2: Planning My Unit

Focus: Curriculum-Framing Questions and ongoing student- centered assessment

Module 3: Making Connections

Focus: The Internet to support teaching and learning

Module 4: Creating Samples of Learning

Focus: Project outcomes from a student perspective

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Curriculum Modules

Module 5: Assessing Student Projects

Focus: Formative and summative assessment

Module 6: Planning for Student Success

Focus: Student support and self-direction

Module 7: Facilitating with Technology

Focus: Teacher as facilitator

Module 8: Showcasing Unit Portfolios

Focus: Sharing Learning

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Typical Module Schedule

Pair and Share

Pedagogical Practices Discussion

Hands-On Activities

Modifying Unit Plan

Planning Ahead Activities

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Prerequisite Skills

Participants should possess intermediate-level computer skills Ability to:

– Format and edit text– Copy, cut, and paste text and graphics– Save documents– Use e-mail– Navigate and perform a search on the Internet– Use a word processing application

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Curriculum Adaptation Process

Conduct initial training for lead trainers and adaptation team

Translate, Localize, Adaptation, and Pilot• Translation—converting content to local language, trying “best fit” for terms• Localization—creating examples, URLs, content that reflects local context and

aligns with gov’t/MOE initiatives• Adaptation—creating new supplements and modules to support local pedagogical

needs• Ensure that adaptation reflects govt reform efforts or key areas of school improvement

Pilot and Revise

Publish

Rollout

Evaluate

Improve, iterate 10

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Curriculum Translation Step

1.Obtain appropriate content scripts, manuals, and all related digital assets from the File Sharing Site

2.File Sharing Site is password protected but accessible by non-Intel content teams

3.Review adaptation process, toolkit, meet with corp team for support as needed

4.Identify education expertise to support translation • Have classroom experience• Technology integration experience• Understanding of education reform efforts• Excellent communicators- at least one with strong English

skills

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Pilot Training- Preparation for Lead Trainers and Adaptation Team

Training for lead trainers and curriculum team• Expert senior trainer from another country conducts

initial training

• Involve evaluation team for formative feedback for curriculum and training revision

• Propose dates, training locations, goals, and a training plan

Follow up meeting to review changes

Enlist this team to develop initial local examples• Edit examples to create models

Revise12