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Microsoft MCE 62-193 Practice Test Questions, Microsoft MCE 62-193 Exam dumps
1. What is MCE
So the first thing is collaboration. So the first one is collaboration. This means that as a teacher, you should prepare activities that enable students to work together and assert responsibility for deliverables so that they can make decisions that are substantive and crucial to the success of learning activities and work independently. They have to analyze, evaluate, design, and manage the learning environment to facilitate student collaboration given a set of resources available in the classroom and also have access to a virtual or physical environment and the software tools that are available to collaborate together. The second one is skilled communication. So the second one is skill. This means that as a teacher, you should facilitate and modify a learning activity to meet the highest level of skilled communication. You should prepare activities that enable students to create product deliverables that convey a set of connected ideas. to be multimodel. to necessitate supporting evidence and design evidence for a specific audience, so that you should evaluate student product examples to see if they meet this skilled communication rubric, as well as to evaluate a student example for the use of connected ideas supporting evidence and if they are designed for a specific audience. The third one is really important and has to do with knowledge construction. This means that as a teacher, you should facilitate knowledge construction to determine the level to which a learning activity meets the knowledge construction rubric that we will analyse later. So you should prepare activities that enable students to apply knowledge in a new context. In a totally new context, they should transform a learning situation into an activity that requires students to apply knowledge in a new context. You should prepare activities that enable students to spend their time and their efforts developing knowledge that is new to them and participating in new learning activities. The Fourth R1 World Problem Solving this means that, as a teacher, you should facilitate real-world problem solving and innovation to determine the level at which a learning activity meets this standard of real-world problem solving. These prepared activities enable students to develop a solution to a problem that is new to them, complete a task that they have not been instructed on how to do, or design a complex product that meets a set of requirements. So you should select a strategy to encourage students to problem solve, innovate, and apply a solution that benefits others in the real world, develop learning objectives that involve real-world issues, and facilitate student use of information and communication tools. So the fifth one has to do with information and communication tools in ICT. You should prepare activities that enable students' use of ICT to support knowledge construction, to address the needs of diverse learners, and to fulfil student learning outcomes by using Microsoft technology tools. You should identify the skills required to implement these resources. So you should select the best ICT resourcesto help resolve or manage for example, challengesof reaching the desired educational outcome. And the 6th one is Sales resulation lesson. This means that you should plan long-term activities that allow students to plan their own work and revise work based on feedback to determine which opportunities facilitate a self-regulating environment and provide students with opportunities to set their own learning goals. to decide on the best strategies to achieve these goals and monitor them to see if they are working.
2. The 4 Core Elements of 21st Century Learning Design (21st CLD) Framework
There are four core elements of the 21st century learning design curriculum. The first one is a focus on redesigning learning to develop skills and deepen understanding of 21st century design curricular goals. The second one is to facilitate educators' use of new learning designs within their own teaching and analyse the impact on student learning. The third one is to share new learning activities with other educators locally and globally. And the fourth one is the opportunity for educators to discuss and support each other as they tease out these 21st century learning design skills.
3. The 6 Rubrics of 21st Century Learning Design (21st CLD) Framework
So we have six rubrics that we will analyzeand these six rubrics is actually the main principlesare the main principles of your MCE certification. It has to do with collaboration, skilled communication, knowledge construction, self-regulation, real-world problem solving, innovation, and ICT for learning. We will analyse and focus on how we can use new learning techniques and educational patterns in our lesson plans and how to apply them in the classroom. So I'm looking forward to seeing you in the next lesson.
How to Facilitate Collaboration
1. What it means to Collaborate?
Now, let's see collaboration. This is the first one and maybe the mostimportant rubric of 21st century learning design framework. So collaboration is really powerful. What does it mean to collaborate? What form does it take? What skills do we need to be able to engage in effective collaboration? These are questions we need to examine and engage with if we are to prepare our young people for life in a globally connected society. So what does it mean to collaborate? How can we achieve collaboration between our students? So we need to develop a certain understanding of what it means to collaborate. What are the components and skills required in order to collaborate effectively? And this could include negotiation, could include conflictresolution, could include agreement on what must bedone, could include distribution of tasks, listening tothe ideas of others or integration of ideasinto a coherent whole. It is only when we have this kind of understanding and a language to describe what it looks like in action that we can begin to think about how to design learning environments that provide opportunities for young people to develop the skill of collaboration.
2. Learning Culture
So we need to develop a learning culture that supports teachers in designing learning activities where students work easier, are more dependent, and are required to share responsibility. So the first one here is to share responsibility, and the second one is to make substantive decisions with other people. This learning culture is really important for MCE, and you should remember that it is required to share responsibility and make substantive decisions with other people. So such a learning culture moves away from a model of individuality to one of collaboration. This doesn't happen by accident. It needs to be designed carefully, and it requires teachers to play a central role in ensuring genuine collaboration is taking place. So students should work together when the activity requires them to work in person or in groups. First of all, discuss an issue. Second, solve a problem. And third, create a product. Three things. The first one is discussing an issue. The second one is to solve the problem. And the third one is to create a product. All three of these things should be worked on collaboratively, at the very least in person and preferably in groups.
3. Shared Responsibility and Tips to Be Careful for 62-193 Certification Exam
What we mean when we say shared responsibility Third.Responsibility Students have shared responsibility when they work in person or in groups to develop a common product design or response, but be careful: shared responsibility is not just helping each other; students must collectively own the work and be mutually responsible for its outcome, so be careful if the group work involves students or adults from outside the classroom; this qualifies as shared responsibility. Only if the students and the outside participants are both mutually responsible for the work's outcome. This is really important to remember: all the students should be mutually responsible, whether they are in a group or a pair.
4. Substantive Decisions
The second one is a substantive decision. Students make substantive decisions together when they must resolve important issues that we will guide their work on together. So substantive decisions are decisions that say threethings first of all, the content, second ofall, the process and the product. Three things. The first one is the content. Students must use their knowledge of an issue to make a decision; they must be careful to make a decision, and this decision should affect the academic content of their work together, such as taking a stance on a topic they will then write about or deciding on the hypothesis they will test. The second is the process. So students must plan what they will do, they willplan when they will do it, they will plan whattools they will use and they will plan their rolesand the responsibilities of the people on the team. So all these things are the process, and the third thing is the product. Students must make fundamental design decisions that affect the nature and the usability of the product. So the first one has to do with the content, so that students must use the knowledge of an issue to make a decision that affects the academic content of their work together. Academic conduct means making assumptions about the topics that they will write about or the hypotheses that they will test. The second one is the process. So students must plan what they will do, when they will do it, what tools they will use, what the roles and responsibilities of the team members are, and the final product. So students must make phantom mental design decisions that affect the nature and usability of their product. So we began with the search responsibility. The second one is substantive.
5. Interdependent Work
And the third one is interdependent work. Student work is interdependent when all students must participate for the team to succeed. All the students must participate for the team to succeed. So most independent work involves two levels of accountability. The first one is individual accountability. Each individual on the team is responsible for a task that he or she must complete. In order for the group to do its work, the role of its student on the team is really essential so that the whole group can achieve the final result. Then we have group accountability. The students must work together to produce the final product—the final outcome. Students must negotiate and agree on the process, on the design, and on the conclusions of their work. Let's focus more on interdependent work. Students should work together. It is important that their work is structured in a way that requires students to plan together and take the work of all team members into account so that their product is complete and fits together. For example, if someone is responsible for a page of a presentation, and in the final presentation, the paintings are simply assembled together, this is not considered interdependent. This is something of which you should be careful. This is something that maybe you could see in your certification test. If each student is responsible for a page of a presentation, and in the final presentation, the pages are simply assembled together, this is not considered interdependent. The final presentation is considered interdependent. if the student contributions must work together to tell a story or communicate an idea. In this case, students' individual pages must be designed as parts of a coherent whole.
6. Collaboration Rubric
So what is the collaboration? The first level of the rubric is when students are not required to work in a partial group. Here, we do not have collaboration. So we are in level one. Our grade is one. We are at level four if we can have students with shared responsibility and they make substantive decisions about the content, process, or product of their work together, but their work is not interdependent. And if we can achieve shared responsibility, where students make substantive decisions about the content, process, or product of their work together, and their work is interdependent, we are at level five.
7. Collaboration Decision Tree
As a result of the collaboration decision tree, our students are required to work in person groups. Students have such a responsibility. Students make sustained decisions together. Student work is their responsibility. So if you answer here yes, then you go onfor level two, level three, level four, level five. And as you can see, there are four things to do to achieve level five. But first of all, there is a classification. The first thing is that students should be required to work in virtual groups. This is the basis for your activities, then. Students should have certain responsibilities. The third one is to achieve substantive decisions together. And the final one is students' work to be interdependent. So be careful, because if students are required towork in special groups, they do not have sharedresponsibilities, they do not achieve substantive decisions. And student work is interdependent. This doesn't mean that you will go for level four or level five; you will still be at level one. So the second most important thing is to have certain responsibilities. And the third most important thing is for students to make substantial decisions together. And finally, students work to be interdependent. What to remember for the MCE 62-193 exam: students should have four things for collaboration. The activities should be designed in a way that will achieve these four things. First of all, working together, we have shared responsibility, substantive decisions, and interdependent work. These four things are really important to achieve collaboration. And you should always remember how to achieve these four things to achieve collaboration. So I'm looking forward to seeing you in the next lesson.
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