The primary responsibility of educators is to assist shaping the experience by providing environing conditions and to utilize the surroundings to build up experiences that interact with the personal desires of he students.
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leading and learning: Experience and Education -John Dewey 1938 - 3 views
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Including blogs in the educational experience provides such an environment.
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Dewey saw the learning process as a continuous spiral linking past experiences with the present. T
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A worthwhile experience arouses curiosity, strengthens initiative and provides a desire to learn sufficiently intense for students to apply effort and to persevere through difficulties.
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Project Zero - 0 views
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cooperative based learning study
CLChapter.pdf (application/pdf Object) - 0 views
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cooperative learning
What Are Appropriate Assessment Practices For Middle School Students? - 0 views
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new ideas in assessing students work
INDEPENDENT LEARNING IN YOUR CLASSROOM - 0 views
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INDEPENDENT LEARNING IN YOUR CLASSROOM Jo Mynard & Robin Sorflaten, Learning Enhancement Center Coordinators, Zayed University, UAE Teachers may be familiar with questions like the ones above from their students. Learners who frequently ask such questions are often extremely dependent on their teachers and expect constant instructions, feedback and reassurance from them.
Six Facets of Understanding - 0 views
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Plan instructional strategies and learning experiences that bring students to these competency levels.
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This is key for me - bring students to the competency levels - this is like the "bridging" Mike mentioned
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Required uncoverage of abstract or often misunderstood ideas
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uncoverage of abstract or often misunderstood ideas is really learner centered and fits nicely with the CoI model in that the social perspectives present will foster a richer interpretation of topics under scrutiny
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A remnant of a faculty development workshop - many links don't work but this page is a nice summary of the ideas
REAP - Resources > Assessment Principles: Some possible candidates - 0 views
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Table 1: Principles of good formative assessment and feedback. Help clarify what good performance is (goals, criteria, standards). To what extent do students in your course have opportunities to engage actively with goals, criteria and standards, before, during and after an assessment task? Encourage ‘time and effort’ on challenging learning tasks. To what extent do your assessment tasks encourage regular study in and out of class and deep rather than surface learning? Deliver high quality feedback information that helps learners self-correct. What kind of teacher feedback do you provide – in what ways does it help students self-assess and self-correct? Provide opportunities to act on feedback (to close any gap between current and desired performance) To what extent is feedback attended to and acted upon by students in your course, and if so, in what ways? Ensure that summative assessment has a positive impact on learning? To what extent are your summative and formative assessments aligned and support the development of valued qualities, skills and understanding. Encourage interaction and dialogue around learning (peer and teacher-student. What opportunities are there for feedback dialogue (peer and/or tutor-student) around assessment tasks in your course? Facilitate the development of self-assessment and reflection in learning. To what extent are there formal opportunities for reflection, self-assessment or peer assessment in your course? Give choice in the topic, method, criteria, weighting or timing of assessments. To what extent do students have choice in the topics, methods, criteria, weighting and/or timing of learning and assessment tasks in your course? Involve students in decision-making about assessment policy and practice. To what extent are your students in your course kept informed or engaged in consultations regarding assessment decisions? Support the development of learning communities To what extent do your assessments and feedback processes help support the development of learning communities? Encourage positive motivational beliefs and self-esteem. To what extent do your assessments and feedback processes activate your students’ motivation to learn and be successful? Provide information to teachers that can be used to help shape the teaching To what extent do your assessments and feedback processes inform and shape your teaching?
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a web resource with the REAP material in the JISC pdf for easier bookmarking
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