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Diane Gusa

Learning-Centered Syllabi - 0 views

www.celt.iastate.edu/...syllabi.html

Student-Centered Learning-Centered teaching syllabus curriculum Learning Styles

shared by Diane Gusa on 29 Jun 11 - Cached
  • Learning-Centered Syllabi Workshop
  • Creating and using a learner-centered syllabus is integral to the process of creating learning communities.
  • students and their ability to learn are at the center of what we do
  • ...22 more annotations...
  • we focus on the process of learning rather than the content, that the content and the teacher adapt to the students rather than expecting the students to adapt to the content, that responsibility is placed on students to learn rather than on professors to teach.
  • facilitate student learning rather than to act as "gatekeepers" of knowledge
  • A necessary first step in creating a learning-centered syllabus, according to most sources, is to spend some time thinking about the "big questions" related to why, what, who and how we teach.
  • thoughtful discussions with ourselves and our colleagues about our teaching philosophy and what it means to be an educated person in our discipline
  • We also need to think about how we encourage responsibility for learning in our students.
  • students should progress from a primarily instructor-led approach to a primarily student-initiated approach to learning.
  • participate in planning the course content and activities; clarify their own goals and objectives for the course; monitor and assess their own progress; and establish criteria for judging their own performance within the goals that they have set for themselves, certification or licensing requirements, time constraints, etc.
  • Your first objective is to facilitate learning, not cover a certain block of materia
  • According to Johnson, "course objectives should consist of explicit statements about the ways in which students are expected to change as a result of your teaching and the course activities. These should include changes in thinking skills, feelings, and actions" (p. 3)
  • Don't use words that are open to many interpretations and which are difficult to measure. Make sure that all students understand the same interpretation.
  • here are three primary domains of development for students in a course
  • The Cognitive Domain is associated with knowledge and intellectual skills. The Affective Domain is associated with changes in interests, attitudes, values, applications, and adjustments. And the Psychomotor Domain is associated with manipulative and motor skills
  • An effective learning-centered syllabus should accomplish certain basic goals (Diamond, p. ix): define students' responsibilities; define instructor's role and responsibility to students; provide a clear statement of intended goals and student outcomes; establish standards and procedures for evaluation; acquaint students with course logistics; establish a pattern of communication between instructor and students; and include difficult-to-obtain materials such as readings, complex charts, and graphs.
  • Students need to know why topics are arranged in a given order and the logic of the themes and concepts as they relate to the course structure
  • Clarify the conceptual structure used to organize the course.
  • Does the course involve mostly inductive or deductive reasoning? Is it oriented to problem-solving or theory building? Is it mostly analytical or applied? In answering these questions, acknowledge that they reflect predominant modes in most cases rather than either/or dichotomies.
  • Identify additional equipment or materials needed and sources.
  • "Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the Disability Resources Office at 515-294-6624 or TTY 515-294-6635 in Room 1076 of the Student Services Building to submit your documentation and coordinate necessary and reasonable accommodation."
  • Use a variety of methods.
  • "A learning-centered syllabus requires that you shift from what you, the instructor, are going to cover in your course to a concern for what information and tools you can provide for your students to promote learning and intellectual development" (Diamond, p. xi).
  • Critical Thinking
  • Critical thinking is a learned skill. The instructor, fellow students, and possibly others are resources. Problems, questions, issues, values, beliefs are the point of entry to a subject and source of motivation for sustained inquiry. Successful courses balance the challenge of critical thinking with the supportive foundation of core principles, theories, etc., tailored to students' developmental needs. Courses are focused on assignments using processes that apply content rather than on lectures and simply acquiring content. Students are required to express ideas in a non-judgmental environment which encourages synthesis and creative applications. Students collaborate to learn and stretch their thinking. Problem-solving exercises nurture students' metacognitive abilities. The development needs of students are acknowledged and used in designing courses. Standards are made explicit and students are helped to learn how to achieve them.
Lauren D

Accessible courses: Going beyond technology to meet the needs of students with disabili... - 0 views

www.nutn.org/...hermann_beyond_technology.pdf

education accessibility technology disability

shared by Lauren D on 17 Jun 12 - No Cached
  • Lauren D on 17 Jun 12
     
    Students attracted to online learning tend to fall into the "non-traditional" categories, particularly adult learners who are balancing work and other responsibilities -How does the student manage his or her time? -How does the student respond when clarification is needed and no one is there to ask? -What are the student's organizational skills? -How does the student feel about the limited social interaction? -How much time does the student need to read and process written information?
Diane Gusa

Scaffolding - Emerging Perspectives on Learning, Teaching and Technology - 0 views

projects.coe.uga.edu/...index.php

shared by Diane Gusa on 28 Jun 10 - Cached
  • The term ‘scaffolding’ comes from the works of Wood, Bruner and Ross (1976). The term ‘scaffolding’ was developed as a metaphor to describe the type of assistance offered by a teacher or peer to support learning. In the process of scaffolding, the teacher helps the student master a task or concept that the student is initially unable to grasp independently. The teacher offers assistance with only those skills that are beyond the student’s capability. Of great importance is allowing the student to complete as much of the task as possible, unassisted. The teacher only attempts to help the student with tasks that are just beyond his current capability. Student errors are expected, but, with teacher feedback and prompting, the student is able to achieve the task or goal. When the student takes responsibility for or masters the task, the teacher begins the process of “fading”, or the gradual removal of the scaffolding, which allows the student to work independently. “Scaffolding is actually a bridge used to build upon what students already know to arrive at something they do not know. If scaffolding is properly administered, it will act as an enabler, not as a disabler” (Benson, 1997).
  • The ‘more knowledgeable other’, or MKO, shares knowledge with the student to bridge the gap between what is known and what is not known. Once the student has expanded his knowledge, the actual developmental level has been expanded and the ZPD has shifted. The ZPD is always changing as the student expands and gains knowledge, so scaffolded instruction must constantly be individualized to address the changing ZPD of each student.
    • Diane Gusa
      Diane Gusa on 11 Jul 11
       
      Learning is a process, and scaffolding supports that process
  • Joy Quah Yien-ling on 28 Jun 10
     
    Fading is a key component of instructional scaffolding.
Anneke Chodan

College of Alameda: What Constitutes a Fundamental Alteration? - 0 views

www.alameda.peralta.edu/...pub.asp

fundamental alteration accommodations disability: what for Anneke's class

shared by Anneke Chodan on 24 Jul 12 - No Cached
  • Anneke Chodan on 24 Jul 12
     
    Good summary of fundamental alteration as it applies to a college classroom situation.
Kelly Hermann

WebAIM: Screen Reader Simulation - 0 views

www.webaim.org/...screenreader.php

Disability Technology

shared by Kelly Hermann on 02 Jun 10 - Cached
  • Kelly Hermann on 02 Jun 10
     
    WebAIM has many resources available for those interested in web accessibility. This screen reader simulation will provide insight into what it might be like to experience a website through the use of a screen reader. Screen readers are software programs that narrate the text of the desktop and any applications used for those who have visual impairments.
Anneke Chodan

Substantial Changes to the ADA/504 Direct Threat Test › SAN » Student Affairs... - 0 views

www.studentaffairsenews.com/-the-ada504-direct-threat-test

ada disability: what

shared by Anneke Chodan on 24 Jul 12 - No Cached
  • Anneke Chodan on 24 Jul 12
     
    "Direct Threat" clause of the ADA as it applies to suicidal students.
Julie DelPapa

Using Scaffolded Instruction To Optimize Learning - 1 views

www.vtaide.com/...Scaffolding.htm

shared by Julie DelPapa on 12 Jun 12 - Cached
  • Julie DelPapa on 12 Jun 12
     
    ERIC Identifier: ED474301Publication Date: 2002-12-00Author: Larkin, MarthaSource: ERIC Clearinghouse on Disabilities and Gifted Education Arlington VA. Today's responsible learners are challenged to (a) know how to learn, (b) access changing information, (c) apply what is learned, and (d) address complex real-world problems in order to be successful.
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