Schoolwide Enrichment Model - 0 views
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The Enrichment Triad Model was designed to encourage creative productivity on the part of young people by exposing them to various topics, areas of interest, and fields of study, and to further train them to apply advanced content, process-training skills, and methodology training to self-selected areas of interest. Accordingly, three types of enrichment are included in the Triad Model (see Fig. 2). Type I enrichment is designed to expose students to a wide variety of disciplines, topics, occupations, hobbies, persons, places, and events that would not ordinarily be covered in the regular curriculum. In schools - that use this model, an enrichment team consisting of parents, teachers, and students often organizes and plans Type I experiences by contacting speakers, arranging minicourses, demonstrations, or performances, or by ordering and distributing films, slides, videotapes, or other print or non-print media. Figure 2. The enrichment triad model. [Click on the figure to see it as a PDF file.] Type II enrichment consists of materials and methods designed to promote the development of thinking and feeling processes. Some Type II training is general, and is usually carried out both in classrooms and in enrichment programs. Training activities include the development of. (1) creative thinking and problem solving, critical thinking, and affective processes; (2) a wide variety of specific learning how-to-learn skills; (3) skills in the appropriate use of advanced-level reference materials; and (4) written, oral, and visual communication skills. Other Type II enrichment is specific, as it cannot be planned in advance and usually involves advanced methodological instruction in an interest area selected by the student. For example, students who become interested in botany after a Type I experience might pursue additional training in this area by doing advanced reading in botany; compiling, planning and carrying out plant experiments; and seeking more advanced methods training if they want to go further. Type III enrichment involves students who become interested in pursuing a self-selected area and are willing to commit the time necessary for advanced content acquisition and process training in which they assume the role of a first-hand inquirer. The goals of Type III enrichment include: providing opportunities for applying interests, knowledge, creative ideas and task commitment to a self-selected problem or area of study, acquiring advanced level understanding of the knowledge (content) and methodology (process) that are used within particular disciplines, artistic areas of expression and interdisciplinary studies, developing authentic products that are primarily directed toward bringing about a desired impact upon a specified audience, developing self-directed learning skills in the areas of planning, organization, resource utilization, time management, decision making and self-evaluation, developing task commitment, self-confidence, and feelings of creative accomplishment.
Race to the Top Fund - 1 views
Words & Place - 3 views
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Provides a glimpse into Southwestern Native American culture
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How will you use this resource in your course, tina?
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Right now I see it as a supplemental resource for getting a glimpse into the very important aspect of Native culture which is oral storytelling. Somewhere along the way we'll look at oral tradition and I imagine there may be at least one student who will pursue the topic in their research.
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The speakers also talk about the relation of their oral tradition to their native communities. Five programs are recorded in native Indian languages with English subtitles so that students have an opportunity to experience the beauty and complexity of these languages.
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What Parents Need to Know about Online Learning | ISEEK - 0 views
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To decide if online learning is right for your child, learn as much as possible about the school, program, course, and instructor.
Synchronous vs. Asynchronous Classes : Guide to Online Education - eLearners.com - 0 views
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require students and instructors to be online at the same time.
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specific hour. All students must be online at that specific hour in order to participate.
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Asynchronous classes are just the opposite. Instructors provide materials, lectures, tests, and assignments that can be accessed at any time
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Andragogy and Pedagoy - 0 views
Behavior.org | Cambridge Center for Behavioral Studies - 0 views
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Such a great summary of an Autism Classroom. The acknowledgement of individuality is so important.
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Great video, thanks for posting this Heather! Teachers who teach children with autism have such incredible challenges, this program look extremely promising. The two things that stood out in the video for me were, "make learning fun, and adapt instructions to each individual child."
Tips for Establishing a Rapport with Online Students Faculty Focus | Faculty Focus - 0 views
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Start your course or program with a welcoming e-mail.
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Follow up on all e-mail received—and promptly.
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Use chat rooms, threaded discussions, journals, etc.
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Cooperative Learning - Resources (CA Dept of Education) - 0 views
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heterogeneous
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positive interdependence
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Individualistic and competitive teaching methods certainly have their place in the instructional program, but they should be balanced with cooperative learning
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Teachers' Domain: Home - 0 views
IMPLEMENTING THE SEVEN PRINCIPLES - Chickering and Ehrmann - 0 views
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This essay, then, describes some of the most cost-effective and appropriate ways to use computers, video, and telecommunications technologies to advance the Seven Principles.
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Frequent student-faculty contact in and out of class is a most important factor in student motivation and involvement.
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Learning is enhanced when it is more like a team effort than a solo race.
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Learning in an online distance education course: Experiences of three international stu... - 0 views
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Zuochen Zhang University of Windsor, Canada Richard F. Kenny Athabasca University, Canada This case study explores the learning experiences of three international students who were enrolled in an online master's program offered by a large university in Canada. The aim of the study was to understand the international students' experiences with, and perspectives on, the online learning environment.
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