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Heather Kurto

JTE v24n1 - Transfer of Learning: Connecting Concepts During Problem Solving - 0 views

  • There are several factors that affect learning transfer. These include whether students understand or simply memorize knowledge, the amount of time spent on learning the task, the amount of deliberate practice that is done beyond learning the task, the motivation of the student, how the problem is represented, the transfer conditions, and the metacognition of the solver (Dweck, 1989; Ericsson, Krampe, & Tesch-Romer, 1993; Johnson et al., 2011; Palinscar & Brown, 1984; Singley & Anderson, 1989).
  • A student’s comprehension of a problem and his or her ultimate ability to transfer concepts learned previously to the current problem is inextricably linked to his or her ability to properly represent the problem.
  • ognitive research shows that the organization of learning and how new learning relates to what a student already knows are the strongest predictors of how well a student will transfer knowledge (National Research Council, 2000). Schunn and Silk (2011) articulated, however, that in science and engineering students often “lack relevant conceptual frameworks or have frameworks that are not developed enough to support new learning adequately” (p. 9). The absence of such frameworks makes it difficult for students to connect and apply other knowledge where relevant.
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  • The problem solving process begins as soon as the problem solver generates enough information about the problem space to gain an understanding of the problem.
  • Representation in the problem-solving process refers to how the solver mentally represents the problem. The solver’s representation of the problem is directly related to his or her existing knowledge structure of the content of the problem.
  • Students have to increase their reflective practice to aid their metacognition and transfer of STEM concepts.
  • Different individuals have different conceptual knowledge and will make different associations to their knowledge. Exposure to the constraints and affordances of a particular context in which a problem exists will invariably influence the way in which the student represents a problem in a similar context.
  • Sanders (2009) admitted that it is difficult to prepare a teacher that is competent in all three bodies of knowledge, given the volume of content knowledge necessary to be an effective science, mathematics or technology educator.
  • This pedagogical approach is not without its challenges, as students may still compartmentalize their knowledge. Also, it is often difficult logistically and in terms of instructional timing for teachers across STEM discipline to collaborate effectively (Crismond, 2011; Kimbell & Stables, 2008).
  • Good and poor problem solvers differ in their recall of information from previously encountered problems and by extension their ability to transfer concepts to the target problem. This difference exists because poor problem solvers tend to remember surface similarities between problems, while good problem solvers remember underlying conceptual structures that make two problems similar although they have different surface features (Sutton, 2003).
  • Until student assessment methods are modified to reflect less dependency on standardized tests, engineering and technology educators will garner greater collaboration from math and science teachers when the latter can see that engineering and design-based curriculums does improve students’ ability to solve standardized test problems.
Catherine Strattner

How Different Types of Knowledge Are Assessed - 0 views

  • Procedural knowledge is knowing how to do something; it involves making discriminations, understanding concepts, and applying rules that govern relationships and often includes motor skills and cognitive strategies
  • Declarative knowledge is knowing that something is the case
  • Problem solving may involve domain-specific strategies, suggesting that different strategies are employed when solving problems in different content a
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  • The ability to solve problems builds on declarative knowledge and procedural knowledge.
  • eas, such as math versus writing
  • problem solving involves a sequence of steps, beginning with establishing a representation of the problem, then selecting a strategy that seems appropriate for resolving the problem, followed by evaluating the results of employing that strategy
  • Declarative knowledge involves information one can state verbally. Therefore, tasks will require students to state, explain, discuss, or declare in some other way what they know
  • He described declarative knowledge as a network of propositions, whereas procedural knowledge represented productions. While declarative knowledge involves knowing that something is the case, procedural knowledge involves knowing how to do something
  • To assess problem solving, students are presented a problem to solve or a situation from which they must infer the problem that needs to be solved. Typically, any number of strategies might be used to successfully solve the problem. When scoring student performance where the focus of the assessment is on problem solving, proficiency with particular strategies or other types of procedural (or declarative) knowledge generally is not scored. What is scored are qualities such as the establishment of a clear and appropriate problem representation and sense of goal, the selection of a strategy that is reasonable given the goal to be achieved, and the adequacy with which outcomes from using the selected strategy are evaluated.
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    this item discusses different kinds of knowledge, their connection to Bloom's taxonomy, and how to assess each
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    Different types of knowledge and how to write performance objectives in line with each.
Catherine Strattner

http://ejournals.ebsco.com/Direct.asp?AccessToken=5W69W4JTRQPPQS9R4RPBWFUR9U69T66FU4&Sh... - 0 views

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    Abstract: Although problem solving is regarded by most educators as among the most important learning outcomes, few instructional design prescriptions are available for designing problem-solving instruction and engaging learners. This paper distinguishes between well-structured problems and ill-structured problems. Well-structured problems are constrained problems with convergent solutions that engage the application of a limited number of rules and principles within well-defined parameters. Ill-structured problems possess multiple solutions, solution paths, fewer parameters which are less manipulable, and contain uncertainty about which concepts, rules, and principles are necessary for the solution or how they are organized and which solution is best. For both types of problems, this paper presents models for how learners solve them and models for designing instruction to support problem-solving skill development. The model for solving well-structured problems is based on information processing theories of learning, while the model for solving ill-structured problems relies on an emerging theory of ill-structured problem solving and on constructivist and situated cognition approaches to learning.
sherrilattimer

Depth of Knowledge in the 21st Century - 0 views

  • Depth of knowledge offers some advantages over Bloom’s Taxonomy for planning lessons and choosing instructional techniques. By increasing the DOK levels of activities, teachers can teach students to adapt to challenges, work cooperatively and solve problems on their own.Whereas Level 1 of DOK prompts students to recall or reproduce, Levels 3 and 4 require students to work without the constant supervision of teachers. Usually students work on higher DOK activities in groups, communicating with one another to solve challenging problems and freely offering their own ideas.
  • The teacher’s role at higher DOK levels is therefore to facilitate, not simply dispense the acquisition of knowledge.
  • Working on creating activities in such peer groups enables teachers to learn and articulate while planning for lessons that promote high expectations and cognitively challenging curriculum. In addition, administrators need to provide ongoing support for their teachers in order to empower teachers to succeed in this endeavor.Administrative leadership must mentor and assist teachers in providing the enthusiasm and motivation to continuously teach lessons that promote high student expectations and cognitively challenging lessons.
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  • The students in one classroom are prompted to recall facts and procedures while the students in the other classroom are encouraged to apply their learned knowledge to solve complex problems featuring real-world relevance.
  • Through his work with the business community, he has learned that there is no shortage of employees that are technically proficient, but too few employees that can adequately communicate and collaborate, innovate and think critically. So, rather than simply equating 21st century skills with technical prowess, educators need to expand their understanding of such skills to increasingly emphasize preparing students to think on their feet, communicate effectively and value the ideas of others.
  • The depth-of-knowledge levels of Norman Webb’s depthof-knowledge (DOK) levels constitute a system that addresses how to teach these skills. Depth of knowledge is a scale of cognitive demand that reflects the complexity of activities that teachers ask students to perform. DOK-1. Recall — Recall or recognition of a fact, information, concept, or procedure DOK-2. Basic Application of Skill/Concept — Use of information, conceptual knowledge, follow or select appropriate procedures, two or more steps with decision points along the way, routine problems, organize/ display data DOK-3. Strategic Thinking — Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract and complex; often more than one possible answer DOK-4. Extended Thinking — An investigation or application to real world; requires time to research, think, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources Level 1 of DOK is the lowest level and requires students to recall or perform a simple process.As DOK increases toward the highest (fourth) level, the complexity of the activity moves from simple recall problems to increasingly difficult and teacher independent problem-solving classroom activities, as well as real-world applications.As students are prompted to work within the realms of higher DOK levels, they will learn to independently employ higher-level thinking skills.
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    Webb's Depth of Knowledge
alexandra m. pickett

My Reflections (Gary) - 0 views

  • This becomes a problem in education if you have a policy, as my school, of no electronic devices on during school hours. I think this subject can be a huge debate among educators, but encourage for an online course.  
    • alexandra m. pickett
       
      i would love to have you bring some of that debate into your blog or into the class discussions.
  • it just can’t be reading and discussions, so there needs to be virtual activities and videos to help them visualize the concept that we are learning about.
    • alexandra m. pickett
       
      YES!!!! but who says it can only be limited to virtual activities, videos, an online stuff? Think outside the "box" :
  • I kept falling off the second floor of the  building and running into walls,
    • alexandra m. pickett
       
      here is a little video i made of my first year in SL. http://etap640.edublogs.org/secondlife-if-my-avatar-could-talk/ : ) me
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  • I believe my list of assumptions can get very long, knowing how unpredictable this age group can be.  Now that I am not assuming anything, I can move on to the next step at planning this awesome astronomy course.
  • design.
  • module 1
  •   In this class, i had to wrap my head that I have to design a course that the student is responsible for their learning with me as a facilitator. 
  •  I have so many ideas that I have learned from this course that I want to implement them all into my class.  But, I really need to stand back and reflect.  The most I got from this class is all the information that everybody shared on diigo.com and in their discussions.  I am very proud of everybody’s  contribution to my education and their own.  I loved how everybody had a share in the teaching presence and how Alex facilitated the learning.  This was an an excellent example of an effective student-centered learning environment.
  • . Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. 2. Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society. 3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuses. 4. Use content-specific tools, software, and simulations to support learning and research. 5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. 6. Design, develop, publish, and present products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside of the classroom. 7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside of the classroom. 8. Select and use appropriate tools and technology resources to accomplish a variety of task and solve problems. 9. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving. 10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. I do believe that these standards should assist the students in either online or face-to-face class to succeed with learning.  I am actually going to observe and take notes of my 8th graders to see how many standards that they can achieve. I had a great summer learning and being challenged to do my best at learning.
Shoubang Jian

Concept mapping as a medium of shared cognition in computer-supported collaborative pro... - 0 views

  • Two concepts and research paradigms are closely related to the problem area of collaborative learning--distributed cognition and shared cognition
  • Mind tools, (alternatively known as cognitive tools; Kommers, Jonassen, & Mayes, 1991) are intended to engage and facilitate cognitive processing
  • Concept mapping falls into the large category of Mind tools
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  • common frame of reference
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    Here's the full article "Concept Mapping as a Medium of Shared Cognition in Computer-Supported Collaborative Problem Solving".
alexandra m. pickett

The Constructivist View of Education - 0 views

  • posing problems of emerging relevance to students
  • assessing student learning in the context of teaching
  • use cognitive terminology such as "classify," "analyze," "predict," and "create."
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  • cognitive terminology such as "classify," "analyze," "predict," and "create."
  • cognitive terminology such as "classify," "analyze," "predict," and "create."
  • cognitive terminology such as "classify," "analyze," "predict," and "create."
  • cognitive terminology such as "classify," "analyze," "predict," and "create."
    • Kristina Lattanzio
       
      Using terms that parallel Bloom's Taxonomy and critical thinking skills help establish clear objectives and assessment.
  • encourage and accept student autonomy and initiative.
    • alexandra m. pickett
       
      kristina! great highlights! and a great resource!
  • encourage student inquiry by asking thoughtful, open-ended questions and encouraging students to ask questions of each other. seek elaboration of students' initial responses.
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    Reviews principles of constructivism such as: challenging students with problem solving, encouraging student inquiry and assessment. Gives suggestions on encouraging student initiative, inquiry and communication for learning.
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    Reviews principles of constructivism such as: challenging students with problem solving, encouraging student inquiry and assessment. Gives suggestions on encouraging student initiative, inquiry and communication for learning.
sschwartz03

Problem-based learning - Wikipedia, the free encyclopedia - 0 views

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    Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of problem solving. Students learn both thinking strategies and domain knowledge.
lkryder

Adaptive Learning System - The Role of Adaptive Learning in Math - 0 views

  • Pedagogically and research-based intelligent adaptive learning technology accesses and stays in the Zone of Proximal Development (ZPD) for each learner. That means it provides the right next lesson at the right level of difficulty at the right time. When work is easy, learners can do the work on their own without any help. It’s in their "comfort zone." If all the work a learner is asked to do is always in the comfort zone, no real learning will take place and the learner will eventually lose interest. Conversely, when the work is too hard, the learner becomes frustrated and will likely give up. The area between the comfort zone and the frustration zone is the one where true learning will take place – the optimal learning zone. It’s the area where a learner will need some help or will need to work hard to understand a concept or complete a task. By keeping the challenge appropriate, the learner is guided to be a mathematical ‘doer’ — someone who thinks and strategizes in ways they can apply in school and in their real life experience. This is optimal teaching and optimal learning.
    • lkryder
       
      This has been my thinking all along on the gamefying and my weekly really hard quizzes. Now I hope to build on it.
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    This is a page offering a product BUT what I found fascinating was their use of ZPD as the learning opportunity in adaptive technologies. I recall as a child having programmed learning guides that I loved and I did them for hours ( I recall they were about logic and problem solving- very cool). They were printed in a book. Now that kind of thing is frowned upon as low on Bloom but all the publishers are creating these adaptive supplements and students love them.
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    This is a page offering a product BUT what I found fascinating was their use of ZPD as the learning opportunity in adaptive technologies. I recall as a child having programmed learning guides that I loved and I did them for hours ( I recall they were about logic and problem solving- very cool). They were printed in a book. Now that kind of thing is frowned upon as low on Bloom but all the publishers are creating these adaptive supplements and students love them.
Melissa Pietricola

Using Technology to Enhance Engaged Learning for At-Risk Students - 1 views

  • Teachers can draw on technology applications to simulate real-world environments and create actual environments for experimentation, so that students can carry out authentic tasks as real workers would, explore new terrains, meet people of different cultures, and use a variety of tools to gather information and solve problems." (p. 43)
  • technology can enhance student engagement and productivity. More specifically, technology increases the complexity of the tasks that students can perform successfully, raises student motivation, and leads to changes in classroom roles and organization
  • collaborative.
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  • meaningful, engaged learning.
  • authentic tasks.
  • the intersection of learning and technology,
  • monitor and document each student's progress.
    • Melissa Pietricola
       
      This is what I am currently wrestling with: how do I monitor student contributions to my course if they work in a cooperative group? I hated being that kid in the group that did all the work!
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    "Teachers can draw on technology applications to simulate real-world environments and create actual environments for experimentation, so that students can carry out authentic tasks as real workers would, explore new terrains, meet people of different cultures, and use a variety of tools to gather information and solve problems."
Diane Gusa

Make thinking visible « MCU Center for Teaching & Learning - 0 views

  • Collins, Brown, and Holum suggested we adopt a model of cognitive apprenticeship as a teaching strategy.  This model encourages teachers and students to verbalize their thinking in order for the student to recognize gaps and to be brought to a more expert level of thinking. 
  • Modeling – This method requires the teacher to perform a task and to allow the student to observe and to build a mental model of the processes required to complete that task. Coaching – This method requires the student to perform a task while the teacher provides hints, feedback, and reminders to bring their performance closer to an expert performance. Scaffolding – This method requires the teacher to provide supports for the student to perform the task.  As the task is repeated and mastered less supports are provided to the student. Articulation – This method requires the teacher to pull out the student’s problem-solving processes through inquiry or by the student assuming the role of a critic to a set of activities. Reflection – This method requires the student to compare their own problem-solving processes with that of an expert. Exploration – This method requires the teacher to cultivate an environment of problem-solving independent of the expert
abeukema

Offical Keller Site on ARCS Motivation Theory - 0 views

  • problem solving approach to designing the motivational aspects of learning environments to stimulate and sustain students’ motivation to learn
  • The art of design and teaching is based on both knowledge and experience and refers to the necessity for personal judgment and problem solving. Many of the challenges faced by teachers and designers cannot be solved “by the book.”
Diane Gusa

Learning-Centered Syllabi - 0 views

  • 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
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  • 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.
  • Your first objective is to facilitate learning, not cover a certain block of materia
  • 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.
  • facilitate student learning rather than to act as "gatekeepers" of knowledge
  • 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)
  • "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."
  • 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.
  • 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.
  • 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.
ian august

Review of Weimer, Learning-Centered Teaching - 0 views

  • Chapter two examines the effects of too much teacher control and its adverse effects on student motivation, confidence, and enthusiasm for learning. Students are more likely to become self-regulated learners when some of the conditions of their learning are more in their control. Weimer does not advocate abandoning our professional responsibility and letting students determine course content or whether they will do assignments; instead she recommends that teachers establish parameters within which their students will select options. Increasing the decisions students can make about assignments and activities more fully engages them in the course and its content. Among Weimer’s suggestions are providing a variety of assignments to demonstrate learning the course outcomes (students choose a combination), negotiating policies about class participation, and letting students choose which material the teacher will review in class the period before a major test. 
  • . The function of content in a learner-centered course changes from covering content to using content
  • describes the changed role of the teacher in a learner-centered classroom from sage on stage to guide on the side
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  • When the teacher dominates the learning, students take shallow approaches to learning.
  • 1.  Teachers do learning tasks less. Assign to students some of the tasks of organizing the content, giving examples, summarizing discussions, solving problems, and drawing diagrams, charts, and graphs.            2.  Teachers do less telling; students do more discovering. Give a quiz on your syllabus and policies without going over it first. Let students discover information in assigned readings without presenting it first or summarizing it later.  3.  Teachers do more design work. Design activities and assignments that move students to new skill levels, motivate engagement in the course content by doing the work of practitioners in the discipline, and that develop self-awareness of their learning of the content. 4.   Faculty do more modeling. Demonstrate how a skilled learner (the teacher) continues to learn. Show them drafts of your articles, notes on your own reading in professional journals; talk aloud as you solve a problem, thereby revealing  and modeling your thinking process. 5.  Faculty do more to get students learning from and with each other. Create work for small groups to do in class. 6.  Faculty work to create climates for learning. Create a climate that promotes interaction, autonomy, and responsibility (more in chapter five). 7.  Faculty do more with feedback. In addition to assigning grades, use other means of providing frequent feedback (more in chapter six).
  • focuses on student responsibility for learning and how to promote it.
  • transforming passive students into autonomous learners
  • The more structured we make the environment, the more structure students need
  • The more motivation we provide, the less they find within themselves. The more responsibility for learning we try to assume, the less they accept on their own. The more control we exert, the more restive their response. We end up with students who have little commitment to and almost no respect for learning and who cannot function without structure and imposed control. (p. 98)
  • The more we decide for students, the more they expect us to decide.
  • eimer explains several strategies for creating a climate that produces self-regulated intrinsically motivated learners: 
  • The instructor should “make the content relevant, demonstrate its power to answer questions, and otherwise show its apparent intrigue.” Make the student responsible for learning decisions by relying on logical consequences of action and inaction, rather than punishment. For example, to deal with lateness, present important material or assignments early in the period that you do not repeat, rather than deduct attendance points for lateness. Do not summarize chapters if students have not read them. If they arrive unprepared, put the unread material on a test; give frequent tests. Be consistent in administering policies. If your syllabus says late homework is not accepted, never accept late homework despite the heart-wrenching excuse offered by the student. Involve students in a discussion of creating a climate that promotes learning. Have this discussion early in the semester. Weimer’s suggestion for starting the discussion is to have students complete sentence stems such as “In the best class I ever had, teachers . . .” “In the best class I ever had, students . . .” “I learn best when . . .” “I feel most confident as a learner when . . .” (p. 108) Obtain feedback on the classroom climate occasionally and revisit the discussion of policies and procedures. Employ practices that “encourage students to encounter themselves as learners” (p. 111). Explain the purposes and benefits of assignments and projects; tell students what problems they might run into in doing the assignments and suggest remedies. Help them with time management. With group projects, provide guidance in managing the project, handling group dynamics, and assigning individual responsibilities.
  • helps us deal with the fact that almost all students will resist their teacher’s learning-centered approaches. Most of the learner-centered strategies recommended in this book change what students have become accustomed to. Understanding the reasons will help teachers deal with the inevitable student resistance when they present learner-centered practices and policies that withdraw the support students have become dependent upon during their first twelve years of schooling. The good news is that most students see the benefits of learner-centered approaches and benefit from them.
  • , why do students resist it? Based on her research, Weimer lists four reasons: Learner-centered approaches are more work. When the teacher does not summarize the important points in the chapter, the students will have to read it for themselves. When the teacher asks small groups to produce five applications of a concept, rather than supply it in a handout, the students have to do more work. Learner-centered approaches are more threatening. Students who lack confidence in themselves as learners become filled with anxiety at the prospect of becoming responsible for decisions that might be wrong. Students who are not used to questions with no single, authority-approved right answer are fearful of being wrong. Learner-centered approaches involve losses. The strategies recommended in this book are designed to move students to higher stages of self-directedness and higher stages of intellectual development. Moving from one stage to another requires a loss of certainty and the comfort that certainty brings. Learner-centered approaches may be beyond students. Some students’ lack of self-confidence or intellectual immaturity may prevent their accepting responsibility for their own learning.
  • overcome student resistance to learner-centered approache
  • The communication is frequent and explicit The communication encourages and positively reinforces The communication solicits feedback from students The communication resists their resistance.
  • developmental approach to transforming passive dependent learners into self-confident autonomous learners. Learners become self-directed in stages, not in one sin
  • moment of transformatio
Diane Gusa

Describing the Habits of Mind - 0 views

  • h, cultivate, observe, and assess. The intent is to help students get into the habit of behaving intelligently. A Habit of Mind is a pattern of intellectual behaviors that leads to productive actions.
  • Persisting
  • Success seems to be connected with action. Successful people keep moving. They make mistakes, but they never quit. —Conrad Hilton
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  • Managing Impulsivity
  • Listening with Understanding and Empathy
  • Highly effective people spend an inordinate amount of time and energy listening (Covey, 1989).
  • Senge, Roberts, Ross, Smith, and Kleiner (1994) suggest that to listen fully means to pay close attention to what is being said beneath the words—listening not only to the "music" but also to the essence of the person speaking; not only for what someone knows but also for what that person is trying to represent
  • our inclination and ability to find problems to solve.
  • Thinking Flexibly
  • Flexible thinkers display confidence in their intuition
  • They tolerate confusion and ambiguity up to a point, and they are willing to let go of a problem, trusting their subconscious to continue creative and productive work on it. Flexibility is the cradle of humor, creativity, and repertoire. Although many perceptual positions are possible—past, present, future, egocentric, allocentric, macrocentric, microcentric, visual, auditory, kinesthetic—the flexible mind knows when to shift between and among these positions
  • Thinking About Thinking (Metacognition)
  • Striving for Accuracy
  • Whether we are looking at the stamina, grace, and elegance of a ballerina or a carpenter, we see a desire for craftsmanship, mastery, flawlessness, and economy of energy to produce exceptional results
  • Questioning and Posing Problems
  • Generative listening is the art of developing deeper silences in oneself, slowing the mind's hearing to the ears' natural speed and hearing beneath the words to their meaning
  • Applying Past Knowledge to New Situations
  • Thinking and Communicating with Clarity and Precision
  • Gathering Data Through All Senses
  • Creating, Imagining, Innovating
  • Creative people are open to criticism. They hold up their products for others to judge, and they seek feedback in an ever-increasing effort to refine their technique. They are uneasy with the status quo. They constantly strive for greater fluency, elaboration, novelty, parsimony, simplicity, craftsmanship, perfection, beauty, harmony, and balance.
  • Responding with Wonderment and Awe
  • Taking Responsible Risks
  • Finding Humor You can increase your brain power three to fivefold simply by laughing and having fun before working on a problem. —Doug Hall
  • Thinking Interdependently
  • Collaborative humans realize that all of us together are more powerful, intellectually or physically, than any one individual
  • Working in groups requires the ability to justify ideas and to test the feasibility of solution strategies on others
  • t also requires developing a willingness and an openness to accept feedback from a critical friend. Through this interaction, the group and the individual continue to grow. Listening, consensus seeking, giving up an idea to work with someone else's, empathy, compassion, group leadership, knowing how to support group efforts, altruism—all are behaviors indicative of cooperative human being
  • Remaining Open to Continuous Learning
  • Intelligent people are in a continuous learning mode
  • They are invigorated by the quest of lifelong learning. Their confidence, in combination with their inquisitiveness, allows them to constantly search for new and better ways. People with this Habit of Mind are always striving for improvement, growing, learning, and modifying and improving themselves. They seize problems, situations, tensions, conflicts, and circumstances as valuable opportunities to learn (Bateson, 2004).
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    Have you every heard of habitus? http://en.wikipedia.org/wiki/Habitus_(sociology)
alexandra m. pickett

ETAP640amp2012: How do they do it in their online courses? - 0 views

  • Communicative Real-time chat, e-mail exchange, discussion lists (Warschauer, 1997), use of speech recognition-based dialog systems (Luperfoy, 1998) Sociolinguistic Task-based, problem-solving, and role-playing activities that address sociolinguistic differences between native and target languages, and that could involve real-time chat, e-mail exchange, discussion lists (Chun, 1994) Strategic Task-based, problem-solving, and role-playing activities that require learners to achieve specific goals (e.g., persuading, self-correcting, negotiating a desired outcome); these could involve real-time chat, e-mail exchange, and discussion lists
    • alexandra m. pickett
       
      LOVE this!!!
Maria Guadron

Definition of Social Work | IFSW - 0 views

  • Send me updates var fnames = new Array();var ftypes = new Array();fnames[0]='EMAIL';ftypes[0]='email'; try { var jqueryLoaded=jQuery; jqueryLoaded=true; } catch(err) { var jqueryLoaded=false; } var head= document.getElementsByTagName('head')[0]; if (!jqueryLoaded) { var script = document.createElement('script'); script.type = 'text/javascript'; script.src = 'http://ajax.googleapis.com/ajax/libs/jquery/1.4.4/jquery.min.js'; head.appendChild(script); if (script.readyState && script.onload!==null){ script.onreadystatechange= function () { if (this.readyState == 'complete') mce_preload_check(); } } } var script = document.createElement('script'); script.type = 'text/javascript'; script.src = 'http://downloads.mailchimp.com/js/jquery.form-n-validate.js'; head.appendChild(script); var err_style = ''; try{ err_style = mc_custom_error_style; } catch(e){ err_style = '#mc_embed_signup input.mce_inline_error{border-color:#6B0505;} #mc_embed_signup div.mce_inline_error{margin: 0 0 1em 0; padding: 5px 10px; background-color:#6B0505; font-weight: bold; z-index: 1; color:#fff;}'; } var head= document.getElementsByTagName('head')[0]; var style= document.createElement('style'); style.type= 'text/css'; if (style.styleSheet) { style.styleSheet.cssText = err_style; } else { style.appendChild(document.createTextNode(err_style)); } head.appendChild(style); setTimeout('mce_preload_check();', 250); var mce_preload_checks = 0; function mce_preload_check(){ if (mce_preload_checks>40) return; mce_preload_checks++; try { var jqueryLoaded=jQuery; } catch(err) { setTimeout('mce_preload_check();', 250); return; } try { var validatorLoaded=jQuery("#fake-form").validate({}); } catch(err) { setTimeout('mce_preload_check();', 250); return; } mce_init_form(); } function mce_init_form(){ jQuery(document).ready( function($) { var options = { errorClass: 'mce_inline_error', errorElement: 'div', onkeyup: function(){}, onfocusout:function(){}, onblur:function(){} }; var mce_validator = $("#mc-embedded-subscribe-form").validate(options); $("#mc-embedded-subscribe-form").unbind('submit');//remove the validator so we can get into beforeSubmit on the ajaxform, which then calls the validator options = { url: 'http://ifsw.us4.list-manage2.com/subscribe/post-json?u=2ba1006fc5fe4f46217ba1378&id=f1659bc18d&c=?', type: 'GET', dataType: 'json', contentType: "application/json; charset=utf-8", beforeSubmit: function(){ $('#mce_tmp_error_msg').remove(); $('.datefield','#mc_embed_signup').each( function(){ var txt = 'filled'; var fields = new Array(); var i = 0; $(':text', this).each( function(){ fields[i] = this; i++; }); $(':hidden', this).each( function(){ var bday = false; if (fields.length == 2){ bday = true; fields[2] = {'value':1970};//trick birthdays into having years } if ( fields[0].value=='MM' && fields[1].value=='DD' && (fields[2].value=='YYYY' || (bday && fields[2].value==1970) ) ){ this.value = ''; } else if ( fields[0].value=='' && fields[1].value=='' && (fields[2].value=='' || (bday && fields[2].value==1970) ) ){ this.value = ''; } else { this.value = fields[0].value+'/'+fields[1].value+'/'+fields[2].value; } }); }); return mce_validator.form(); }, success: mce_success_cb }; $('#mc-embedded-subscribe-form').ajaxForm(options); }); } function mce_success_cb(resp){ $('#mce-success-response').hide(); $('#mce-error-response').hide(); if (resp.result=="success"){ $('#mce-'+resp.result+'-response').show(); $('#mce-'+resp.result+'-response').html(resp.msg); $('#mc-embedded-subscribe-form').each(function(){ this.reset(); }); } else { var index = -1; var msg; try { var parts = resp.msg.split(' - ',2); if (parts[1]==undefined){ msg = resp.msg; } else { i = parseInt(parts[0]); if (i.toString() == parts[0]){ index = parts[0]; msg = parts[1]; } else { index = -1; msg = resp.msg; } } } catch(e){ index = -1; msg = resp.msg; } try{ if (index== -1){ $('#mce-'+resp.result+'-response').show(); $('#mce-'+resp.result+'-response').html(msg); } else { err_id = 'mce_tmp_error_msg'; html = ' '+msg+''; var input_id = '#mc_embed_signup'; var f = $(input_id); if (ftypes[index]=='address'){ input_id = '#mce-'+fnames[index]+'-addr1'; f = $(input_id).parent().parent().get(0); } else if (ftypes[index]=='date'){ input_id = '#mce-'+fnames[index]+'-month'; f = $(input_id).parent().parent().get(0); } else { input_id = '#mce-'+fnames[index]; f = $().parent(input_id).get(0); } if (f){ $(f).append(html); $(input_id).focus(); } else { $('#mce-'+resp.result+'-response').show(); $('#mce-'+resp.result+'-response').html(msg); } } } catch(e){ $('#mce-'+resp.result+'-response').show(); $('#mce-'+resp.result+'-response').html(msg); } } } Definition of Social Work Definition* The social work profession promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well-being. Utilising theories of human behaviour and social systems, social work intervenes at the points where people interact with their environments. Principles of human rights and social justice are fundamental to social work. Commentary Social work in its various forms addresses the multiple, complex transactions between people and their environments. Its mission is to enable all people to develop their full potential, enrich their lives, and prevent dysfunction. Professional social work is focused on problem solving and change. As such, social workers are change agents in society and in the lives of the individuals, families and communities they serve. Social work is an interrelated system of values, theory and practice. Values Social work grew out of humanitarian and democratic ideals, and its values are based on respect for the equality, worth, and dignity of all people. Since its beginnings over a century ago, social work practice has focused on meeting human needs and developing human potential. Human rights and social justice serve as the motivation and justification for social work action. In solidarity with those who are dis-advantaged, the profession strives to alleviate poverty and to liberate vulnerable and oppressed people in order to promote social inclusion. Social work values are embodied in the profession’s national and international codes of ethics. Theory Social work bases its methodology on a systematic body of evidence-based knowledge derived from research and practice evaluation, including local and indigenous knowledge specific to its context. It recognises the complexity of interactions between human beings and their environment, and the capacity of people both to be affected by and to alter the multiple influences upon them including bio-psychosocial factors. The social work profession draws on theories of human development and behaviour an
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    The International Federation of Social Workers updated its 1982 definition of the social work profession, a dynamic and evolving field. Social Work values multiple types of knowledge, including empirical knowledge and indigenous knowledge.
Erin Fontaine

Techy Lincoln Middle School teachers reaching students' brains through their smartphone... - 0 views

  • Another benefit of Edmodo is that students are encouraged to collaborate in order to solve problems, while the teachers can stand back and observe.
  • "It's almost like I had stepped out of the equation and they were problem solving themselves,"
  • The students' fingers got busy typing on their cell phone keyboards, and anonymous responses started showing up almost instantly on the discussion webpage for the question: "It could make learning more fun." "We can get our grades quicker." "It makes learning easier for everybody." "It's a lot more hands on and everyone has a voice." "Makes us pay attention and focus more."
  • ...2 more annotations...
  • "They're training themselves. We're just the facilitators; we're just guiding them through it."
  • "Our students have been taught a one-dimensional literacy, and literacy isn't one-dimensional — it's three-dimensional," she said. "They need to be able to know what all those dimensions and facets are."
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    Learn to embrace and be a part of their world and they will become more of an active learner.
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    I found this article as I was researching as to what I wanted to do for my course. I was really debating whether I wanted to do a course for adults or if I wanted to do one at the middle school level. This article was definitely one of my deciding factors.
Alicia Fernandez

Red River College - Blackboard Exemplary Courses - 0 views

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    To meet the challenge of decision making in client care, the nurse needs a comprehensive data base - gathering data is a prerequisite for problem solving and individualized interventions. Assessment is now a critical part of every nurse's practice, as all nursing decisions and actions are based on initial and ongoing assessments. Therefore it is extremely important for nursing students to develop excellent assessment skills. This blended course is designed to develop the cognitive processes and psychomotor skills necessary for conducting health assessments of healthy individuals. In other words, students learn how to gather data, what data to gather and what to do with the data once is has been gathered. Nursing students must understand what the expected assessment findings are for each system, before they can recognize any abnormalities that might be seen in clinical courses. To this extent, the students must complete the online theory portion of each unit prior to attending and practicing the skills on each other in the onsite lab component. This course prepares beginning practitioners to complete a health history as well as a head-to-toe physical assessment. These skills are essential for successful clinical practice.
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