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sherrilattimer

2001 Beder - 0 views

www.adulterc.org/...2001beder.htm

shared by sherrilattimer on 09 Jun 14 - No Cached
  • Their most commonly expressed intention was to meet learners' needs.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      Meeting learner's needs rather than challenging them to rise to find out more.
  • In contrast, the data from our 40 observations portrayed a type of instruction that was the near antithesis of learner-centered instruction. In each and every case the organizing unit of instruction was a teacher-prepared and teacher-delivered lesson. There was virtually no evidence of substantive learner input into decisions about instruction. Communication was overwhelmingly teacher-to-learner, learner-to-teacher. Learner-to-learner communication rarely occurred unless the teacher directed it to occur through such things as peer coaching exercises.
  • They enabled the teacher to determine if learners had "learned" the lesson and they supplemented the content of the lesson by reinforcing learners' correct responses and demonstrating the correct answer to learners whose responses were incorrect.
  • ...21 more annotations...
  • Although adult literacy teachers intend to be learner-centered they, teach in teacher-directed ways. Why? Although it could be that teachers were induced to teach in teacher-directed ways by supervisors or other forces, we found no evidence of this. Rather, we conclude that there two reasons. The first pertains to the socialization process that all teachers and learners are products of. The roles of teacher and student are two of the most intensely socialized roles in our society. The great majority of the teachers we observed were certified in K-12 education. For them, socialization into the teacher role began in grade school and continued through their teacher training. For learners, socialization into the student role also began in grade school and continued until they dropped out of school.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      This is so true! If you ask a random person to teach a lesson, they think it's about standing in front of the room and talking to the group. They will ask questions, and ask for "students" to raise their hand to answer.
  • We infer that teachers taught in teacher-directed ways because that that way of teaching was a deeply ingrained product of their socialization.
  • teachers believed that their learners were primarily motivated toward obtaining their GEDs, and the perceived benefits of doing so, in the shortest possible time
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • Most teachers maintained a helping posture in class. Thus, there appears to be a duality to the meaning teachers of adult literacy education ascribe to their teaching. While their instruction is teacher directed, their learner-centered values and beliefs are manifest in their affective relations with learners. In this sense, for adult literacy teachers being learner-centered is not a teaching technology or methodology. Rather, it is a set of values that guide teacher-learner interactions.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      This is the key to all of it for me, personally. I think all of this is true for my co-workers and me.
  • Teachers liberally praised learners for correct answers and rarely sanctioned learners negatively for such things as being tardy or tuning out.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      I JUST finished writing this exact thing about myself!!! Who would have thought that I fit into the research-based mold of an adult literacy instructor.
  • If teacher-directed instruction is indeed a product of intense and protracted socialization and commonly held beliefs about learners' motivations, then changing teacher-directed behavior will be a very difficult task, perhaps requiring re-socialization. Such an effort may be beyond the means of the current professional development system in adult literacy education.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      I think it is beyond the means of the current professional development system in adult literacy education because there is a high rate of turnover. I think once someone has a certain degree of skill or education, they are seeking out another position. I think this report should have been followed up/accompanied by a survey of the teachers.
  • Equipped for the Future (Stein 1999) advocates a form of adult literacy based on what learners need to do in their roles of worker, parent and citizen.
  • Gillespie (1989) advocates an instructional model for adult literacy that emphasizes critical thinking.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education
Irene Watts-Politza

Teachers' Invisible Presence in Net-based Distance Education | Hult | The International... - 0 views

www.irrodl.org/...838

distance education teachers university research teacher presence

shared by Irene Watts-Politza on 07 Jun 12 - No Cached
  • The stance taken in this paper, then, is constructivist – that conversation is learning in the making.
  • Any conversation, that is, draws on heteroglossia (Bakhtin’s neologism) – pools of different ideas whose elements, when exchanged, foster learning. According to Bakhtin, every utterance has a double significance. It is an expression of a 'unitary [common] language' used to conduct the conversation and, at the same time, it builds on the 'social and historical' differences embedded in the heteroglossia (1981, p. 272).
    • Irene Watts-Politza
      Irene Watts-Politza on 07 Jun 12
       
      This is what happens in a discussion thread.
  • Yuri Lotman,
  • ...28 more annotations...
  • described conversations as multi-authored texts rather than as multi-voiced heteroglossia (see Bakhtin, 1994,
  • texts “fulfill at least two basic functions:
  • fulfilled best when the codes of the speaker and the listener most completely coincide and, consequently, when the text has the maximum degree of univocality” (1988, p. 34). The generation of new meanings occurs when there are differences between the speaker and the listener. Texts used in educational exchanges cease:
  • online adult education is not the delivery of texts but, rather, the creation and insertion of ‘thinking devices’ into conversation.
  • For this article we have concentrated on teacher and student views of teachers’ role orientations in online courses.
  • our intention has been to identify and clarify teaching ‘saliences’ that have emerged in online adult education in Sweden. In a wider sense, however, our analysis is also a response to the question: ‘Whatever happened to teaching in the learning society?’
  • the posting data support the claim that the teachers adopted an initiating role.
  • Greater activity:
  • Greater influence on topic:
  • Faster response times:
  • When asked about their views, all students felt that teachers played a central role in supporting Net-based learning. Indeed, some of them suggested that moderation in online settings of adult education is more important than in face-to-face settings.
  • Orientations to Teaching
  • Activity Orientation
  • In this perspective, teachers gave students tasks that activated them and, thereby, fostered their understanding of subject matter.
  • offered students tips about articles, books and Internet sites
  • Some students spoke about being activated by stimulating tasks that led them to engage with the Web and libraries, with one of them adding ‘seeking by your self is a pre-condition for learning.’ Active searching also meant that students came into contact with information which extended their learning beyond the task itself.
  • None of the teachers, however, was entirely satisfied with their dialogic or conference practice. Levels of engagement, dialogue, and initiative-taking were not as high as they had hoped. In response, they tried to promote conversation by encouraging students to react to each other’s postings, by organising tasks where cooperation and interaction was needed, or by introducing new aspects and questions when discussion faltered.
  • Further, teachers reported that they also tried to act as models of good behaviour by giving swift replies to student postings and by making their own postings appropriate yet concise.
  • In contrast to the teachers most of the student group were satisfied with the course conversations.
  • A few
  • felt that sharing different aspects of the subject matter with the teacher and fellow students raised fresh questions. It made them reach beyond the book, evoking learning and thinking along new pathways. Even if they thought that well-chosen tasks were the most effective way of fostering dialogue, they also expected the course leader to participate fully, developing new themes if student postings declined, and remaining alert to student proposals that might enhance the interchange of ideas and knowledge.
  • Many students emphasised the importance of teaching that corroborated or validated their learning.
  • None of the teachers, however, spontaneously offered this view as their primary role or orientation. Nevertheless, when asked whether they had any correspondence with students through private mailboxes rather than ‘conferences’ and ‘cafes,’ some of them said that they occasionally responded privately to correct misinterpretations.
  • This task raises many questions about teaching, highlighting the difference, for example, between instructionist and constructionist paradigms for learning (Wilensky, 1991). Would a too well-planned course be instructionist, thus constraining student influence and the pursuit of democracy? In their postings, teachers in this study felt that there was no necessary contradiction – that well-planned courses could, indeed, strengthen student influence. Nevertheless, busy distance education students, according to the teachers, often appreciate instructionist courses with clearly stated activities and tasks, even if the students are left with limited opportunities to ‘construct their own relationships with the objects of knowledge’ (Wilensky, 1991, p. 202).
  • Teacher’s invisible presence is exemplified in taking a stand-by role and/ or being reluctant to intervene. ‘The [teachers’] silence should be deafening,’ one teacher recommended. Although most of the teachers agreed that well-planned courses do not inhibit course dialogue, the fact that in their own online course deliberations they set aside time to discuss this issue may reflect ambivalence in their stance. The question of when and how teachers should intervene remains impossible to resolve, except in practice.
  • three different aspects of teaching,
  • a second conclusion – that the promotion of learning in an open environment requires an animating or steering presence. Such teaching, however, is not a process of instruction. And for this reason the word teacher may no longer be appropriate. In English, the word tutor is commonly used in adult education, because it has connotations of ‘supervision’ and ‘guardianship’ as well as ‘instruction’ (see Oxford English Dictionary). More recently, Salmon has suggested ‘e-moderating,’ but even moderation carries instructionist connotations – to exercise a controlling influence over; to regulate, restrain, control, rule (OED) – that may not be appropriate to all forms of liberal education. In the context of mainland Europe, the word pedagogue may be appropriate since, etymologically, pedagogue denotes someone engaged in 'drawing out.'
  • Intellectual development, however, can be an intra- as well as an inter-personal phenomenon. That is, learning may not come directly from teachers but rather from their absent or invisible presence. Online pedagogues, therefore, can be present in different ways. They may be present in person, participating in learning conversations. They may constitute an absent presence that, nonetheless, is embodied in the learning resources directed towards students (e.g., the selected readings or activities). Or pedagogues may exist merely as inner voices, inherited from the language of others, that (invisibly) steer the desires, self-regulation, and self-direction of learners. Indeed, this last pedagogic position ‘auto-didacticism,’ has always been central to the post-Enlightenment ideals of liberal adult education.
    • Irene Watts-Politza
      Irene Watts-Politza on 07 Jun 12
       
      Here's the money.
  • Irene Watts-Politza on 07 Jun 12
     
    Swedish study of university student and professor attitudes toward satisfaction with and definition of teacher presence in online adult learning. Implications for course design with respect to knowing one's audience.
Heather Kurto

Pedagogical Love and Good Teacherhood | Määttä | in education - 1 views

ineducation.ca/...348

shared by Heather Kurto on 15 Jun 13 - No Cached
  • A teacher’s proficiency is manifested by the ability to look at the subject from a learner’s point of view, to foresee the critical junctions in learning, and to design teaching to meet learners’ information acquisition and collection processes (e.g., Zombylas, 2007).
  • van Manen (1991) claims that as teachers embrace all children, regardless of their characteristics they become real educators, and thus, educators’ pedagogical love becomes the precondition for pedagogical relations to grow (p
  • Individualistic features, position, nationality, gender, abilities, race, or language do not determine a human being’s value. Those differences based on skills, intelligence, or knowledge are insignificant compared with that basic human presence that is the same for all people: the right and need to be loved, accepted, and cared for as well as the right and need to grow and develop (Bradshaw, 1996; Lanara, 1981; Sprengel & Kelly, 1992).
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  • A teacher’s ethical caring means genuine caring, aspiring to understand and make an effort for pupils’ protection, support, and development. Because of this pedagogical caring, the teacher especially pursues pupils’ potential to develop and thus help them to find and use their own strengths.
  • Pedagogical love has been considered the core factor in the definition of good teacherhood for decades, though the characteristics of a good teacher have always included a variety of features. Features such as the ability to maintain discipline and order, set a demanding goal level, and the mastery of substance have been especially emphasized (e.g., Davis, 1993; Zombylas, 2007; Hansen, 2009)
  • Love influences the direction of people’s action as well as its intensity. Positive emotions, joy, strength, and the feeling of being capable lead mental energy toward the desired goal (Rantala & Määttä, 2011). Negative emotions, grief, fear, and anger cause entropy, an inner imbalance that burns off energy, brands the target with negative status, and pursues nullifying and undervaluing (e.g., Isen, 2001).
  • he educator’s task is to provide pupils with such stimuli and environment where students are guided to limit their instincts by controlling enjoyment and vital-based values, in order to be able to achieve higher values and skills (Solasaari, 2003).
  • Mihaly Csikszentmihalyi (1990, 2000) has launched the concept that refers to an optimal or autotelic experience where people are riveted so comprehensively by a challenging performance that the awareness of time and place blurs. Flow is possible when the challenges in a task are balanced with an actor’s abilities. Flow is an enjoyable state of concentration and task orientation, leading to optimal performance, whether the case is wall creeping, chess playing, dancing, surgery, studying languages, painting, or composing music.
  • This sets challenges for skill development. If a task is too easy, it will bore. If it is too difficult, it will cause anxiety and fear. The exact experience of flow and the active sense of well-being resulting from the former, encourage people to develop and improve their skills. People are willing to strive for flow whether it was about love for math, art, programming, or orthopedics (Csikszentmihalyi, 1990).
  • In an interview, Gardner (as cited in Goleman, 1999) said flow is intrinsically rewarding without the hope for reward or threat of punishment. We should use learners’ positive moods (love) and through it get them to learn things about fields they can succeed in. People have to discover what they like, what things and doings they love and do these things. Even a child learns the best when he/she loves what he/she is doing and finds it enjoyable. (p. 126)
  • Pedagogical love might contribute to pupils’ learning and success by providing them with positive learning experiences, initial excitement, and perceived successes. These are the seeds of expertise as a positive feeling that can be considered the source of human strengths (Isen, 2001).
  • Pedagogical love springs from an individual learner’s presence persuading it to come forward more and more perfectly and diversely. A skillful educator does not just sit by and watch if a learner makes worthless choices or fails in his or her opportunities to grow and develop.
  • Haavio emphasized the meaning of pedagogical love in teachers’ work and considered that teachers’ work consists of the following two obligations: attachment to learners and dutiful perseverance of life values.
  • Pedagogical love speaks to interdependence—the recognition and acceptance that we need others.
  • Love appears in teaching as guidance toward disciplined work, but also as patience, trust, and forgiveness. The purpose is not to make learning fun, easy, or pleasing but to create a setting for learning where pupils can use and develop their own resources eventually proceeding at the maximum of their own abilities
  • A loving teacher reveals for a pupil the dimensions of his or her development in a manner of speaking. This is how a pupil’s self-esteem strengthens and he or she can develop toward higher activities from the lowest, pleasure-oriented ones. Achieving high-level skills is rewarding because it brings pleasure, and yet, it often demands—as mentioned previously—self-discipline and rejections
  • A teacher’s work is interpersonal and relational, with a teacher’s own personality fundamental to building relationships with students. A teacher’s work involves plenty of emotional strain. In addition, a teacher inevitably has to experience frustration in his or her work. There are many situations when a teacher will feel like she or he has failed regardless of the solution he or she creates.
  • Consequently, teachers are likely to experience guilt because they cannot sufficiently attend to all pupils in an appropriate way that is congruent with the notion of caring.
  • However, teachers have to realize that their own coping, motivation, and engagement require attention; they are not automatic.
  • Pedagogical love emerges through teachers’ emotions, learned models, moral attitude, and actions
  • Good teachers are examples to learners even in the most difficult life situations. Teachers have to believe in their work and endeavour to build a nurturing environment and a more humane world.
  • To be happy about life, to guide students to see the wonder and joy in the mundane is a teacher’s most important skill. Being able to help students find and negotiate the joy, wonder, happiness, and pain in the everydayness of life is an increasingly important quality in today’s insecurities, with the mounting pressure of increased demands for efficiency
ian august

Review of Weimer, Learning-Centered Teaching - 0 views

academic.pgcc.edu/...weimer.htm

shared by ian august on 08 Jul 11 - Cached
  • 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
Alicia Fernandez

The Instructional Conversation: Teaching and Learning in Social Activity [eScholarship] - 0 views

escholarship.org/...5th0939d

teaching curriculum educational programs teaching methods learning student evaluations student teacher relationship

shared by Alicia Fernandez on 19 Jun 14 - No Cached
  • Alicia Fernandez on 19 Jun 14
     
    For more than a century, American schooling has ben conducted in much the same way: The teacher assigns a text for the students to master and then assesses their learning. Known as the "recitation script," this repeated cycle of assign-assess is far from the natural kind of teaching by which societies have been instructing their young since the dawn of time. Contemporary educational reform is now emphasizing the fundamental, natural method of teaching, which is the assisting of learners through the instructional conversation. Newly understood through the principles of socio-historical theory, real teaching is understood as assisting the learner to perform just beyond his or her current capacity. This assistance in the "zone of proximal development" awakens and rouses into life the mental capacities of learners of all ages. This assistance is best provided through the instructional conversation, a dialogue between teacher and learners in which the teacher listens carefully to grasp the students' communicative intent, and tailors the dialogue to meet the emerging understanding of the learners. This pattern of relationship should be characteristic of the communication of the entire school, in which the teachers assist and converse with one another, administrators assist and converse with teachers, and administration provides activity settings in which these instructional conversations can occur. Such a school becomes a true community of learners, in which school reliably assists the performance of all.
alexandra m. pickett

Ian August etap 640 SuMmEr 2011 - 1 views

ianaugustetap640.blogspot.com

shared by alexandra m. pickett on 07 Jun 11 - No Cached
  • Student centered learning
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      question your assumptions! why do you assume that "student-centered" means "teacher-less"?
  • why do I need to pay for this if I am on my own. 
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      well... if this were true, you could walk into a library and "BAM" - you would know it all! digg into your assumptions here... it is about role and expectations and where the focus is. Is it on the student or on the teacher? see my blog post "if i do all the work, who does all the learning?" : )
    • Kimberly Barss
      Kimberly Barss on 11 Jul 11
       
      I wish I could walk into a library and know it all! I sometimes (jokingly) tell my students to put their textbooks under their pillow at night in hopes that learning-by-diffusion may come true!
  • leaders. 
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      self-assessment?!
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      missing from every post! check the rubric!
    • ian august
      ian august on 09 Aug 11
       
      i did not even realize, :O
  • ...26 more annotations...
  • could not locate a link for diigo but I contacted Mimi for more info
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      excellent! : )
  • But the last article I read after the, yawn, diffusion one, yawn, was about digital natives. WOW .
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      I am glad that Prensky "engaged" you, but in the long run the other article would help you to better understand and serve the fauclty you work with. Theories help us frame and understand probelms systematically. I need you to think about this and to think about what "engages" you and why. So here is something to engage you. Prensky is WRONG!!! I was hoping you would find find this on your own: http://steve-wheeler.blogspot.com/2011/05/natives-are-revolting.html - Steve is a friend of mine and a well-known and respected blogger. Digg into this controversy! And then come back and tell me what you think!
    • Diane Gusa
      Diane Gusa on 18 Jun 11
       
      I so agree. I use the polling option in my online course and was told I was the first to ever try. I believe that part of the problem is that online learning is coming from the top down, with little support.
    • ian august
      ian august on 17 Jul 11
       
      how do you use the polling option diane, for what type of assignments? Prof. Pickett has been telling me to let the student decide on many things, like Bill Pelz course, where the students approve each others final essays. when you say top down do you mean the teacher ruling the classing room? Because that seems to be the norm, how f2f classes run as well.
  • They use the basics like read this article and write this paper or take this quiz.
    • Diane Gusa
      Diane Gusa on 18 Jun 11
       
      I am a visual person and find that I don't still have a mental map of this class. I wander around quite a bit. I have developed a few shortcuts, but it is definitely a work in progress.
    • ian august
      ian august on 17 Jul 11
       
      The map of the class has definitley gotten better since the start, I dont know if you used angel, but we use it at our college, I dont think I can send pics through here but I will send them to you another way.
  • t took me a minute to figure out the moodle system.
    • Diane Gusa
      Diane Gusa on 18 Jun 11
       
      Do you like moodle better than Angel? I am disappointed in Angel's blog, so I will need to send my students to edublogs.
  • These ideas are the modern theories in action,  of the students new role in the classroom, whether online or f2f. Professor's have said in the past "this is our class", but these ideas I have mentioned are really creating an "our class" type of atmosphere where the teacher and students are more equal participants in the learning process than the traditional model of the teacher being the boss, and the student being the subordinate.
    • Kimberly Barss
      Kimberly Barss on 20 Jun 11
       
      I agree. This is certainly a benefit of online learning. You don't have to worry, as an instructor, about who's paying attention or talking in the back or being the "disciplinarian" you can all just focus on coming together and learning as a community.
  • Randy Pausch
    • alexandra m. pickett
      alexandra m. pickett on 22 Jun 11
       
      love him. saw his last lecture a few years ago on youtube.
  • wikis's
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      I'm going to include a student project that also has them create and work within a Wiki. It looks to be the perfect environment for collaboration on a single document (a short story).
  • This also shows the teacher asking the student to be an active participant in their own learning,
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      Yes, that's what the online environment is all about...student centered social learning.
  • Every one of the teachers in Exempler courses for observation talked about they way analzye their course, sometimes when its over sometimes during, to see what worked and what did not work
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      We are already learning this through our use of "self assessment." I would imagine it takes a few runs through the course to work out all the kinks, and if it's a subject like science or technology where the information changes constantly, it's ever-evolving.
  • That was the role of student.
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      In the wake of new technology, the role of the student is changing very quickly to one of self-directed learning.
    • Diane Gusa
      Diane Gusa on 11 Jul 11
       
      Ah this is a philosophical stand. Many times we teach by the way we learn; however, this may not be the best for our students.
  • The Angel LMS that I am familiar with even gives he teacher the option to shut off news posts in a discussion forum so the student has only one option and that is to reply to a previous post.
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      That's an interesting idea, especially when there are too many discussions going on.
  • build a wiki together
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      I was going to have my students do the same, however, I just noticed that the course shell has an option for a Wiki...did anybody else see that? Anybody know how it works? I have since decided to give my students a choice other than to "write" a short story in small groups within a Wikispace. I'm going to allow them to recreate or interpret a short story in a multi-media fashion. Howard Gardner influenced. :-)
  • don’t show them how you do it, let them find out how it is done on their own
  • leave it up to the student to choose,
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      I think they will surprise you!
  • I guess I can guide, so when the students get off course I can say hey you should check this guy out, or this writer out.
    • Kimberly Barss
      Kimberly Barss on 29 Jul 11
       
      I had an instructor last semester (Jason Vickers, if you get a chance to take a class with him, he's great! Also, he's a PhD student) who would do this exactly. He would scarcely add to our discussions as he said that oftentimes that can shut them down, but when he did it usually was to suggest that we check certain authors/theories/articles out that might help put us back on the right track.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I remember Alex suggesting something to me during the first week or two when I was a little lost. She pointed me in the right direction and that was good because I was able to focus my energies.
  • Case Study
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Very good idea, because you're right...it seems like a very large amount of information that you're trying to cover. Case studies might work better.
  • Hopefully they will read the author I provide them with and than on their own they will read more articles by that author because they like him.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Perhaps you can assign one particular article, and then actually provide them with the links to 1-3 other article they might find of interest.
  • Another issue I am having is questioning if I have too much for the student to do. I really wanted them to do a group project but it seems like too much work.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Have you gone through the learning activities for each module and guesstimated how long it would take them to do? That might give you a better idea of whether it's too much. Just a suggestion.
  • letting the student do the heavy lifitng. Professor Pickett told me that it is a hard concept to implement as a teacher and I am seeing that.
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 11
       
      letting go of control of someone else's learning is a constant struggle. just keep telling yourself that it is NOT about you and what you know. It is about your students and catalyzing the passion for the topic of your course in them... they are the only ones that can do that... remember... if you do all the work, who does the learning? you have to let go and trust them to learn. That does NOT mean you are not there or that you have chaos.... you have to design it and facilitate it so that it works that way. It is a LOT of work : )
  • I am so glad I took this class. I learned so much, I feel so much more confident in my job as an instructional designer, and I feel more confident to take my skills to a new job envirnment. ANYONE HIRING OUT THERE?
  • I learned about some really important concepts for teaching online, like; -supply the students with a lot of information, module overviews, due dates, contact info, detailed explanation of how to complete assignments, rubric describing what type of work constitutes a Grade of A, B, C etc, -show your teacher presence in the course, by answering questions fairly quickly, posting in the discussion to guide, engage, provoke the student to do more research, asking for student input and using it, -Let the students do as much as possible instead of giving them everything ona silver platter. -Let students play the role of teacher in some of their assignments
  • After the first two weeks of this course, the first module, I learned so much, and grew so much more confident in my ability to work with faculty developing online courses.
Jessica Backus-Foster

STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS - 1 views

www.cdl.org/...self_eval.php

increased motivation self-assessment evaluation

shared by Jessica Backus-Foster on 06 Jul 09 - Cached
  • Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future.
  • enhanced self-efficacy and increased intrinsic motivation
  • Do students self-evaluate fairly? Many teachers, parents, and students believe that if students have a chance to mark their own work they will take advantage, giving themselves higher scores regardless of the quality of their performance. We have found that students, especially older ones, may do this if left to their own devices. But, when students are taught systematic self-evaluation procedures, the accuracy of their judgment improves. Contrary to the beliefs of many students, parents, and teachers, students' propensity to inflate grades decreases when teachers share assessment responsibility and control (Ross, et al., 2000). When students participate in the identification of the criteria that will be used to judge classroom production and use these criteria to judge their work, they get a better understanding of what is expected. The result is the gap between their judgments and the teacher's is reduced. And, by focusing on evidence, discrepancies between teacher and self-evaluation can be negotiated in a productive way.
    • Jessica Backus-Foster
      Jessica Backus-Foster on 06 Jul 09
       
      this is what I was wondering
  • ...6 more annotations...
  • E. Is simply requiring self-evaluation enough, or do students have to be taught how to evaluate their work accurately? Students harbor misconceptions about the self-evaluation process (e.g., the role that evidence plays). As a result, self-evaluation is unlikely to have a positive impact on achievement if these misconceptions are not addressed by teaching students how to evaluate their work. Simply requiring self-evaluation is unlikely to have an effect on achievement. Students have to be taught how to evaluate their work accurately and need time to develop the appropriate skills.
    • Jessica Backus-Foster
      Jessica Backus-Foster on 06 Jul 09
       
      this is the important part...to really get the full benefits, we have to teach students the process and make them part of the process
  • G. What is the greatest challenge for teachers incorporating self-evaluation into their assessment repertoires? One of the greatest challenges for teachers is the recalibration of power that occurs when assessment decisions are shared. Data collected in one of our projects (Ross et al., 1998a) suggested that teachers found it difficult to share control of evaluation decision-making, a responsibility at the core of the teacher's authority. Such difficulty may be due to the fact that teaching students to be self-evaluators involves the implementation of fundamental changes in the relationship between teachers and students in the classroom. Changing root beliefs, behaviors and relationships is difficult and takes time. Accordingly, another challenge is time. Teachers need considerable time to work out how to accommodate an innovation that involves sharing control of a core teacher function with their existing beliefs about teacher and learner roles. As well, students need time to understand what self-evaluation is and how it relates to their learning, in addition to learning how to do it.
  • STAGE 1- Involve students in defining the criteria that will be used to judge their performance
  • STAGE 1- Involve students in defining the criteria that will be used to judge their performance.
  • STAGE 1- Involve students in defining the criteria that will be used to judge their performance.
  • STAGE 2- Teach students how to apply the criteria to their own work.
sherrilattimer

Depth of Knowledge in the 21st Century - 0 views

www.seenmagazine.us/...Default.aspx

DOK Webb

shared by sherrilattimer on 12 Jun 14 - No Cached
  • 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.
  • ...3 more annotations...
  • 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.
  • sherrilattimer on 12 Jun 14
     
    Webb's Depth of Knowledge
Heather Kurto

http://www.ascilite.org.au/ajet/submission/index.php/AJET/article/viewFile/157/55 - 0 views

www.ascilite.org.au/...55

Web 2.0 teachers

shared by Heather Kurto on 07 Jun 13 - No Cached
    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      Web 2.0 has driven pedagogy so that teachers need to know, not only how to use the Web 2.0 tools for personal purposes but how to use them to support and enhance their students' learning
    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      Over the last few years, Web 2.0 applications, and especially blogs, wikis, e-portfolios, social media, podcasting, social networking etc., have received intense and growing educational interest, with uses including diverse learning groups, from primary and secondary education (Tse, Yuen, Loh, Lam, & Ng, 2010, Sheehy, 2008; Woo, Chu, Ho, & Li, 2011; Angelaina & Jimoyiannis, 2011) to higher education (Bolliger & Shepherd, 2010; Ching & Hsu, 2011; Deng & Yuen, 2011; Roussinos & Jimoyiannis, 2011; Yang, 2009; Zorko, 2009), vocational training (Marsden & Piggot-Irvine, 2012) and teachers' professional development (Doherty, 2011; Wheeler, & Wheeler, 2009; Wopereis, Sloep, & Poortman , 2010).
    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      Existing literature, regarding the integration of ICT in schools, shows that despite governmental efforts and directives, the application of ICT in educational settings is rather peripheral acting, in most cases, as an 'add on' effect to regular teacher-centred classroom work. It remains a common practice, for most teachers, to use ICT primarily for low-level formal academic tasks (e.g., getting information from Web resources) or for administrative purposes (developing lesson plans, worksheets, assessment tests, etc.) rather than as a learning tool to support students' active learning (OFSTED, 2004; Jimoyiannis & Komis, 2007; Tondeur, van Keer, van Braak, & Valcke , 2008).
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    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      The theoretical framework presented and the empirical research phase of the paper addressed some of the critical issues arising around Web 2.0 in school practice. TPACK 2.0 and authentic learning can develop and support a coherent pedagogical and instructional framework for future teacher professional development programs aiming to help educators: * to adopt Web 2.0 not as a matter of acquiring new ICT skills but in terms ofspecific pedagogical and instructional dimensions; * to move beyond oversimplified approaches which treat Web 2.0 as a 'trend', a 'special event' or an 'extra tool'supplemental to their traditional instruction; * to understand how Web 2.0 technologies change both pedagogy and learning practice; * to consider, in their instructional design, Web 2.0 technologies, Content and Pedagogy not in isolation, but in the complex relationshipssystem they define.
Irene Watts-Politza

INTIME - Integrating New Technologies into the Methods of Education - 2 views

www.merlot.org/...viewMaterial.htm

Module 4 Assignment P-12 tech integration Web 2.0

shared by Irene Watts-Politza on 16 Jul 12 - No Cached
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      I added the free version of RealTime through clicking on site link on one of the videos and the videos play successfully. Although Mozilla FF is not on the list of supported browsers, I was able to get MozFF to recognize the Real Time plug-in after I installed it on my hard drive.
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      Perhaps there are activities that can be adapted to online course environment? Click on "Go to Material", above, scroll down and click on "Database development" and select "by grade level" or "by content"
  • INTIME provides online video vignettes of PreK-12 teachers from various grades and subjects showing how they integrate technology into their classrooms using numerous teaching strategies. INTIME is the result of a PT3 program (Preparing Tomorrow?s Teachers to Use Technology). INTIME resources are useful for (1) teacher educators creating case studies; (2) pre-service teachers learning about effective pedagogical techniques; (3) in-service teachers searching for ideas and independent professional development; (4) professional developers seeking resources to demonstrate good teaching and technology integration, and (5) administrators developing teacher quality initiatives and mentoring programs.
  • ...1 more annotation...
  • RealPlayer8 is required to view any videos
  • Irene Watts-Politza on 16 Jul 12
     
    I am considering whether to add the entire resource or just a few videos with a "for more of this ..." to my module on 21st Century Learning. What really excites me about this resource is the implications for case studies in methods courses in the B-6 program ... can even be shared with Secondary Ed and TESOL. You may want to share this with your grade level, Building Leadership Team, or your PD person. A GREAT free resource for meaningful, asynchronous tech integration training.
Sue Rappazzo

Teaching at an Internet Distance-----MERLOT - 1 views

web.archive.org/...tid_report.html

merlot elearning virtual education teaching Module 4

shared by Sue Rappazzo on 10 Jul 10 - Cached
Kelly Hermann liked it
  • Several of our speakers were able to shed light on the cause of this rising tide of faculty opposition to computer mediated instruction. Andrew Feenberg of San Diego State University summarizes the situation in the opening paragraph of his "Distance Learning: Promise or Threat" (1999) article: "Once the stepchild of the academy, distance learning is finally taken seriously. But not in precisely the way early innovators like myself had hoped. It is not faculty who are in the forefront of the movement to network education. Instead politicians, university administrations and computer and telecommunications companies have decided there is money in it. But proposals for a radical "retooling" of the university emanating from these sources are guaranteed to provoke instant faculty hostility."
    • Kelly Hermann
      Kelly Hermann on 19 Jul 10
       
      As a red-head, I'm just glad they didn't use the phrase "red-headed stepchild." LOL
  • The implementation of online education shows both promise and peril. Computer mediated instruction may indeed introduce new and highly effective teaching paradigms, but high-quality teaching is not always assured. Administrative decisions made without due consideration to pedagogy, or worse, with policies or technology that hampers quality, may cause much wasted time, money and effort of both faculty and students.
  • In training, a particular package of knowledge is imparted to an individual so that he or she can assume work within a system, as the firefighters do for example. According to Noble, training and education are appropriately distinguished in terms of autonomy (Noble, 1999). In becoming trained, an individual relinquishes autonomy. The purpose of education, as compared to training, is to impart autonomy to the student. In teaching students to think critically, we say in effect "Student, know thyself." Education is not just the transmission of knowledge, important as that is, but also has to do with the transformation of persons (and the development of critical thinking skills).
  • ...11 more annotations...
  • Does good teaching in the classroom translate to good teaching online? If so, what elements can be translated and which ones can't or shouldn't?
  • "The shared mantra of the faculty and staff during the development of this document was that "good teaching is good teaching!" An Emerging Set of Guiding Principles... is less about distance education and more about what makes for an effective educational experience, regardless of where or when it is delivered."
  • Good practice encourages student-faculty contact. Good practice encourages cooperation among students. Good practice encourages active learning. Good practice gives prompt feedback. Good practice emphasizes time on task. Good practice communicates high expectations. Good practice respects diverse talents and ways of learning.
  • Frequent student-faculty contact in and out of class is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.
  • At first glance, teaching a class without the ability to see and hear the students in person appears daunting. The enlightened, quizzical, or stony facial expressions, the sighs of distress or gasps of wonder, and even the less-than-subtle raised hands or interjected queries that constitute immediate feedback to a lecture, discussion, or clinical situation are absent. Yet the proponents of online instruction will argue that these obstacles can be overcome, and that the online format has its own advantages. In the online experiences documented in the "Net.Learning" (www.pbs.org/netlearning/home.html) videotape, which our seminar viewed early in the year, Peggy Lant of the California Polytechnic State University, San Luis Obispo presented a striking example that occurred in her class' online discussion of civil war. One student's comments were especially gripping as she had just survived a civil war in her home country. Shy students who have trouble participating in a classroom discussion are said to feel more comfortable in an online setting. The ability to sit and think as one composes a question or comment also can raise the quality of the discussion. Susan Montgomery at the University of Michigan has developed an interactive website that addresses diverse learning styles through the use of multimedia (Montgomery, 1998).
  • Teachers, trainers, and professors with years of experience in classrooms report that computer networking encourages the high-quality interaction and sharing that is at the heart of education. ...(The) characteristics of online classes... generally result in students' contributing material that is much better than something they would say off the top of their heads in a face-to-face class. There is a converse side, however. Just after the passage above, Harasim cautions (Harasim et al. 1995) On the other hand, unless the teacher facilitates the networking activities skillfully, serious problems may develop. A conference may turn into a monologue of lecture-type material to which very few responses are made. It may become a disorganized mountain of information that is confusing and overwhelming for the participants. It may even break down socially into name calling rather than building a sense of community.
  • At what cost is this high degree of interaction, the need for which we suspect is student motivation and the professor's (online) attentiveness, achieved? In the previous section it was noted that charismatic professors of large (several hundred student) classes might indeed reach and motivate the students in the back row by intangible displays of attentiveness. Online, attentiveness must be tangible, and may involve more effort than in a face-to-face setting. These considerations imply an inherent limitation of online class size; size is determined by the amount of effort required to form a "community of learners."
  • Small class sizes and the linear dependence of effort on student numbers are indicative of the high level of interaction needed for high quality online teaching
  • The best way to maintain the connection [between online education and the values of traditional education] is through ensuring that distance learning is 'delivered' not just by CD ROMs, but by living teachers, fully qualified and interested in doing so online ... [P]repackaged material will be seen to replace not the teacher as a mentor and guide but the lecture and the textbook. Interaction with the professor will continue to be the centerpiece of education, no matter what the medium.
  • and Ronald Owston, who points out (Owston, 1997) "...we cannot simply ask 'Do students learn better with the Web as compared to traditional classroom instruction?' We have to realize that no medium, in and of itself, will likely improve learning in a significant way when it is used to deliver instruction. Nor is it realistic to expect the Web, when used as a tool, to develop in students any unique skills."
  • Facilitating Online Courses: A Checklist for Action The key concept in network teaching is to facilitate collaborative learning, not to deliver a course in a fixed and rigid, one-way format. Do not lecture. Be clear about expectations of the participants. Be flexible and patient. Be responsive. Do not overload. Monitor and prompt for participation. For assignments, set up small groups and assign tasks to them. Be a process facilitator. Write weaving comments every week or two... Organize the interaction. Set rules and standards for good netiquette (network etiquette)... Establish clear norms for participation and procedures for grading... Assign individuals or small groups to play the role of teacher and of moderator for portions of the course. Close and purge moribund conferences in stages... Adopt a flexible approach toward curriculum integration on global networks.
  • Sue Rappazzo on 10 Jul 10
     
    Love the step child reference!
  • ...3 more comments...
  • Sue Rappazzo on 10 Jul 10
     
    Have I not struggled with this throughout this course?!
  • Sue Rappazzo on 10 Jul 10
     
    Joy and I talked about this in discussions. I am now struggling with making a project mgr. aware of this at work. The vendor training online was boring so lets deliver it all in person. Junk is Junk online or in person!
  • Sue Rappazzo on 10 Jul 10
     
    That body language we mentioned in discussions this week in ETAP687
  • Sue Rappazzo on 10 Jul 10
     
    MERLOT-Teaching at internet distance
  • Sue Rappazzo on 10 Jul 10
     
    module 4 merlot
Erin Fontaine

Critical Thinking Development: A Stage Theory - 0 views

www.criticalthinking.org/...483

shared by Erin Fontaine on 29 Jun 12 - No Cached
  • We must recognize the importance of challenging our students — in a supportive way — to recognize both that they are thinkers and that their thinking often goes awry. We must lead class discussions about thinking. We must explicitly model thinking (e.g., thinking aloud through a problem). We must design classroom activities that explicitly require students to think about their thinking. We must have students examine both poor and sound thinking, talking about the differences. We must introduce students to the parts of thinking and the intellectual standards necessary to assess thinking. We must introduce the idea of intellectual humility to students; that is, the idea of becoming aware of our own ignorance. Perhaps children can best understand the importance of this idea through their concept of the "know-it-all," which comes closest to their recognition of the need to be intellectually humble.
    • Irene Watts-Politza
      Irene Watts-Politza on 29 Jun 12
       
      This is a great foundation for an icebreaker module.
  • recognize that they have basic problems in their thinking and make initial attempts to better understand how they can take charge of and improve it.
  • begin to modify some of their thinking, but have limited insight into deeper levels of the trouble inherent in their thinking. Most importantly, they lack a systematic plan for improving their thinking, hence their efforts are hit and miss.
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  • appreciate a critique of their powers of thought.
  • we must teach in such a way as to help them to see that we all need to regularly practice good thinking to become good thinkers.
  • We must emphasize the importance of beginning to take charge of the parts of thinking and applying intellectual standards to thinking. We must teach students to begin to recognize their native egocentrism when it is operating in their thinking.
  • since practicing thinkers are only beginning to approach the improvement of their thinking in a systematic way, they still have limited insight into deeper levels of thought, and thus into deeper levels of the problems embedded in thinking.
  • need for systematic practice in thinking.
  • Practicing thinkers recognize the need for systematicity of critical thinking and deep internalization into habits. They clearly recognize the natural tendency of the human mind to engage in egocentric thinking and self-deception.
  • regularly monitor
  • articulate the strengths and weaknesses
  • often recognize their own egocentric thinking as well as egocentric thinking on the part of others. Furthermore practicing thinkers actively monitor their thinking to eliminate egocentric thinking, although they are often unsuccessful.
  • intellectual perseverance
  • have the intellectual humility required to realize that thinking in all the domains of their lives must be subject to scrutiny, as they begin to approach the improvement of their thinking in a systematic way.
  • We must teach in such a way that students come to understand the power in knowing that whenever humans reason, they have no choice but to use certain predictable structures of thought: that thinking is inevitably driven by the questions, that we seek answers to questions for some purpose, that to answer questions, we need information, that to use information we must interpret it (i.e., by making inferences), and that our inferences, in turn, are based on assumptions, and have implications, all of which involves ideas or concepts within some point of view. We must teach in such a way as to require students to regularly deal explicitly with these structures (more on these structure presently).
  • Recognizing the "moves" one makes in thinking well is an essential part of becoming a practicing thinker.
  • Students should be encouraged to routinely catch themselves thinking both egocentrically and sociocentrically.
  • advanced thinkers not only actively analyze their thinking in all the significant domains of their lives, but also have significant insight into problems at deeper levels of thought. While advanced thinkers are able to think well across the important dimensions of their lives, they are not yet able to think at a consistently high level across all of these dimensions. Advanced thinkers have good general command over their egocentric nature. They continually strive to be fair-minded. Of course, they sometimes lapse into egocentrism and reason in a one-sided way.
  • develop depth of understanding
  • nsight into deep levels of problems in thought: consistent recognition, for example, of egocentric and sociocentric thought in one’s thinking, ability to identify areas of significant ignorance and prejudice, and ability to actually develop new fundamental habits of thought based on deep values to which one has committed oneself.
    • Irene Watts-Politza
      Irene Watts-Politza on 29 Jun 12
       
      What do YOU believe in? How and why do you believe it?
  • successfully engaged in systematically monitoring the role in their thinking of concepts, assumptions, inferences, implications, points of view, etc., and hence have excellent knowledge of that enterprise. Advanced thinkers are also knowledgeable of what it takes to regularly assess their thinking for clarity, accuracy, precision, relevance, logicalness, etc.
  • critique their own plan for systematic practice, and improve it thereby.
  • articulate the strengths and weaknesses in their thinking.
  • reduce the power of their egocentric thoughts.
  • a) the intellectual insight and perseverance to actually develop new fundamental habits of thought based on deep values to which one has committed oneself, b) the intellectual integrity to recognize areas of inconsistency and contradiction in one’s life, c) the intellectual empathy necessary to put oneself in the place of others in order to genuinely understand them, d) the intellectual courage to face and fairly address ideas, beliefs, or viewpoints toward which one has strong negative emotions, e) the fair-mindedness necessary to approach all viewpoints without prejudice, without reference to one’s own feelings or vested interests. In the advanced thinker these traits are emerging, but may not be manifested at the highest level or in the deepest dimensions of thought.
  • our students will not become advanced thinkers — if at all — until college or beyond. Nevertheless, it is important that they learn what it would be to become an advanced thinker. It is important that they see it as an important goal. We can help students move in this direction by fostering their awareness of egocentrism and sociocentrism in their thinking, by leading discussions on intellectual perseverance, intellectual integrity, intellectual empathy, intellectual courage, and fair-mindedness. If we can graduate students who are practicing thinkers, we will have achieved a major break-through in schooling. However intelligent our graduates may be, most of them are largely unreflective as thinkers, and are unaware of the disciplined habits of thought they need to develop to grow intellectually as a thinker.
  • have systematically taken charge of their thinking, but are also continually monitoring, revising, and re-thinking strategies for continual improvement of their thinking. They have deeply internalized the basic skills of thought, so that critical thinking is, for them, both conscious and highly intuitive.
  • As Piaget would put it, they regularly raise their thinking to the level of conscious realization.
  • Accomplished thinkers are deeply committed to fair-minded thinking, and have a high level of, but not perfect, control over their egocentric nature.
  • To make the highest levels of critical thinking intuitive in every domain of one’s life. To internalize highly effective critical thinking in an interdisciplinary and practical way.
  • Accomplished thinkers are not only actively and successfully engaged in systematically monitoring the role in their thinking of concepts, assumptions, inferences, implications, points of view, etc., but are also regularly improving that practice. Accomplished thinkers have not only a high degree of knowledge of thinking, but a high degree of practical insight as well. Accomplished thinkers intuitively assess their thinking for clarity, accuracy, precision, relevance, logicalness, etc. Accomplished thinkers have deep insights into the systematic internalization of critical thinking into their habits. Accomplished thinkers deeply understand the role that egocentric and sociocentric thinking plays in the lives of human beings, as well as the complex relationship between thoughts, emotions, drives and behavior.
  • Naturally inherent in master thinkers are all the essential intellectual characteristics, deeply integrated. Accomplished thinkers have a high degree of intellectual humility, intellectual integrity, intellectual perseverance, intellectual courage, intellectual empathy, intellectual autonomy, intellectual responsibility and fair-mindedness. Egocentric and sociocentric thought is quite uncommon in the accomplished thinker, especially with respect to matters of importance. There is a high degree of integration of basic values, beliefs, desires, emotions, and action.
  • For the foreseeable future the vast majority of our students will never become accomplished thinkers 
  • important that they learn what it would be to become an accomplished thinker. It is important that they see it as a real possibility, if practicing skills of thinking becomes a characteristic of how they use their minds day to day.
  • Thus it is vital that an intellectual vocabulary for talking about the mind be established for teachers; and that teachers lead discussions in class designed to teach students, from the point of view of intellectual quality, how their minds work, including how they can improve as thinkers.
  • in elementary school an essential objective would be that students become "beginning" thinkers, that is, that they will be taught so that they discover that they are thinkers and that their thinking, like a house, can be well or poorly constructed. This "discovery" stage--the coming to awareness that all of us are thinkers--needs to be given the highest priority. Middle school and High School, on this model, would aim at helping all students become, at least, "practicing" thinkers. Of course, students discover thinking only by discovering that thinking has "parts." Like learning what "Legos" are, we learn as we come to discover that there are various parts to thinking and those parts can be put together in various ways. Unlike Legos, of course, thinking well requires that we learn to check how the parts of thinking are working together to make sure they are working properly: For example, have we checked the accuracy of information? Have we clarified the question?
  • We are not advocating here that teachers withdraw from academic content. Rather we are suggesting that critical thinking provides a way of deeply embracing content intellectually. Within this view students come to take intellectual command of how they think, act, and react while they are learning...history, biology, geography, literature, etc., how they think, act, and react as a reader, writer, speaker, and listener, how they think, act, and react as a student, brother, friend, child, shopper, consumer of the media, etc.
  • to effectively learn any subject in an intellectually meaningful way presupposes a certain level of command over one’s thinking, which in turn presupposes understanding of the mind’s processes.
  • Thinking is inevitably driven by the questions we seek to answer, and those questions we seek to answer for some purpose. To answer questions, we need information which is in fact meaningful to us only if we interpret it (i.e., by making inferences). Our inferences, in turn, are based on assumptions and require that we use ideas or concepts to organize the information in some way from some point of view. Last but not least, our thinking not only begins somewhere intellectually (in certain assumptions), it also goes somewhere---that is, has implications and consequences.
  • Thus whenever we reason through any problem, issue, or content we are well advised to take command of these intellectual structures: purpose, question, information, inferences, assumptions, concepts, point of view, and implications. By explicitly teaching students how to take command of the elements of reasoning we not only help them take command of their thinking in a general way; we also provide a vehicle which effectively enables them to critically think through the content of their classes, seeing connections between all of what they are learning.
  • if I am to develop my critical thinking ability I must both "discover" my thinking and must intellectually take charge of it. To do this I must make a deep commitment to this end.
  • the human mind, left to its own, pursues that which is immediately easy, that which is comfortable, and that which serves its selfish interests. At the same time, it naturally resists that which is difficult to understand, that which involves complexity, that which requires entering the thinking and predicaments of others.
  • When we learn together as developing thinkers, when we all of us seek to raise our thinking to the next level, and then to the next after that, everyone benefits, and schooling then becomes what it was meant to be, a place to discover the power of lifelong learning. This should be a central goal for all our students--irrespective of their favored mode of intelligence or learning style. It is in all of our interest to accept the challenge: to begin, to practice, to advance as thinkers.
diane hamilton

ECRP. Vol 5 No 2. The Role of Child Development and Social Interaction in the Selection... - 0 views

ecrp.uiuc.edu/johnson.html

development literacy Rogoff acquisition

shared by diane hamilton on 08 Jun 12 - Cached
  • A closer look might provide insight into how this experience will assist in Rachel's development: Positive emotions are created from the established lap reading routine that generates an intimate closeness and feeling of security. Interactive social dialogues between Rachel and her mother build on prior knowledge and provide immediate feedback as they discuss each animal as the story progresses. The language they use to label, compare, explain, and classify creates a supportive context for structuring the processes of thinking and concept formation. Each of the domains of development—linguistic, cognitive, social, and emotional—is affected during Rachel's experience, and all play an important role in her development
  • As Rachel began to internalize the actions and language of her mother, she began to use these tools to guide and monitor her own processing behavior until she is now able to take over much of the responsibility for reading the book (Dorn, French, & Jones, 1998)
  • A framework for understanding the interrelated nature of the cognitive, social, emotional, linguistic, and literacy development of children; social interaction; and literature selection in grades K-4 is provided in the appendix. The purpose of the framework is to provide a general guide for teachers, parents, and other caregivers in the appropriate selection of books that takes into consideration the importance of child development.
  • diane hamilton on 08 Jun 12
     
    this article contains a useful reference table for developing interest in literacy and applies to development of literacy dispositions and life-long learning
lkryder

ISTE Standards Essential Conditions - 0 views

www.iste.org/...essential-conditions

iste technology standards

shared by lkryder on 11 Sep 14 - No Cached
  • oactive leadership in developing a shared vision for educational technology among all education stakeholders, including teachers and support staff, school and district administrators, teacher educators, students, parents, and the community Empowered Leaders  Stakeholders at every level empowered to be leaders in effecting change Implementation Planning A systemic plan aligned with a shared vision for school effectiveness and student learning through the infusion of information and communication technology (ICT) and digital learning resources   Consistent and Adequate Funding Ongoing funding to support technology infrastructure, personnel, digital resources, and staff development Equitable Access Robust and reliable access to current and emerging technologies and digital resources, with connectivity for all students, teachers, staff, and school leaders Skilled Personnel Educators, support staff, and other leaders skilled in the selection and effective use of appropriate ICT resources Ongoing Professional Learning Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas Technical Support  Consistent and reliable assistance for maintaining,  renewing, and using ICT and digital learning resources  Curriculum Framework Content standards and related digital curriculum  resources that are aligned with and support digital age  learning and work  Student-Centered Learning  Planning, teaching, and assessment centered around  the needs and abilities of students  Assessment and Evaluation  Continuous assessment of teaching, learning, and  leadership, and evaluation of the use of ICT and digital  resources  Engaged Communities  Partnerships and collaboration within communities to  support and fund the use of ICT and digital learning  resources  Support Policies  Policies, financial plans, accountability measures,  and incentive structures to support the use of ICT  and other digital resources for learning and in district  school operations  Supportive External Context  Policies and initiatives at the national, regional, and  local levels to support schools and teacher preparation  programs in the effective implementation of technology  for achieving curriculum and learning technology (ICT)  standards
  • Proactive leadership in developing a shared vision for educational technology among all education stakeholders, including teachers and support staff, school and district administrators, teacher educators, students, parents, and the community
  • Shared Vision
lkryder

Minding the Knowledge Gap - 0 views

www.aft.org/...christodoulou.cfm

facts knowlege short term memory long term memory schema thinking learning

shared by lkryder on 16 Jun 14 - No Cached
  • In the meantime, I've written a book, from which this article is drawn, about all that I've learned from my research. In my book, I focus on what I identify as seven myths, or widely held beliefs, that dominate our educational practice. I start with the myth that teaching facts prevents understanding, because this (along with my second myth, that teacher-led instruction is passive) is the foundation of all the other myths I discuss. These myths have a long pedigree and provide the theoretical justification for so much of what goes on in schools. Taken together, all seven myths actually damage the education of our pupils. But here, let's focus on facts and the role knowledge has in our understanding.
  • Why Is It a Myth? My aim here is not to criticize true conceptual understanding, genuine appreciation of significance, or higher-order skill development. All of these things are indeed the true aim of education. My argument is that facts and subject content are not opposed to such aims; instead, they are part of it. Rousseau, Dewey, and Freire were wrong to see facts as the enemy of understanding. All the scientific research of the last half-century proves them wrong. The modern bureaucrats and education experts who base policy and practice on their thinking are wrong too, and with less excuse, as they have been alive when evidence that refutes these ideas has been discovered. Rousseau was writing in the 18th century; Dewey at the turn of the 20th; Freire in the 1970s. Research from the second half of the 20th century tells us that their analyses of factual learning are based on fundamentally faulty premises.
  • If we want pupils to develop the skills of analysis and evaluation, they need to know things. Willingham puts it this way:23 Data from the last thirty years lead to a conclusion that is not scientifically challengeable: thinking well requires knowing facts, and that's true not just because you need something to think about. The very processes that teachers care about most—critical thinking processes such as reasoning and problem solving—are intimately intertwined with factual knowledge that is stored in long-term memory (not just found in the environment).
  • ...3 more annotations...
  • The main reason they do not work is because of a misguided, outdated, and pseudoscientific stigma against the teaching of knowledge. The evidence for the importance of knowledge is clear. We have a strong theoretical model that explains why knowledge is at the heart of cognition. We have strong empirical evidence about the success of curricula that teach knowledge. And we have strong empirical evidence about the success of pedagogy that promotes the effective transmission of knowledge. If we fail to teach knowledge, pupils fail to learn.
  • By neglecting to focus on knowledge accumulation, therefore, and assuming that you can just focus on developing conceptual understanding, today's common yet misguided educational practice ensures not only that pupils' knowledge will remain limited, but also that their conceptual understanding, notwithstanding all the apparent focus on it, will not develop either. By assuming that pupils can develop chronological awareness, write creatively, or think like a scientist without learning any facts, we are guaranteeing that they will not develop any of those skills. As Willingham and others have pointed out, knowledge builds to allow sophisticated higher-order responses. When the knowledge base is not in place, pupils struggle to develop understanding of a topic.
  • In a lot of the training material I read, these knowledge gaps were given very little attention. Generally, the word "knowledge" was used in a very pejorative way. The idea was that you were supposed to focus on skills like analysis, evaluation, synthesis, and so forth. Knowledge was the poor relation of these skills. Of course, I wanted my pupils to be able to analyze and evaluate, but it seemed to me that a pupil needed to know something to be able to analyze it. If a pupil doesn't know that the House of Lords isn't elected, how can you get him to have a debate or write an essay analyzing proposals for its reform? Likewise, if a pupil doesn't know what the three branches of government are in the United States, how can she understand debates in the papers about the Supreme Court striking down one of Congress's laws?
  • lkryder on 16 Jun 14
     
    From American Educator, AFT - A Union of Professionals Teaching facts is critical to developing higher order thinking skills. An excellent case is made and the origins of our disdain for teaching facts in the works of Rousseau, Dewey, Freire and others is examined.
  • lkryder on 16 Jun 14
     
    I think this article compliments some earlier discussions I saw on Bloom's Taxonomy in our class and also some of the discussions I saw on Common Core. I would be interested in what the K-12 folks think about this article.
Amy M

The Open Universe(ity): Motivating the Twenty-First Century Teacher in a Digital Badge ... - 0 views

theopenuniverseity.blogspot.com/...nty-first-century-teacher.html

shared by Amy M on 05 Jun 12 - No Cached
  • is Badging in the Virtual Teacher Incubator? Badges in the Virtual Teacher Incubator (VTI) are a type of open assessment that strive to capture life-long learning, educational experiences, and skill development.  Badges are designed to keep the philosophies of open education and assessment in mind: educational practices, assets, and resources that are accessible, student-centered, shared, remixable, and innovative (Butcher, 2011, pp. 6-7).   Thus, badges in the Virtual Teacher Incubator are focused on the individual needs of novice, mentee teachers and experienced, veteran teachers.  
  • are Badges Issued and Displayed? Since badges do not have to be associated with a college or university, and therefore, can represent achievements outside of the classroom, badge earners in the VTI can earn and display their badges in a variety of ways beyond a degree or transcript.
  • Amy M on 05 Jun 12
     
    An article about a potential badge system.
Joy Quah Yien-ling

Teacher as Facilitator - 1 views

www.education4skills.com/...teacher_as_facilitator.html

shared by Joy Quah Yien-ling on 15 Jul 10 - Cached
  • Develop student learning opportunities. This takes into account the course documents, the teacher's personal theories of teaching and learning, the student’s interest, their preferred learning styles and their understanding and skills. It is in this area that the teacher as facilitator is able to provide opportunities for student learning that will take hold of the students' interests and thus motivate them to engage in the learning opportunity. Harrison (1998a & b) has presented the S.P.A.C.E. model for creating optimal learning conditions. The conditions for optimal learning include the following: Self-affimation – the learner’s view themselves as effective learners and the teachers provide them with feedback to that effect; Personal meaning – the learners are able to find personal meaning in the learning. That is, the learning is relevant to them; Active learning - the learners are active in the learning, whether that activity is physically doing something (as for concrete learners) or intellectually doing something (as for abstract reflective learners). Collaborative – the learners are able to collaborate with others in the learning process and not to view learning as an isolating experience; Empowering – the learners are able to shape the learning process, to have control over what is learnt and the direction of the learning.
  • The role of the teacher is diverse and has several orientations. One important aspect is that of facilitator of student learning. The facilitator attempts to provide circumstances that will enable students to engage with the learning opportunities and construct for themselves their understandings and skills. This role will interact with those of teacher as learner, colleague and community partner.
  • A student’s beliefs about the nature of teaching and learning will interact with a teacher’s beliefs. The teacher therefore needs to understand what students expect and are willing to do as well as what they themselves expect of the students.
    • Shoubang Jian
      Shoubang Jian on 16 Jul 10
       
      I like this statement. I've never thought of the importance of a dialogue between student's and teacher's idea of teaching and learning.
    • alexandra m. pickett
      alexandra m. pickett on 16 Jul 10
       
      so, shoubang... how can an instructor understand what students expect? How will you understand what your students expect? What do you expect of your students and more importantly how will they know what you expect? What mechanisms have i used in this course to achieve both of these ends?
  • ...1 more annotation...
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 16 Jul 10
       
      Anticipating and providing students with space to make mistakes is important. Skills and knowledge take some time to assimilate. Packing a course too tightly may deprive students of the chance to experiment and explore and to reposition, when necessary.
  • Sue Rappazzo on 15 Jul 10
     
    Learning and collaboration
  • Mike Fortune on 16 Jul 10
     
    One mechanism you use, I think, to achieve this is to have all discussion and activity forums be completely open to all in the class. Thus the optimal learning conditions are created by creating open pathways for each person to see ways to deepen their thinking and get more from the course material.
  • Francisca Capponi on 16 Jul 10
     
    It is explicit in the expectations and get the most documents of the course what you expect from your students, and how they can succeed, that is important. But how the teacher know what the students expect I think it is more difficult, maybe asking them explicitly, and provide spaces for them to talk between them, to make comments and suggestions.
ian august

Learning by teaching - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Learning_by_teaching

learning by teaching

shared by ian august on 30 Jun 11 - Cached
  • Students as teachers in order to improve the learning-process
  • Jean-Pol Martin developed the concept systematically for the teaching of French as a foreign language and gave it a theoretical background in numerous publications.[9] 1987 he founded a network of more than a thousand teachers that employed learning by teaching (the specifical name: LdL = "Lernen durch Lehren") in many different subjects, documented its successes and approaches and presented their findings in various teacher training sessions.
  • . The new material is divided into small units and student groups of not more than three people are formed. Each group familiarizes itself with a strictly defined area of new material and gets the assignment to teach the whole group in this area
  • ...4 more annotations...
  • Advantages Student work is more motivated, efficient, active and intensive due to lowered inhibitions and an increased sense of purpose By eliminating the class division of authoritative teacher and passive audience, an emotive solidarity is obtained. Students may perform many routine tasks, otherwise unnecessarily carried out by the instructor Next to subject-related knowledge students gain important key qualifications like teamwork planning abilities reliability presentation and moderation skills self-confidence Disadvantages The introduction of the method requires a lot of time. Students and teachers have to work more than usual. There is a danger of simple duplication, repetition or monotony if the teacher does not provide periodic didactic impetus.
  • Sudbury schools, since 1968, do not segregate students by age, so that students of any age are free to interact with students in other age groups. One effect of this age mixing is that a great deal of the teaching in the school is done by students.[18] Here are some statements about Learning by teaching in the Sudbury Schools:[19] "Kids love to learn from other kids. First of all, it's often easier. The child teacher is closer than the adult to the students' difficulties, having gone through them somewhat more recently. The explanations are usually simpler, better. There's less pressure, less judgment. And there's a huge incentive to learn fast and well, to catch up with the mentor. Kids also love to teach. It gives them a sense of value, of accomplishment. More important, it helps them get a better handle on the material as they teach; they have to sort it out, get it straight. So they struggle with the material until it's crystal clear in their own heads, until it's clear enough for their pupils to understand
  • This cooperative atmosphere mimics potential workplace scenerios that students would expect to find in there careers after college
  • Jean-Pol Martin (1989): Kontaktnetz: ein Fortbildungskonzept, in: Eberhard Kleinschmidt,E.(Hrsg.), Fremdsprachenunterricht zwischen Fremdsprachenpolitik und Praxis: Festschrift für Herbert Christ zum 60. Geburtstag, Tübingen. 389-400, (PDF 62 KB)
Joy Quah Yien-ling

My experience in NY - 0 views

francapponi.edublogs.org

shared by Joy Quah Yien-ling on 30 May 10 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 30 May 10
       
      francisca: don't forget to self evaluate your etap687 reflections. see the blog grading rubric : ) also, i woul like you to bring your thoughts on the course readings and the videos into the online disucssion in the course. : ) me
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      brilliant!!! ask them, make them choose!!! i hope you will take this risk!!! have high expectations and give them the opportunity to teach you something!!! trust them! let go! : )
  • they own their pages,
  • ...17 more annotations...
  • they want to share
  • hey want
  • the teacher only has to think creatively and give the students good instructions, he hasn’t have to give them lists of words and definitions that is the most boring part of constructing a course, and a lot of work.
  • I love to think that the process of re-conceptualizing a curse to go online can change the way teachers teach this way, and as I learned too, this change is not only for online classes, in face to face too, because it opens their minds, it makes them think and evaluate their old classes, their old evaluations, and most teachers change the way they teach face to face too, because they realize that traditional teaching doesn’t work face to face either. And they don’t change because they have to change, they have an excuse for changing, so online teaching is a catalyst for transforming teachers.
  • A lot of students never felt engaged and I have never understood that until now. The kind of activity I used to do was active and contextualized to the world, but not everybody has the same word or interests, so I think the only way to engage everybody is to ask them what they want to learn, or make them choose. Something I have never done is to empower my students to lead their own learning process. I have had problems trusting in them I have never give them freedom to be creative, lead a group, do research, look for something new, let them teach me something. I haven’t tried to get out the outlines, be more risky. I don’t know how it would be not to have the control of their learning process, but I would like to try. I learned a very interesting thing: they can find their own material, they can learn the things they like and are related with their own interests, they can lead a discussion about a topic they like and engage others in the discussion. They are able to do a lot of things and we have to take advantage of that as teachers because, if we do all the work, who is learning?
  • So, as I learned form Alex, the question is not “what can I teach online?”, the question is “how can I teach online the thing that I want to teach?”,
  • I don’t know if the question is “which students can be good online learners”, the question is “how can I engage most of them and help them to learn” however they are, because we can’t control that.
  • That is why I think it is so important to have questions in order to construct our knowledge, so I really understand that to make people think you have to guide them to have questions , not answers. And how to do that? The best way to do that, according to what I read in The role of questioning teaching, thinking and learning, is making the students do things, if they are passive they are not going to have questions, and also, make them good questions that are provocative and makes them think about what they are interested in solve or understand or do, and other kinds of question that lead students to critical thinking.
  • I think that in order to achieve a sense of community between your students you have to give them diverse and frequent opportunities for interaction between them and with you, it is not about knowing each other and working in groups in some activity, you have to interact a lot with all your classmates to build a community and feel that you belong to the class. So you have to design diverse activities and spaces for interaction, sharing and communication between students and with you. Also, you have to teach and guide the students in how to interact, how to contribute, how to add knowledge to the conversation, how to give their classmates feedback, how to reinforce their opinions, how to support them, how to answer their questions, how to evaluate them, how to question them, how to agree or refute them, how to make a comfortable climate for learning and a lot of other things related to create a sense of teaching presence and a sense of belonging to the group.
  • By teaching to their classmates students can understand more deeply the content, develop other skills like being creative, they have to think deeper in how to explain a concept and create good examples, and learn from their classmates, from their questions and from the interaction between them.
  • I like the idea of having a community blog
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      i didn't realize this would be a community blog. I LOVE this idea!!! have you thought of using ning for this? that way the space can persist as your faculty commmuity beyond the end of the development cycle.
  • I needed a Blog
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      yes, it should be a blog... not a wiki... you should look at ning for this... it provides the blog functionality wrapped with additional community ans social networking features...
  • sometimes we think the only way of engaging students is entertaining them. That is not true,
    • Joan Erickson
      Joan Erickson on 08 Aug 10
       
      I agree!
  • And even better, how Shoubang sounds so familiar and close to the students in the welcome document without anything fancy technology, only text, but it seems so easy to find him in there and so friendly.
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 09 Aug 10
       
      We project who we are. People don't just leave their offline personalities behind when they go online. If a person is outgoing in real life, he will also be outgoing online (I think). But apparently, the online environment is good for shy people...
  • I think that this work is very creative, and as I remember in one of the first reading of this course (”10 ways online…”),
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 09 Aug 10
       
      This is the creative aspect of teaching which I love as well. How can we ever be bored being a teacher? We are being creative all the time.
  • I don’t know why but I love it! I can review it forever, and I always have new ideas, and I love that.
  • some faculty’s opinions is that they feel younger because they feel the same feeling that they felt when they were teaching for the first time, and I think that they feel rewarded by their creation,  their new product.
Luke Fellows

Education Update:Managing Today's Classroom:Managing Today's Classroom - 0 views

www.ascd.org/...anaging-Today's-Classroom.aspx

shared by Luke Fellows on 12 Jul 13 - No Cached
  • In the past, most students "agreed to be controlled" by the teacher, he says. Today, students are more likely to challenge a teacher's authority
  • For a particular student, it might be "worth it" to beat up Mary, despite the punishment that follows.
  • "What's in it for me?"
  • ...7 more annotations...
  • "telling students your rules—using the first week to show who's in charge—is a way of getting kids to see themselves as either automatons or rebels,"
  • If a teacher imposes rules unilaterally, the rules "don't belong to those kids, and the kids won't feel a necessity for them,"
  • Unlike a coercive approach, where the teacher "regulates" children by telling them what to do, this cooperative approach encourages children to be self-regulating and helps them develop "autonomous morality,"
  • "Never assume; talk to kids,"
  • It's a truism among educators that a small minority of students cause the vast majority of classroom disruptions. What can teachers do about students who are repeat offenders?
  • Experts agree that classroom management is much easier when students find the curriculum engaging and relevant.
  • Historically, teachers did not receive formal training in classroom management, Martin says. Teachers learned on the job. As a result, they have tended to perpetuate the same practices, which are not necessarily the best ones.
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