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lkryder

SDE - National Conference on Differentiated Instruction - 0 views

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    For my classmates interested in Differentiated Instruction
lkryder

Differentiating Instruction: Meeting Students Where They Are, Teaching Today, Glencoe O... - 1 views

  • Differentiated instruction is an instructional theory that allows teachers to face this challenge by taking diverse student factors into account when planning and delivering instruction. Based on this theory, teachers can structure learning environments that address the variety of learning styles, interests, and abilities found within a classroom.
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    Another web page for this resource which seems a bit more well behaved. In case others need it.
Jessica M

Collaborative Writing: An Annotated Bibliography - Google Books - 0 views

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    Peer editing groups or pairs can benefit students learn their own strengths and weaknesses as writers, encourage better editing and revising skills, and promote communication between peers in the classroom
Jessica M

Students' Learning Style Preferences and Teachers' Instructional Strategies: Correlatio... - 0 views

  • the majority of studies pertaining to learning styles involved participants in secondary or post-secondary education
  • Past research has predominately focused on identifying individuals’ learning style preferences and pattern
  • helping teachers recognize the incredibly diverse needs students bring into the classroom
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  • This extends to those with special learning needs
  • and Guild (2001) even suggested                       between teaching and learning styles
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    is there a correlation between student learning styles and teacher instruction strategies?
Maree Michaud-Sacks

Gagne's and Laurillard's Models of Instruction Applied to Distance Education: A theoret... - 1 views

  • Students first read introductory material, which acquaints them with the faculty and teaching assistants, course objectives, lesson plan and schedule, and information about evaluation and grading
  • Lessons begin with stated learning objectives, which are followed with audio tutorials with slide presentations and (usually) reading assignments
  • a case study approach
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  • weekly discussion forum
  • post-tests
  • include formal examinations and some also include final projects or papers
Diana Cary

Taylor & Francis Online :: The Effect of Context-Based Video Instruction on Learning an... - 0 views

  • In addition, the learners reported that the video-based instruction was more memorable than the traditional text-based instruction
Maree Michaud-Sacks

DO ONLINE STUDENTS DREAM OF ELECTRIC TEACHERS? - 0 views

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    prevent desensitization of faculty and students through finding ways to create personal connections
kasey8876

Teaching critical thinking through online discussions. - 0 views

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    -Small group discussions- led by the instructor (Good way to start out a course to scaffold these principles) -Buzz groups- which allows two students to discuss an issue -Case discussions- using real or simulated complex problems to be analyzed in detail -Debating teams- where students improve their critical thinking skills by formulating ideas, defending their positions, and countering the opposition's conclusions -Jigsaw groups- students break up into subgroups to discuss various parts of a topic and then come together to present it or teach it to other classmates -Mock trials- students assume different roles in a trial setting
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    Educators role in fostering critical thinking in online discussions
Maria Guadron

Alex Pickett - Keys to Success - 0 views

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    Describes keys for successful online course creation. Describes keys to being an effective online instructor.
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    Presentation by Alexandra M. Pickett - Keys to Success: Are you ready to develop an online course?
sschwartz03

The Role of Questions in Teaching, Thinking and Le - 0 views

  • If we want thinking we must stimulate it with questions that lead students to further questions. We must overcome what previous schooling has done to the thinking of students. We must resuscitate minds that are largely dead when we receive them. We must give our students what might be called "artificial cogitation" (the intellectual equivalent of artificial respiration).
    • Luke Fellows
       
      Arts teach student's to ask questions, not provide answers. Like in Improv - "Yes, and..." this agrees a concept and adds to the narrative. Never negate. Like and answer. "Why?" Game. Superficial question that digs for deeper answers.
  • Thinking is not driven by answers but by question
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  • This demonstrates that most of the time they are not thinking through the content they are presumed to be learning. This demonstrates that most of the time they are not learning the content they are presumed to be learning.
  • only students who have questions are really thinking and learning
  • all statements that this or that is so â€” are implicit answers to questions
  • Answers on the other hand, often signal a full stop in thought
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    How deep questions drive thought. Statements are contrived originally by answering questions.
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    So, how do we provide "artificial cogitation"?
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    Need to ask questions to be able to think and then comes the learning.
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    "Thinking is driven by questions"
Catherine Strattner

v8n3_pelz.pdf (application/pdf Object) - 0 views

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    Principles: 1-Students do most of the work 2- interactivity is the heart and soul of effective asynchronous learning 3-Strive for presence
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    online pedagogy
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    Bill Pelz, winner of 2003 Sloan-C Exellence in Online Teaching Award
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    "the learner is, for the most part, in charge of what gets learned."
Irene Watts-Politza

Do Online Students Dreamof Electric Teacher? Scorza - 0 views

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    Empathy as a means of efficient and effective online course design and instruction.
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    Course reading on balancing student interaction and instructor interaction
Diane Gusa

Universal Design of Instruction - 0 views

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    I need to still do this for my course...maybe you do too.
Kristen Della

Perspectives of Instruction - 0 views

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    By now, you should understand how to conduct a needs assessment and goal analysis, in order to determine the barrier to the optimum performance of your learner. Regardless of what kind of barrier you are dealing with, you, as the Instructional Designer, need to be able to put yourself in the learner's shoes. These three theories are used in the field of Instructional Design as guidelines for understanding how to develop instruction that will be most effective for the learner.
Kristen Della

Instructional Design Models - 0 views

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    Models, like myths and metaphors, help us to make sense of our world. Whether derived from whim or from serious research, a model offers its user a means of comprehending an otherwise incomprehensible problem. An instructional design model gives structure and meaning to an I.D. problem, enabling the would-be designer to negotiate her design task with a semblance of conscious understanding. Models help us to visualize the problem, to break it down into discrete, manageable units. The value of a specific model is determined within the context of use. Like any other instrument, a model assumes a specific intention of its user. A model should be judged by how it mediates the designer's intention, how well it can share a work load, and how effectively it shifts focus away from itself toward the object of the design activity. University at Colorado, Denver.
Donna Angley

Rosetta Stone - 0 views

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    Rosetta Stone website. What it's all about, and you can order.
Donna Angley

Teacher Directed Instruction - 0 views

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    Overview of direct instruction as a teaching strategy.
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