Teachers' Domain: Pizza Toppings - 1 views
www.teachersdomain.org/...vtl07.math.data.rep.pizzatopp
Module 4 Assignment Pizza Venn Diagram Video Cyberchase OER teachers domain
shared by Catherine Strattner on 21 Jul 12
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In order to organize the preferences, Bianca draws a Venn Diagram and then arranges the pizza toppings according to the diagram.
Catherine Strattner
on 21 Jul 12
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I will be using this video as a resource for students to view prior to engaging in discussion on 2-set and 3-set venn diagrams.
<div class="cArrow"> </div><div class="cContentInner">I will be using this video as a resource for students to view prior to engaging in discussion on 2-set and 3-set venn diagrams.</div>
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Victoria Keller
on 21 Jul 12
This is a great motivation to use for your course on venn-diagrams!! As an added note the pizzeria John's is in NYC and is a franchise from NJ.
<div class="cArrow"> </div><div class="cContentInner">This is a great motivation to use for your course on venn-diagrams!! As an added note the pizzeria John's is in NYC and is a franchise from NJ.</div>
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Foster Critical Thinking Using the Socratic Method - 0 views
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The article summarizes a talk given by Political Science professor Rob Reich, on May 22, 2003, as part of the center's Award Winning Teachers on Teaching lecture series. Reich, the recipient of the 2001 Walter J. Gores Award for Teaching Excellence, describes four essential components of the Socratic method and urges his audience to "creatively reclaim [the method]
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Group items tagged module 4 assignment - ETAP640 | Diigo Groups - 2 views
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Pizza Toppings | OER Commons - 0 views www.oercommons.org/...view Module 4 Assignment Pizza Venn Diagram Video OER Cyberchase shared by Catherine Strattner on 21 Jul 12 - comment - like... - No Cached - more▼ Link to this item Edit this item Delete this item Save Send to Disable email alert Catherine Strattner on 21 Jul 12 - edit - delete Great video on a practical use of Venn diagrams- will use in my course as a resource for viewing prior to engaging in discussion on 3-set Venn diagrams. <div class="cArrow"> </div><div class="cContentInner">Great video on a practical use of Venn diagrams- will use in my course as a resource for viewing prior to engaging in discussion on 3-set Venn diagrams.</div> ... Cancel ... Cancel
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Flow Theory | Education.com - 0 views
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ygotsky, a Russian psychologist (1896–1934), and Jean Piaget, a Swiss psychologist (1896–1980), contended that learning best occurs when people engage in activities that are at the peak of their abilities, when they have to work to their full potential to accomplish a task. However, the study of the experience of optimally challenging activities and the method of study are unique to flow theory.
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o describe the experiences of intrinsically motivated people, those who were engaged in an activity chosen for its own sake
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One benefit of flow theory is that it presumes that motivation, cognition, and affect are situational
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Flow Theory Print Collect It! var shared = false; if(!window['loadedCollectionJS']) { window['loadedCollectionJS'] = true; Asset.javascript('/js/moo/collections/collections.js'); } var scripts = $$('script'), thisScriptTag = scripts[scripts.length - 1], el = thisScriptTag.getPrevious('.collect-button-wrap'); if(el) { el.store('collectPath', "http://www.education.com/reference/article/flow-theory/") } var switchTo5x=true;stLight.options({publisher:'d0d0d8a8-d1f8-49ff-9318-fed5383cff80',doNotHash:true,NotCopy:true,hashAddressBar:false});Email var sharedemail = false; (function() { stLight.options({ onhover: false, clickCallBack: function(){ if(typeof window.sharedemail != 'undefined') { new Request({ method: 'post', url: '/service/service.'+'php?sn=sharelog&f=ase&url=http%3A%2F%2Fwww.education.com%2Freference%2Farticle%2Fflow-theory%2F&ceid=41882&click=email'}).send(); sharedemail=true; } } }); stWidget.addEntry({ 'service':'email', title:"Flow Theory", summary: "", url: "http://www.ed"+"ucation.com/reference/article/flow-theory/", element: document.getElementById("sharethis-7167") }); })(); if(!window['plusoneloaded']) { new Asset.javascript('https://apis.google.com/js/plusone.js'); window['plusoneloaded'] = true; } function plusone_vote( obj ) { //track in Google Analytics _gaq.push(['_trackEvent','plusone',obj.state]); //track in Omniture if((typeof(window.Omniture) != 'undefined')) { var params = {evars:{5:obj.state}}; if(obj.state == 'on') params.events = [6]; Omniture.fireEvent(params,'Google Plus One Click'); } } By Amy Schweinle | Andrea Bjornestad Updated on Dec 23, 2009 MAJOR RESEARCH METHODS FACTORS INFLUENCING FLOW AND MOTIVATIONAL CONSEQUENCES IMPLICATIONS FOR TEACHERS Flo
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not only do activities with high challenge matched with high skill offer the best opportunities for learning, but they also provide an optimal environment for positive affect and intrinsic motivation.
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(a) provided immediate, constructive feedback, (b) encouraged students to persist, (c) encouraged cooperation rather than competition, (d) supported student autonomy, (e) ensured that new challenges were tempered with support to match students' skill, (f) emphasized the importance of the material, and (g) pressed students to understand the principles rather than memorize algorithms.
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What You Need to Know about Online Learning For Nurses - 0 views
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"Some important factors should be considered when deciding if online learning is right for you. While it has been shown that students can learn course content online as well as in the traditional classroom setting, less information is available on socialization issues related to the nurse generalist, specialist, or practitioner. The role modeling, mentoring, and collegial friendships may or may not be as adaptable to online methods. Careful selection of clinical settings for experience, on-site preceptors, requirements for certain on-campus experiences, and group attendance of students and faculty members at regional or national meetings are some methods used to assist socialization."
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TEAL Center Fact Sheet No. 6: Student-Centered Learning | Teaching Excellence in Adult ... - 0 views
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"Instructional strategies and methods are used to Manage time in flexible ways to match learner needs. Include learning activities that are personally relevant to learners. Give learners increasing responsibility for the learning process. Provide questions and tasks that stimulate learners' thinking beyond rote memorization. Help learners refine their understanding by using critical thinking skills. Support learners in developing and using effective learning strategies for each task. Include peer learning and peer teaching as part of the instructional method. "
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Teaching Adults: Is It Different? - 0 views
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The following assumptions underlie Knowles' (1984) andragogical model: o Adults tend to be self-directing. o Adults have a rich reservoir of experience that can serve as a resource for learning. o Since adults' readiness to learn is frequently affected by their need to know or do something, they tend to have a life-, task-, or problem-centered orientation to learning as contrasted to a subject-matter orientation. o Adults are generally motivated to learn due to internal or intrinsic factors as opposed to external or extrinsic forces.
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Knowles has gradually modified his position regarding the contrast between how preadults learn (pedagogy) and how adults learn (andragogy). According to Feuer and Geber (1988), "[w]hat he once envisioned as unique characteristics of adult learners, he now sees as innate tendencies of all human beings, tendencies that emerge as people mature" (p. 33). Nevertheless, the andragogical model has strongly influenced the adult education field, with one result being the assumption teaching adults should differ from teaching children and adolescents.
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CONSIDERATIONS FOR PRACTICE Is teaching adults different? Based on the literature discussed here, the answer is both yes and no. Although teachers perceive adults as being different, these perceptions do not automatically translate into differences in approaches to teaching. Perhaps a better way to frame the question is to ask "Should teaching adults be different?" According to Darkenwald and Beder (1982), "the real issue is not whether learner-centered methods are universally applied by teachers of adults, but rather for what purposes and under what conditions such methods, and others are most appropriate and effective and in fact used by teachers" (p. 153). Gorham (1985), in citing studies that identified interaction patterns of "master" preadult teachers as being less directive and more student-centered than those of "average" preadult teachers, suggests that "the most cogent prescription might be to define responsive teaching techniques as the approved practice for educators at all levels..." (p. 207). Based on these observations, some considerations for practice emerge. 1. Determine the purpose of the teaching-learning situation. The andragogical or learner-centered approach is not appropriate in all adult education settings (Feuer and Geber 1988). The decision about which approach to use is contextual and is based upon such things as the goals of the learners, the material to be covered, and so forth. 2. Provide opportunities for teachers to practice learner-centered methods. Gorham (1984) suggests training teachers in techniques especially suitable for adult students, such as small-group discussion methods, effective use of nontraditional room arrangements, and so forth. 3. Select teachers on the basis of their potential to provide learner-centered instructional settings. Gorham's (1984, 1985) study identified some characteristics of teachers who seemed to be more flexible and responsive in adult settings. However, she also suggests that more research is needed.
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Based on the research, the conclusion of this article is "Should teaching adults be different than teaching children?" Many teachers have preconceived notions about the differences between the two groups and some that have these notions do not act upon them. It is better to asses the contextual information in deciding which teaching style is the most appropriate at a specific time or for a specific course or set of people.
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Research Methods Knowledge Base Web Book - Trochim, W. M. - 0 views
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ERIC - Teaching Adults: Is It Different? Myths and Realities., 2002 - 0 views
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Teaching adults should be different if adults learn differently than children do. Theories or perspectives on adult learning, such as andragogy, make a number of assertions about the characteristics of adults as learners. If there are indeed distinctive characteristics of adults, on which claims for the uniqueness and coherence of adult education are based, then one might expect them to be taken into account in all organized education for adults. However, each of these characteristics is contested. Some question the extent to which these assumptions are characteristic of adults only. The literature promotes learner-centeredness as another distinguishing characteristic of adult education. Research indicates learner centeredness is an expression of a teacher's values, not a teaching method. Adult learners are more concerned with teacher character and appropriate teaching methods; adult students' conceptions of good teaching include a mix of teacher-directed and learner-centered characteristics. Ongoing debates--andragogy vs. pedagogy, teacher directed vs. learner centered--may mean no single theory explains how adult learning differs from children's learning. Appropriate choices about teaching practices should be based on numerous considerations, including context, learner knowledge and characteristics, and teacher beliefs and values. (Contains 22 references) (YLB)
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shared by Joan McCabe on 26 Jun 12
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The Role of Socratic Questioning in Thinking, Teaching, and Learning - 0 views
ehis.ebscohost.com.libproxy.albany.edu/...detail
Socratic Method questioning thinking learning teaching
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shared by Anne Gomes on 21 Jun 12
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Herrington & Standen (2000). Moving from an instructivist to a constructivist multimed... - 0 views
researchrepository.murdoch.edu.au/...ving_from_an_instructivist.pdf
pedagogy constructivist multimedia research methods
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Faculty « Distance & Extended Education - 0 views
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Generally, your success in teaching online will depend upon your willingness to learn some new technologies, rethink your pedagogical methods, and to commit to frequent online interaction with your students.
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Online Teaching Effectiveness: A Tale of Two Instructors | Gorsky | The International R... - 0 views
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We propose, as have others (i.e., Shea, Pickett, & Pelz, 2003), that the community of inquiry model (Garrison, Anderson, & Archer, 2000) reflects the principles of good practice in undergraduate education and can accurately quantify them.
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Social presence is the perceived presence of others in mediated communication (Rourke, Garrison, & Archer, 1999), which Garrison et al. (2000) contend supports both cognitive and teaching presence through its ability to instigate, to sustain, and to support interaction. It had its genesis in the work of John Dewey and is consistent with all theoretical approaches to learning in higher education.
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See http://www.irrodl.org/index.php/irrodl/article/view/262/838 for similar viewpoint.
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Teaching presence is defined as “the design, facilitation and direction of cognitive and social processes for the purpose of realizing [students’] personally meaningful and educationally worthwhile outcomes” (Anderson et al., 2001, p.5). Vygotsky’s (1978) scaffolding analogies illustrate an assistive role for teachers in providing instructional support to students from their position of greater content knowledge. Although many authors recommend a “guide on the side” approach to moderating student discussions, a key feature of this social cognition model is the adult, the expert, or the more skilled peer who scaffolds a novice’s learning
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Each category of a tutor’s presence is vital to learning and to the establishment of the learning community; tutors' behavior must be such that they are seen to be “posting regularly, responding in a timely manner and modeling good online communication and interaction” (Palloff & Pratt, 2003, p.118). Without an instructor’s explicit guidance and “teaching presence,” students were found to engage primarily in “serial monologues” (Pawan et al., 2003). Baker (2004) discovered that “instructor immediacy, i.e., teaching presence (Rourke et al., 1999), was a more reliable predictor of effective cognitive learning than whether students felt close to each other. Studies have demonstrated that instructor participation in threaded discussion is critical to the development of social presence (Shea, Li, Swan, & Pickett, 2005; Swan & Shih, 2005) and sometimes not fully appreciated by online faculty (Liu, Bonk, Magjuka, Lee, & Su, 2005). Shea, Li, and Pickett (2006) proposed that teaching presence – viewed as the core role of the online instructor – is a promising mechanism for developing learning community in online environments.
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students ranked instructor modeling as the most important element in building online community, while instructors ranked it fourth.
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Shea (2006), who completed an extensive study of teaching presence and online learning, concluded that two categories (“design” and “directed facilitation”) sufficed to define the construct.
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Kalman, Ravid, Raban, and Rafaeli (2006) argued that interactivity is an essential characteristic of effective online communication and plays an important role in keeping message threads and their authors together. Interactive communication (online as well as in traditional settings) is engaging, and loss of interactivity results in a breakdown of the communicative process.
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Research indicates the existence of a relationship between learners’ perceptions of social presence and their motivation for participation in online discussions (Weaver & Albion, 2005).
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Northrup (2002) found that online learners felt it was important for instructors to promote collaboration and conversation. When interactive activities are carefully planned, they lead not only to greater learning but also to enhanced motivation (Berge 1999; Northrup, 2002).
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Researchers have suggested that timing of messages can serve as a proxy for a sense of social presence (Blanchard, 2004), as an indication of attentiveness (Walther & Bunz, 2005) or respect (Bargh & McKenna, 2004), and as a clue to the sociability of a community (Maloney-Krichmar & Preece, 2005). As such, the frequency of messages may serve as a signal for how engaged participants are with the community.
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Eom found that the most significant factors for increasing student satisfaction with online classes are paying attention to students and responding to their concerns.
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The highly esteemed instructor was especially active from semester midpoint to semester end; she more than doubled her active participation in both teaching presence (especially discourse and instruction) and social presence (all three categories).
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the lack of specific, progressively structured inquiry tasks and/or the lack of facilitation skills (teaching presence/facilitating discourse) may have contributed to the relatively limited occurrences of cognitive presence.
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something else accounted for the extreme satisfaction and dissatisfaction experienced by students in the two forums. The something else may be the two exceptional events that occurred during the third month: The instructor held in low esteem became nearly dysfunctional, while the highly esteemed instructor exhibited very high teacher presence and social presence (see Table 3 and 4).
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Shea, Pickett, and Pelt (2003) found that students’ perceived teacher presence also correlates with perceived learning as well as with students’ satisfaction with the forum. This correlation points to the tentative conclusion that teaching presence affords learning by setting a convenient climate.
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we suggest that students’ perceived learning in course forums has a significant impact on their participation
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the table is suggestive of the eventual possibility of having an “objective” tool for evaluating the quality of a given forum.
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Teaching effectiveness may be defined as how an instructor can best direct, facilitate, and support students toward certain academic ends, such as achievement and satisfaction. Teaching effectiveness has been investigated extensively in traditional classrooms for more than seven decades (for a meta-analysis of empirical studies from 1995-2004, see Seidel & Shavelson, 2007). Over the past five years, research has become directed toward teaching effectiveness in online or virtual classes. As a preface to our study, we discuss findings and conclusions concerning teaching effectiveness in traditional classrooms.
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Journal Help ISSN: 1492-3831 Journal Content Search All Authors Title Abstract Index terms Full Text Browse By Issue By Author By Title User Username Password Remember me Article Tools Abstract Print this article Indexing metadata How to cite item Review policy Email this article (Login required) Email the author (Login required) Post a Comment (Login required) Font Size Make font size smaller Make font size default Make font size larger SUBSCRIBE TO MAILING LIST 5,591 subscribers Select Language▼ function googleTranslateElementInit() { new google.translate.TranslateElement({ pageLanguage: 'en', autoDisplay: false, layout: google.translate.TranslateElement.InlineLayout.SIMPLE }, 'google_translate_element'); } Home About Register Archives Announcements Resources Submissions http://www.irrodl.org/
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One of the most widely cited sources for teacher effectiveness in traditional classrooms is Chickering and Gamson (1987), who suggested seven principles for good practice in undergraduate education.
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encourages student-faculty contact, encourages cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, respects diverse talents and ways of learning.
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Social workers' learning about empirical research methods: a problem of pedagogy or epi... - 0 views
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shared by Alicia Fernandez on 19 Jun 14
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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
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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.
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Socrates' Educational Theory - 0 views
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Through his method of powerfully questioning his students, he seeks to guide them to discover the subject matter rather than simply telling them what they need to know. The goals of education are to know what you can; and, even more importantly, to know what you do not know.
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The Socratic method is one in which a teacher, by asking leading questions, guides students to discovery. It was a dialectical method that employs critical inquiry to undermine the plausibility of widely-held doctrine. (
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Definition of the Scientific Method - 0 views
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Teaching Creativity - 0 views
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Most five year olds are totally confident that they can draw, sing, and dance. Tragically, within three or four years this child, if she is typical, will experience a crisis of confidence
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When allowed to do what we want to do, we are most likely to revert to whatever we previously found enjoyable and/or successful.
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In order to force a new idea to the surface, an artist might reverse the order of work, change the medium, change the scale, forbid a certain common component in the work, and so on. These are limitations to jog or jump start the creative impulse.
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people have developed problem solving habits that lack confidence in their own ability to bring any life experience or judgement to the situation.
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a society that values conformity above indiviual creativity and choice making probably should teach drawing as a series of prescribed symbols rather than teaching actual observation, thinking, feeling, and interpretation skills.
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True creativity happens when intuitive imagination brings forth the previously unknown and unimagined
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When we show an end product in order to help explain something, we risk that students will not be challenged to think creatively
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To teach process, we avoid posting charts that gives answer unless the students themselves have invented the charts.
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The scientific method says that questions must be answered experimentally and the results are repeatable.
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the scientific method takes more time in the short run, but if a student learns that they can design experiments to solve their own problems, they have learned not only the scientific method, they have learned one of the important components of artistic thinking and artistic behavior. Ultimately, time is saved because students have learned to figure out how to answer their own questions. They are empowered.