Group items tagged

Connected knowers believe that truth is "personal, particular, and grounded in firsthand experience" (Belenky, Clinchy, Goldberger, and Tarule, 1997, p. 113). They attempt to find truth through listening, empathizing, and taking impersonal stances to information, whereas separate knowers completely exclude their feelings from making meaning and strictly rely on reason. The last way of knowing that Belenky, Clinchy, Goldberger and Tarule define is constructed knowledge, where one integrates their own opinions and sense of self with reason and the outside world around them.

Mary Field Belenky "works with a variety of educational and community organizations interested in supporting marginalized people to develop a voice, claim the powers of mind, and have a greater say in the way their families and communities are being run" (Instructor Bio, n.d.

Nancy Rule Goldberger researches "diversity in ways of knowing, exploring how culture, social power differentials, and the bicultural experience in the U.S. affect individual strategies for knowing (p. xxiii).

Here are some roles/tasks that are pertinent for online weekly discussion groups. Information and opinion giver. Offers facts, opinions, ideas, suggestions, and relevant information to help group discussion. Information and opinion seeker. Asks for facts, opinions, ideas, suggestions, and relevant information to help group discussion. Summarizer. Pulls together related ideas or suggestions and restates and summarizes main point discussed. Coordinator. Shows relationships among various ideas by pulling them together and harmonizes activities of various subgroups and members. Diagnoser. Figures out sources of difficulties the group has in working effectively and the blocks to progress in accomplishing the group's goals. Reality tester. Examines the practicality and workability of ideas, evaluates alternative solutions, and applies them to real situations to see how they will work.

"Each of us has a typical way of acting in a group. Some people like to lead, some act to keep the group focused on the task and some serve to keep the group from taking itself too seriously." (Svinski, 2006

Mayer et al. (1996), showed not only that students remember more of the important material when it is presented as a summary but that they also better understand the material.

Cognitive presence is the process of constructing meaning through collaborative inquiry.

The 4 essential skills of a mindful teacher are: Stewardship of the Group; Talking with the Group; Guidance (not performance, but connection); Curiosity About Participants Experiences

being available and around are what I believe you define as "teaching presence." But the kind of presence I mean, or mindfulness, comes from being present (in Buddist terms), being aware of every step, listening, paying attention to details, and stepping outside of oneself to assess the learner environment and relationships within it - without bias or judgement.

Being an “intentional learner” means “developing self-awareness about the reason for study, the learning process itself, and how education is used…take the initiative to diagnose their learning needs, formulate learning goals, identify resources for learning, select an implement learning strategies, and evaluate learning outcomes.”

In doing a little research, I came across a book by Terry Anderson called, "Theory and Practice in Online Learning." He has some suggestions for giving students an outline, or what he calls an information map, at the beginning of a lesson or module. He talks about the importance of how content is presented initially, and how that affects memory.

, Lorin Anderson, led a new assembly which met for the purpose of updating the taxonomy, hoping to add relevance for 21st century students and teachers

Note the change from Nouns to Verb

Revised Bloom's Taxonomy takes the form of a two-dimensional tabl

ordered according to the principle of internalization.

best known of any of the affective taxonomies

The cognitive domain is knowledge or mind based. It has three practical instructional levels including fact, understanding, and application

The psychomotor domain is skill based. The student will produce a product.

The practice level

Some subjects are largely cognitive, while others involve more of the affective domain.

Bowen's Reaction Series

In order to teach controversial topics effectively, we must be especially aware of the role of the affective domain and the potential for affective roadblocks.

educating children for a given society, the challenge will be to ensure that everyone always has the personal resources and intellectual tools needed to understand the world and behave as a fair-minded, responsible human being. More than ever before, the essential task of education seems to be to make sure that all people enjoy the freedom of thought, judgement, feeling and imagination to develop their talents and keep control of as much of their lives as they can.

acquisition of structured knowledge

a means and an end of human existence.

since knowledge is multifarious and capable of virtually infinite development, any attempt to know everything becomes more and more pointless

It appears that many adult educators today, especially those recognizing the value of self-direction in learning, operate primarily from humanist beliefs and c

It also has been our observation that some instructional designers (and many other educators) seem to have difficulty accepting or incorporating humanist beliefs and instead appear guided primarily by behaviorist or neobehaviorist beliefs and paradigms based primarily on logical positivism, although cognitive psychology is increasingly informing the instructional design field.

We consider it important to understand why some of the philosophical differences between the two disciplines exist.