Building resilience -- the ability to adapt well to adversity, trauma, tragedy, threats, or even significant sources of stress -- can help our children manage stress and feelings of anxiety and uncertainty. However, being resilient does not mean that children won't experience difficulty or distress. Emotional pain and sadness are common when we have suffered major trauma or personal loss, or even when we hear of someone else's loss or trauma.
2More
http://www.jesexpertise.be/bibb/bijlagen/the-impact-of-stress-in-self-and-peer-assessme... - 0 views
The Story on Stress - 0 views
10More
shared by Lisa Martin on 17 Jul 12
- No Cached
Benefits of Digital Storytelling - 0 views
happykidsfestival.com/...nefits-of-digital-storytelling
digital storytelling benefits Module 4 assignment
![](/images/link.gif)
-
Digital storytelling enhances not only the students literacy development but also their social-emotional development.
-
-
is that with digital storytelling students may use a real and authentic voice. This is of course very empowering in terms of motivation.
- ...2 more annotations...
-
but their ability to tell their own story, students with learning difficulties tend to do well with digital storytelling projects.
-
another benefit of digital storytelling, is that students, when given the choice, most often will choose to talk about something they are passionate about; thus creating engagement for the creator of the digital story
1More
Instructional Design Framework for Authentic Learning - 0 views
10More
Class Size - 0 views
-
Smaller class size seems to result in higher achievement among students who are economically disadvantaged. Students with lower academic ability seem to do better in smaller classes than in larger ones. It may be that class size affects student attitudes more significantly than it affects achievement. A direct effect of large class size is to lower the morale and increase the stress of teachers. There is typically little to be gained from reductions in class size that do not bring class size below 30.
-
The most positive effects of small classes on pupil learning occur in grades K-3 in reading and mathematics.
- ...6 more annotations...
-
Little, if any, increase in pupil achievement can be expected from reducing class size if teachers continue to use the same instructional methods and procedures in the smaller classes that they have used in larger classes (Robinson, p. 82).
-
Teachers with small classes must not only be trained to be effective in such settings, but they must also be committed to try new skills and procedures.
-
Robinson, Glen E. “Synthesis of Research on the Effects of Class Size.” EDUCATIONAL LEADERSHIP (April 1990): 80-90.
-
The most recent comprehensive review of existing research was completed by Robinson (1990), and used a cluster analysis approach. Studies were “clustered” into categories considered important for class size decisions such as grade levels, subject areas, student characteristics, student achievement, student behavior, and teaching practices. The results of part of Robinson’s analysis appear below.
-
Effective schools research has extended its research agenda by focusing on an expanded number of variables that are presumed to be related to student achievement. Schools are now perceived as a cultural entity where the complex interplay of multiple variables affect the lives of all who learn and teach in those institutions. As the metaphor for American schools has shifted from an assembly line to that of a caring, learning community, the class size research agenda has also shifted to include such variables as instructional method, teacher morale and stress, teacher work load, student behavior and attitudes, content areas, student characteristics, and grade level. Bennett (1987), in a review of more recent research, found broad agreement among researchers on the following general conclusions:
-
1More
Reducing Student Stress Through Instructional Practice - KNILT - 0 views
11More
Ten Best Practices for Teaching Online - 2 views
-
-
Best Practice 6: Early in the term -- about week 3, ask for informal feedback on "How is the course going?" and "Do you have any suggestions?" Course evaluations have been called "post mortem" evaluations as they are done after the fact, and nothing can be changed to increase satisfaction or facilitate learning. Early feedback surveys or just informal discussions ask students to provide feedback on what is working well in a course and what might help them have a better course experience. This early feedback is done early in the course so corrections and modifications can be made. It is an easy opening for students who might have comments or suggestions or questions.
-
Online learning is just as intensive as learning face-to-face, and time to do the work needs to be scheduled and planned for, just as if one were attending face-to-face classes. Being clear as to how much effort and time will be required on a weekly basis keeps surprises to a minimum.
- ...6 more annotations...
-
A good strategy for developing a supportive online course community is to design a course with a balanced set of dialogues. This means designing a course so that the three dialogues of faculty to student, student to student and student to resource are about equal. In most online courses, the dialogue of faculty to student is provided with (1) mini-lectures in text or video or audio podcasts, (2) weekly coaching and reminder announcements and (3) explanations/interactions with the students.
-
When faculty actively interact and engage students in a face-to-face classroom, the class develops as a learning community, developing intellectual and personal bonds. The same type of bonding happens in an online setting.
-
Early feedback surveys or just informal discussions ask students to provide feedback on what is working well in a course and what might help them have a better course experience. This early feedback is done early in the course so corrections and modifications can be made. It is an easy opening for students who might have comments or suggestions or questions.
-
Quick One-Liner Hints Create open-ended questions that learners can explore and apply the concepts that they are learning Model good Socratic-type probing and follow-up questions. Why do you think that? What is your reasoning? Is there an alternative strategy? Ask clarifying questions that encourage students to think about what they know and don't know. Stagger due dates of the responses and consider mid-point summary and /or encouraging comments Provide guidelines and instruction on responding to other students. For example, suggest a two-part response: (1) what you liked or agreed with or what resonated with you, and (2) a follow-up question such as what you are wondering about or curious about, etc.
-
As courses come to a close, it is easy to forget the value of a good closing experience. In the final weeks of a course, students are likely to be stressed and not take the time to do the lists and the planning that can help reduce stress and provide a calming atmosphere. A favorite image of mine is from David Allen of Getting Things Done. Allen notes that making a list helps us to clear the "psychic ram" of our brains and we feel more relaxed and more in control. Once we have made our list and schedule, we don't have to continually remind ourselves of what needs to be done and when. Here are a few hints for closing out a course experience with style and panache. Take time to remind students of what's next and when assignments and readings are due. Announcements of this type provide a "To Do" list and schedule for the learners. And by implication this list provides a helpful "To Do" list and schedule for you. As always, it is good to post reminders and make references to the planning list in your comments. And update as you go. Plan the ending of the course experience. A well-designed ending of a course provides opportunities for reflection and integration of useful knowledge. It is also a time to wrap up positive social and cognitive experiences.
-
How is the learner supporting the community of learners and contributing to the overall growth of the group? We have much to learn about teaching and learning and specifically about teaching online. The good news is that in 2011 we now know much more than what we did in 1990 or even 2000. The list of references that follow are starting points for both general teaching and for teaching online.
1More
Teaching Writing as Process | Institute for Writing and Rhetoric - 0 views
-
This article from Dartmouth College is a good introduction to the basic steps of the writing process, and jumps off to several links which get into the steps in more detail. The authors stress that each student's process is going to be a little different; writing a paper is not like following a recipe with precise steps.
2More
shared by Lauren D on 09 Jul 12
- No Cached
Online Teaching Challenge: Creating an Emotional Connection to Learning, part 1 - Facul... - 0 views
www.facultyfocus.com/...-connection-to-learning-part-1
technology education teaching connection challenge
![](/images/link.gif)
-
Browse Topics Faculty Focus Articles September 28, 2010 Online Teaching Challenge: Creating an Emotional Connection to Learning, part 1 By: Rob Kelly in Online Education Add Comment Learning research indicates that people learn better in the presence of some emotional connection—to the content or to other people. Creating this emotional connection is particularly challenging in the online classroom, where most communication is asynchronous and lacks many of the emotional cues of the face-to-face environment. Nevertheless, it is possible to do, with a learner-centered approach to teaching and a mastery of the technology that supports it, says Rick Van Sant, associate professor of education at Ferris State University. “One of the things we know about learning is that learning with emotion is a far deeper experience than learning without emotion,” Van Sant says. Citing recent research (see reference below), Van Sant notes that a little bit of stress and the corresponding release of cortisol makes “neural connections grow thicker, stronger, faster.” However, too much cortisol degrades memory performance. Creating an emotionally stimulating environment is something good face-to-face instructors do intuitively. “We live and thrive on the positive feedback from students. Students shape our behavior all the time. When technology is mediating between the learners and me, I lose the capacity to read my audience, engage my audience, and alter my style and cadence. I have no capacity on that kind of intuitive level [in the online classroom]. It all has to be intentional and cognitive,” Van Sant says.
-
Creating an emotionally stimulating environment is something good face-to-face instructors do intuitively. “We live and thrive on the positive feedback from students. Students shape our behavior all the time. When technology is mediating between the learners and me, I lose the capacity to read my audience, engage my audience, and alter my style and cadence. I have no capacity on that kind of intuitive level [in the online classroom]. It all has to be intentional and cognitive,” Van Sant says.
1More
Physical Education in America's Public Schools: Physical Education and School Performance - 0 views
-
It is a known fact that physical activity improves overall health. Not only does it improve circulation, increase blood flow to the brain, and raise endorphin levels, which all help to reduce stress, improve mood and attitude, and calm children, physically active students may also achieve more academically.
2More
Limiting Structural Stress for Online Learners - LimitingStructuralStressforOnlineLearn... - 1 views
11More
http://www.uncp.edu/home/dente/online.htm - 0 views
-
Such discussion places many learners at a disadvantage - those who are introverted, those for whom English is not their first language, those who don't like to interrupt, those who like to think more before they speak, and many others
-
only 20% of the students do 80% of the discussing. Online, 65% of the students do 80% of the discussing.
- ...5 more annotations...
-
class discussions easily cross week boundaries. It is very common for a discussion which began in the first week of the course to resurface in the fourth week when new learnings shine a fresh perspective on it. This type of dialogue feels much more natural than the fragmented discussions I experienced in the classroom.
-
My experience with teaching online is that it is a different thing. I encourage us all to experiment in both our face-to-face and virtual learning encounters and to share what seems to work and not work.
18More
Comparing Piaget and Vygotsky - 0 views
-
A child in the preoperational stage could not be taught to understand the liquid volume experiment; she does not possess the mental structure of a child in concrete operations.
- ...14 more annotations...
-
Private speech is considered to be self-directed regulation and communication with the self, and becomes internalized after about nine years
-
Vygotsky believed that given proper help and assistance, children could perform a problem that Piaget would consider to be out of the child's mental capabilities.
-
Piaget proposed that children progress through the stages of cognitive development through maturation, discovery methods, and some social transmissions through assimilation and accommodation
-
Assimilation is information we already know. Accommodation involves adapting one's existing knowledge to what is perceived
2More
What are the effects of cyberbullying? | Cyberbullying | Teacher advice | Teachtoday - 0 views
-
Affecting your performance and attendance at school Causing stress and affecting your health Affecting your professional reputation and career Marginalising certain groups Fuelling prejudice in areas such as race, religion and sexuality Leading to suicidal thoughts
11More
From behaviorism to humanism: Incorporating self-direction in learning concept - 0 views
-
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.
- ...8 more annotations...
-
instructional design as a separate discipline, has developed from several forms of inquiry: (a) research pertaining to media usage and communications theory; (b) general systems theory and development; and (c) psychological and learning theory. Reigeluth (1983) suggests that the three theorists most responsible for the current development of instructional design knowledge include B. F. Skinner (1954), David Ausubel (1968), and Jerome Bruner (1966). Skinner is identified because of his work with behaviorism and Bruner and Ausubel are recognized because of their contributions to cognitive psychology. Reigeluth (1987) has also compiled information on several other authors, theories, and models he believes important to the development of instructional design as a profession. Gagne (1985), Piaget (1966), and Thorndike (and colleagues) (1928) are other scholars frequently cited as foundational for much of today's thinking about instructional design.
-
Humanism generally is associated with beliefs about freedom and autonomy and notions that "human beings are capable of making significant personal choices within the constraints imposed by heredity, personal history, and environment"
-
As Hollis (1991) notes, "traditionally, instructional technologists have largely ignored the humanists' ideas among all the available theories from which to draw upon and incorporate into their schemes. Theoretically, instructional technology has been based on research in human learning and communications theories. In reality, more borrowing of ideas is needed, especially from the ranks of the humanists" (p. 51
-
Humanist principles stress the importance of the individual and specific human needs. Among the major assumptions underlying humanism are the following: (a) human nature is inherently good; (b) individuals are free and autonomous, thus they are capable of making major personal choices; (c) human potential for growth and development is virtually unlimited; (d) self-concept plays an important role in growth and development; (e) individuals have an urge toward self-actualization; (f) reality is defined by each person; and (g) individuals have responsibility to both themselves and to others (Elias & Merriam, 1980).
-
"If an individual is concerned primarily with personal growth and development, how can that person truly be concerned with what is good for all of society?"
-
The learning environment should allow each learner to proceed at a pace best suited to the individual.
-
It is important to help learners continuously assess their progress and make feedback a part of the learning process. 5. The learner's previous experience is an invaluable resource for future learning and thus enhancing the value of advanced organizers or making clear the role for mastery of necessary prerequisites.
-
We do recognize there may be times when self-directed opportunities are minimal, such as when involved in collaborative learning or when learning entirely new content, but believe that the assumption of personal responsibility is possible in ways not tied to the type of learning or content.
57More
Relational Context of Teaching - 3 views
-
He continues that we can face the future with confidence if we know how to teach ourselves, read between the subjective lines of media, process the vast amount of information that will be available, work collaboratively, and reaching for resources that will expand our capacities – for example a resource like this course!!
-
I believe that anyone can conquer fear by doing the things he fears to do, provided he keeps doing them until he gets a record of successful experience behind him.
-
However, to be part of the social network and be actively involve citizens, each must become life-long learners.
-
... and like it or not life is now technology mediated. No matter who you end up being "when you grow up" if you are not comfortable with technology, can't assess/evaluate information, can't find information when you need it, you will be at a disadvantage.
-
I agree. I am concern for the students who are not exposed to this technology. In our district, the computer teacher was laid off, yet we kept all the coaches/sports. Adults, who are not on board with the technological needs of their students, are the ones making these decisions.
-
- ...25 more annotations...
-
Eleanor Roosevelt
-
June 21st,
-
What I would like is to have the option of posting and assessing it as NG (no grade)
-
Finally, I carefully considers there are no place where Alex might say “can you tell me more”
-
Since our blogs are shared work-spaces, we are suppose to engage in collaborative reflective discourses, creating a shared understanding, leading to collaborative knowledge
-
Dewey states: “I assume that amid all uncertainties there is one permanent frame of reference: namely the organic connection between education and personal experience. (Dewey 1939:25).
-
Dewey was a great believer in the connection between the educational system and the social community. "It was forgotten that to become integral parts of the child's conduct and chracter they must be assimilated; not as mere items of information, but as organic parts of his present needs and aims -- which in turn are social" (Dewey). In his book, The School and Society, he talks about the deep connection between home and school, between home and work, and the importance of the school as the connector.
-
-
pay attention
-
I had a doctor describe ADD very aptly to me. He said think about your child's surroundings as radio waves. Your child is picking up every radio wave that is out there and he does not have the ability to ignore any of it. When my son was 11 he described his inability to understand things in school like this: it's like I'm looking through a window that is foggy. I can see, but it's not clear enough to make sense.
-
This was a good explanation of ADD. Do you know that there is a college that is set up for ADD students? It is called Landmark College and it is a remarkable place!
-
-
then I go on an adventure and troll through the internet and my books to satisfy my desire to learn. I continue, immerse in my hyper-focus state of mind, until I feel that I have a deep understanding of whatever I am exploring.
-
This is a good thing; it's what online learning is all about. I realize it's probably frustrating to you because you focus so intensely on what you're doing, but I definitely see your presence in this course, so I wouldn't worry that you're not interacting enough. Just for the record, 12 posts is difficult for me as well when you consider how much research goes into each one.
-
-
I will investigate and use group Wikis
-
detailed rubric
-
I need to create a rubric for my "Book Club" forum. Any suggestions for where to start? Do I reinvent the wheel, or are there sites that have pre-fabricated rubrics that can be tweaked to fit my needs?
-
Hi Donna, Whenever youi can do not reinvent the wheel. I am going to post either today or tomorrow a post on building a rubric. First I need to see what Alex wants us to do
-
-
plan on using Alex’s rubric for my instructional design,
-
-
Hey diane, sometimes I never know when I am ready to write. I thought I had the pattern down. Read the material, take notes, reflect and research on what interests or inspres me, but this module I was not ready to blog and i started writing something, and some crazy stuff just came out. It might have been the two best blog posts of the semester.
-
-
-
-
While i agree with you I think I would not push myself sometimes if I wasnt forced. I might have chosen to slack instead of worked when I was tired or busy with life. Do you think you can use different models of teaching with different students in the same class?
-
I agree with Ian...it reminds me of doing sports in high school. If my coach didn't push us harder and harder we wouldn't ever have been successful! Alex is our coach and we can either choose to step up to the plate and work our butts off or we can sit on the bench and let the game, or in this case the learning, pass us by!
-
-
-
I am saddened and concern for the positivist, behaviorist methods she employs and models. I
-
poor grade.
-
This is the second time you've brought up this issue. The way I see, Alex is the instructor, and she has designed a course with rubrics. I really don't see that the rubrics are that difficult to understand. I understand you wanting to get an "A" but if you want the "A" you have to work hard for it. If your life circumstances prevent you from doing what she considers the fair amount of work, that's not her problem. I don't feel an instructor should change the syllabus or rubrics for every student that complains about the work load, unless the instructor has received numerous complaints. I think that perhaps you have a lot on your plate right now, atleast that's the feeling I get from reading some of your posts. I can understand that, I've been through a lot myself this semester. However, it's unfair to expect Alex to change the point system just for you. May I suggest something: Clearly you are a hard working student, but circumstances are obviously preventing you from putting in the amount of work needed to earn an "A." Just accept that and work toward a "B" which is a perfectly acceptable grade. Take the pressure off of yourself. It's just a grade. A year or two from now it won't matter. All that will matter is that you learned about online teaching and came away with a robust course that you can teach. I think that's a good deal.
-
Donna My comment is a pedagogical one and not an attack on Alex. The point I may not be making clearly, why the number 12? I am not the only student who has stated that a post takes several hours. Does Alex require this? No. Why I take this time is because of the quality I expect to bring to the discussion forum. I was not posting prior knowlege, but new understandings. Learning takes time and the #12 does not seem to recognize this time. I again do not see "choice" in this rubric. I agree the knowlege is the goal, and I have no problem with what I have learned and will continue to learn. However, with the exception of the last grading I have not gotten a "B" but failed every discussion forum except the last. Yes I was teaching a summer online course. I also have home responisblilites. These were stresses, but not obstacles. According to the expectations we were expected to do ~ 45 hours in class work and 100+ hours building our course. I don't know about you but the class work I have done over 150 hours just in class work. Finally, why do I bring this argument up for a second time. It is not for Alex to change; but for you all in this class to not simply copy and use Alex's rubric in your own courses. That is why I speak out.
-
Again if I had scrolled down I would have seen that 12 posts were not required.
-
-
In the future I will build my course off line,
-
when a student finally understands that their discussions need to encompass teaching, cognitive engagement, and social presence, then the discussion forum truly becomes a awesome learning tool!!!!!!
-
Alex, my Shifu, has diligently pushed me down the road of online pedagogy. There were many times when I landed hard and bounced a few times. However, just like the panda, I too will become capable in my bumbling ways. I too realize there is no secret ingredients in 21st century teaching….it still is best practices in education with technology embedded in it.
-
I have changed in many ways as a result of this class. I am now and will continue to be a blogger, and use blogs as one way to facilitate learning for my students. I understand the Community of inquiry approach, and have now created a rubric for my discussion forums that reflect the elements of teacher, cognitive, and social presence. I was fortunate to be teaching online as I took this class, and I observed my discussion forums going from conversations to dialogue that exhibit depth of learning. I have observed the pedagogy of my professor and will incorporate similar ways of interacting with my students, using the tools that web 2.0 affords me. I have moved from having little enthusiasm for online learning to embracing it as an essential medium for learning.
-
I knew I needed this course to become the better online teacher, what I didn’t know was the transformative change that I would experience this summer.
-
ulnerability, especially with the knowledge that their efforts will be evaluated by their instructor.
3More
shared by katespina on 23 Jul 14
- No Cached
Lean Six Sigma: Research and Practice - 1 views
www.merlot.org/merlot/viewMaterial.htm?id=838765&hitlist=fromAdvancedSearch%3Dtrue%26keywords%3Dcontinuous%2Bimprovement%252C%2Blean%252C%2Bsix%2Bsigma%26keywordselectorsradio%3Don%26allKeyWords%3Dfalse%26anyKeyWords%3Dtrue%26exactPhraseKeyWords%3Dfalse%26title%3D%26url%3D%26description%3D%26community%3D%26category%3D%26cat1%3D-1%26language%3D%26materialType%3D%26technicalFormat%3D%26audience%3D%26contributorName%3D%26contributorEmail%3D%26contributorOrg%3D%26dateRange%3Dnodates%26_hasPeerReviews%3D%
module 4 assignment
![](/images/link.gif)
-
Six Sigma stresses elements that are critical to quality, such as reducing manufacturing defects. Lean Speed strives to eliminate seven kinds of waste. What happens when Six Sigma and Lean Speed merge? You end up with faster processes and fewer defects in your business.