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Elena Buttgereit

Behavior Plans/Classroom and Group Support/Teacher Tools/Positive Reinforcement | Speci... - 0 views

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    "Many teachers do not believe in positive reinforcement because they do not want to reward students for just doing what is expected"
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    "Many teachers do not believe in positive reinforcement because they do not want to reward students for just doing what is expected"
cpcampbell88

Learner-Centered Teaching - 0 views

  • Learner- centered teaching places the emphasis on the person who is doing the learning
  • Strong, research evidence exists to support the implementation of learner-centered approaches instead of instructor-centered approaches.
Jessica M

Relations of Student Perceptions of Teacher Oral Feedback With Teacher Expectancies and... - 0 views

  • exhibited the importance ofteachers’ verbal statements and indicated teachers’ positive feedback was morebeneficial than negative feedback to academic self-concept.
  • teachers as significant othersprovide oral feedback as environmental reinforcement that plays a crucial role inthe development of students’ self-concept
  • understanding how feedback relates to academicoutcomes
Jessica M

Show me! Enhanced Feedback Through Screencasting Technology - 0 views

  • What is Screencasting?
  • These videos can be accompanied by a narration recorded whilethe video is created or added at a later date once the recording has been com-pleted
  • combine both visual and auditory input, thusadvancing earlier explorations of the use of audio-recorded feedback andpodcasting as an alternative to handwritten marginal notes (
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  • this technology could be used to produce feedback bycreating video-recordings of both his spoken comments and his on-screenactions as he responded to students’ texts. Stann
  • this work is rooted in the belief that multimodal feedback allowsfor a wider range of individual learning styles and preferences
  • and is more likely to provide a learning experience that students will findmemorable
Jessica M

Teaching in an Online Learning Context - 0 views

  • Activities in this category of teaching presence include building curriculum materials.
  • design category of teaching presence also includes the processes through which the instructor negotiates timelines for group activities and student project work, a critical coordinating and motivating function
  • Creating or “repurposing” materials, such as lecture notes, to provide online teacher commentaries, mini-lectures, personal insights, and other customized views of course content, is another common activ-ity that we assign to the category of teaching presence.
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  • personalized tone within the course content.
  • his presence is created by allowing students to see the personal excitement and appeal that inspires the teacher’s interest in the subject.
  • This writing style helps the learner to identify, in a personalized way, with the teacher.
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    This chapter focuses on the role of the teacher or tutor in an online learning context. It uses the theoretical model developed by Garrison, Anderson, and Archer (2000) that views the creation of an effective online educational community as involving three critical components: cognitive presence, social presence, and teaching presence.
Gary Bedenharn

Diversity and Inclusion: Strategies for Special Ed Teachers - 0 views

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    Strategies for a successful learning environment for students with disabilities.
Gary Bedenharn

Technology in Schools - Chapter 7: Technology Integration, Technology in Schools: Sugge... - 0 views

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    A in-depth look at the implementation of technology in K-12 schools.
Gary Bedenharn

staffdevelop.org - 0 views

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    Strategies to bring in technology to people that resist it.
Erin Fontaine

The Flipped Classroom Model: A Full Picture « User Generated Education - 0 views

  • Classrooms become laboratories or studios, and yet content delivery is preserved.
  • the benefits of video in the classroom:
  • idea exchange
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  • regardless of locations
  • allowing them to learn from the best sources
  • allowing them to progress at their own pace.
  • Allows them to meet students and teachers from around the world to experience their culture, language, ideas, and shared experiences.
  • ability to review parts that are misunderstood,
  • A major roadblock or barrier to the implementation of this model is that many educators do not know what to do within the classroom
  • They become hooked through personal connection to the experience and desire to create meaning for and about that experience (ala constructivist learning).
  • Students become interested in the topic because of the experience
  • It is the teacher’s responsibility to structure and organize a series of experiences which positively influence each individual’s potential future experiences
  • content-based presentations are controlled by the learner as opposed to the lecturer as would be the case in a live, synchronous, didactic-driven environment.
Erin Fontaine

The Teacher You've Never Met: Inside an Online High School Class - TIME - 0 views

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    What a great article, guess I've been talking about online teaching a little to much when other teachers are emailing me articles!!
Gary Bedenharn

Enhance your 3D learning experience - 1 views

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    Another way to keep organize and create presentation for education, in 3D.
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    This is awesome! It will be great for your Science class. If only I could think of ways to use this in a Spanish room. Maybe a 3D running of the bulls!!
Gary Bedenharn

Course: Wetland Sample Class - 0 views

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    Sample class for wet-land classes from swamp school, LLC
Gary Bedenharn

How to Score Science Notebooks: Rubrics for Assessing Elementary Science Journals | Sui... - 0 views

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    Rubrics for assessing science notebooks
Gary Bedenharn

https://we.riseup.net/assets/25682/FacilitatingWorkshops.pdf - 0 views

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    The article discuss the differences between a facilitator and a teacher/ lecturer.
Gary Bedenharn

Teacher - Definition and More from the Free Merriam-Webster Dictionary - 0 views

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    definition of a teacher,
Catherine Strattner

Teaching_Presence_in_the_SUNY_Learning_Network.pdf (application/pdf Object) - 2 views

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    In the present study we review ongoing issues of pedagogy and faculty development, and their relationship to student satisfaction, and reported learning in SLN. We provide an overview of the SLN program, and summarize a conceptual framework for our current research on higher education, online learning environments. This framework integrates research on how people learn [2], with principles of good practice in higher education [3] and recent research on learning in asynchronous learning networks (ALNs) in higher education [4]. We also present results of a follow-up study on one aspect of the model, "Teaching Presence".
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    The purpose of teaching presence is to support cognitive presence.
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    Teaching presence vs. social presence
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    Anchored discussion can provide opportunities to develop all three facets of teacher presence in one activity.
Joan McCabe

Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education - 0 views

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    Original article and research describing the Community of Inquiry framework and the three components: cognitive presence, social presence, and teaching presence.
Joan McCabe

Assessing Teacher Presence in a Computer Conferencing Context | The Sloan Consortium - 0 views

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    Describes teaching presence through the Community of Inquiry framework.
Joan McCabe

Fostering Communities of Learning in Two Portuguese Pre-School Classrooms Applying the ... - 0 views

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    "This study provides evidence on how young children can start to direct their learning plans and take responsibility in responding to their problems through active participation in planning and assessment, and it therefore contributes to our understanding of how ECE classrooms can operate as Communities of Learning. In any Communities of Learning, there is always a dual focus: To empower children as learners, using the concept of learning as change in participation, but also to keep a close and critical eye on what the nature of the change is and its relationship with valuable learning. Edwards (2005) calls it "learning as a resourceful action" and argues that it "allows us to examine the processes of learning as well as the outcomes and to consider how they are pedagogically supported" (p. 58). Her argument for research that highlights the cognitive potential of sociocultural approaches to learning can contribute to the research about Learning Cultures in kindergarten (Hodkinson et al. 2008).
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