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sherrilattimer

ERIC - Teaching Adults: Is It Different? Myths and Realities., 2002 - 0 views

eric.ed.gov/?id=ED468614

adults

shared by sherrilattimer on 04 Jun 14 - No Cached
  • sherrilattimer on 04 Jun 14
     
    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)
  • sherrilattimer on 04 Jun 14
     
    This is the link to the abstract page of the pdf file for the article.
Gary Bedenharn

http://auspace.athabascau.ca/bitstream/2149/2081/1/characteristics.pdf - 0 views

auspace.athabascau.ca/...characteristics.pdf

disability online education mod 2 support services distance learning technology

shared by Gary Bedenharn on 24 Jun 12 - No Cached
  • Gary Bedenharn on 24 Jun 12
     
    Students with Disabilities in Distance Education: Characteristics, Course Enrollment and Completion, and Support Services.  Research on the completion of online courses of students with variety of disability.
Maria Guadron

Teaching & Learning - Instructor Characteristics That Affect Online Student Success - M... - 0 views

www.magnapubs.com/...-affect-online-student-success

Feedback online student success

shared by Maria Guadron on 07 Jun 12 - No Cached
  • We must hear from the instructor within 24 hours!” “I would not think twice about withdrawing if the instructor is not available five days a week.” “The worst thing is waiting for a graded paper.”
  • Maria Guadron on 07 Jun 12
     
    Feedback rated as an instructor characteristic that affects online student success!
Alena Rodick

BE VOCAL: Characteristics of Successful Online Instructors - 0 views

www.ncolr.org/...4.2.6.pdf

pedagogy teaching online_learning

shared by Alena Rodick on 20 Jun 14 - No Cached
  • Alena Rodick on 20 Jun 14
     
    he VOCAL approach summarizes the key characteristics that a master instructor utilizes to be effective in an online environment. VOCAL is an acronym for Visible, Organized, Compassionate, Anal ytical and Leader-by-example.
Heather Kurto

Pedagogical Love and Good Teacherhood | Määttä | in education - 1 views

ineducation.ca/...348

shared by Heather Kurto on 15 Jun 13 - No Cached
  • A teacher’s proficiency is manifested by the ability to look at the subject from a learner’s point of view, to foresee the critical junctions in learning, and to design teaching to meet learners’ information acquisition and collection processes (e.g., Zombylas, 2007).
  • van Manen (1991) claims that as teachers embrace all children, regardless of their characteristics they become real educators, and thus, educators’ pedagogical love becomes the precondition for pedagogical relations to grow (p
  • Individualistic features, position, nationality, gender, abilities, race, or language do not determine a human being’s value. Those differences based on skills, intelligence, or knowledge are insignificant compared with that basic human presence that is the same for all people: the right and need to be loved, accepted, and cared for as well as the right and need to grow and develop (Bradshaw, 1996; Lanara, 1981; Sprengel & Kelly, 1992).
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  • A teacher’s ethical caring means genuine caring, aspiring to understand and make an effort for pupils’ protection, support, and development. Because of this pedagogical caring, the teacher especially pursues pupils’ potential to develop and thus help them to find and use their own strengths.
  • Pedagogical love has been considered the core factor in the definition of good teacherhood for decades, though the characteristics of a good teacher have always included a variety of features. Features such as the ability to maintain discipline and order, set a demanding goal level, and the mastery of substance have been especially emphasized (e.g., Davis, 1993; Zombylas, 2007; Hansen, 2009)
  • Love influences the direction of people’s action as well as its intensity. Positive emotions, joy, strength, and the feeling of being capable lead mental energy toward the desired goal (Rantala & Määttä, 2011). Negative emotions, grief, fear, and anger cause entropy, an inner imbalance that burns off energy, brands the target with negative status, and pursues nullifying and undervaluing (e.g., Isen, 2001).
  • he educator’s task is to provide pupils with such stimuli and environment where students are guided to limit their instincts by controlling enjoyment and vital-based values, in order to be able to achieve higher values and skills (Solasaari, 2003).
  • Mihaly Csikszentmihalyi (1990, 2000) has launched the concept that refers to an optimal or autotelic experience where people are riveted so comprehensively by a challenging performance that the awareness of time and place blurs. Flow is possible when the challenges in a task are balanced with an actor’s abilities. Flow is an enjoyable state of concentration and task orientation, leading to optimal performance, whether the case is wall creeping, chess playing, dancing, surgery, studying languages, painting, or composing music.
  • This sets challenges for skill development. If a task is too easy, it will bore. If it is too difficult, it will cause anxiety and fear. The exact experience of flow and the active sense of well-being resulting from the former, encourage people to develop and improve their skills. People are willing to strive for flow whether it was about love for math, art, programming, or orthopedics (Csikszentmihalyi, 1990).
  • In an interview, Gardner (as cited in Goleman, 1999) said flow is intrinsically rewarding without the hope for reward or threat of punishment. We should use learners’ positive moods (love) and through it get them to learn things about fields they can succeed in. People have to discover what they like, what things and doings they love and do these things. Even a child learns the best when he/she loves what he/she is doing and finds it enjoyable. (p. 126)
  • Pedagogical love might contribute to pupils’ learning and success by providing them with positive learning experiences, initial excitement, and perceived successes. These are the seeds of expertise as a positive feeling that can be considered the source of human strengths (Isen, 2001).
  • Pedagogical love springs from an individual learner’s presence persuading it to come forward more and more perfectly and diversely. A skillful educator does not just sit by and watch if a learner makes worthless choices or fails in his or her opportunities to grow and develop.
  • Haavio emphasized the meaning of pedagogical love in teachers’ work and considered that teachers’ work consists of the following two obligations: attachment to learners and dutiful perseverance of life values.
  • Pedagogical love speaks to interdependence—the recognition and acceptance that we need others.
  • Love appears in teaching as guidance toward disciplined work, but also as patience, trust, and forgiveness. The purpose is not to make learning fun, easy, or pleasing but to create a setting for learning where pupils can use and develop their own resources eventually proceeding at the maximum of their own abilities
  • A loving teacher reveals for a pupil the dimensions of his or her development in a manner of speaking. This is how a pupil’s self-esteem strengthens and he or she can develop toward higher activities from the lowest, pleasure-oriented ones. Achieving high-level skills is rewarding because it brings pleasure, and yet, it often demands—as mentioned previously—self-discipline and rejections
  • A teacher’s work is interpersonal and relational, with a teacher’s own personality fundamental to building relationships with students. A teacher’s work involves plenty of emotional strain. In addition, a teacher inevitably has to experience frustration in his or her work. There are many situations when a teacher will feel like she or he has failed regardless of the solution he or she creates.
  • Consequently, teachers are likely to experience guilt because they cannot sufficiently attend to all pupils in an appropriate way that is congruent with the notion of caring.
  • However, teachers have to realize that their own coping, motivation, and engagement require attention; they are not automatic.
  • Pedagogical love emerges through teachers’ emotions, learned models, moral attitude, and actions
  • Good teachers are examples to learners even in the most difficult life situations. Teachers have to believe in their work and endeavour to build a nurturing environment and a more humane world.
  • To be happy about life, to guide students to see the wonder and joy in the mundane is a teacher’s most important skill. Being able to help students find and negotiate the joy, wonder, happiness, and pain in the everydayness of life is an increasingly important quality in today’s insecurities, with the mounting pressure of increased demands for efficiency
Gary Bedenharn

Inner and Outer Planets - 0 views

www.universetoday.com/...inner-and-outer-planets

astronomy solar system model space outer inner planets

shared by Gary Bedenharn on 26 Jun 12 - No Cached
  • Gary Bedenharn on 26 Jun 12
     
    Article of the eight planets and their characteristics
Erin Fontaine

Critical Thinking Development: A Stage Theory - 0 views

www.criticalthinking.org/...483

shared by Erin Fontaine on 29 Jun 12 - No Cached
  • We must recognize the importance of challenging our students — in a supportive way — to recognize both that they are thinkers and that their thinking often goes awry. We must lead class discussions about thinking. We must explicitly model thinking (e.g., thinking aloud through a problem). We must design classroom activities that explicitly require students to think about their thinking. We must have students examine both poor and sound thinking, talking about the differences. We must introduce students to the parts of thinking and the intellectual standards necessary to assess thinking. We must introduce the idea of intellectual humility to students; that is, the idea of becoming aware of our own ignorance. Perhaps children can best understand the importance of this idea through their concept of the "know-it-all," which comes closest to their recognition of the need to be intellectually humble.
    • Irene Watts-Politza
      Irene Watts-Politza on 29 Jun 12
       
      This is a great foundation for an icebreaker module.
  • recognize that they have basic problems in their thinking and make initial attempts to better understand how they can take charge of and improve it.
  • begin to modify some of their thinking, but have limited insight into deeper levels of the trouble inherent in their thinking. Most importantly, they lack a systematic plan for improving their thinking, hence their efforts are hit and miss.
  • ...40 more annotations...
  • appreciate a critique of their powers of thought.
  • we must teach in such a way as to help them to see that we all need to regularly practice good thinking to become good thinkers.
  • We must emphasize the importance of beginning to take charge of the parts of thinking and applying intellectual standards to thinking. We must teach students to begin to recognize their native egocentrism when it is operating in their thinking.
  • since practicing thinkers are only beginning to approach the improvement of their thinking in a systematic way, they still have limited insight into deeper levels of thought, and thus into deeper levels of the problems embedded in thinking.
  • need for systematic practice in thinking.
  • Practicing thinkers recognize the need for systematicity of critical thinking and deep internalization into habits. They clearly recognize the natural tendency of the human mind to engage in egocentric thinking and self-deception.
  • regularly monitor
  • articulate the strengths and weaknesses
  • often recognize their own egocentric thinking as well as egocentric thinking on the part of others. Furthermore practicing thinkers actively monitor their thinking to eliminate egocentric thinking, although they are often unsuccessful.
  • intellectual perseverance
  • have the intellectual humility required to realize that thinking in all the domains of their lives must be subject to scrutiny, as they begin to approach the improvement of their thinking in a systematic way.
  • We must teach in such a way that students come to understand the power in knowing that whenever humans reason, they have no choice but to use certain predictable structures of thought: that thinking is inevitably driven by the questions, that we seek answers to questions for some purpose, that to answer questions, we need information, that to use information we must interpret it (i.e., by making inferences), and that our inferences, in turn, are based on assumptions, and have implications, all of which involves ideas or concepts within some point of view. We must teach in such a way as to require students to regularly deal explicitly with these structures (more on these structure presently).
  • Recognizing the "moves" one makes in thinking well is an essential part of becoming a practicing thinker.
  • Students should be encouraged to routinely catch themselves thinking both egocentrically and sociocentrically.
  • advanced thinkers not only actively analyze their thinking in all the significant domains of their lives, but also have significant insight into problems at deeper levels of thought. While advanced thinkers are able to think well across the important dimensions of their lives, they are not yet able to think at a consistently high level across all of these dimensions. Advanced thinkers have good general command over their egocentric nature. They continually strive to be fair-minded. Of course, they sometimes lapse into egocentrism and reason in a one-sided way.
  • develop depth of understanding
  • nsight into deep levels of problems in thought: consistent recognition, for example, of egocentric and sociocentric thought in one’s thinking, ability to identify areas of significant ignorance and prejudice, and ability to actually develop new fundamental habits of thought based on deep values to which one has committed oneself.
    • Irene Watts-Politza
      Irene Watts-Politza on 29 Jun 12
       
      What do YOU believe in? How and why do you believe it?
  • successfully engaged in systematically monitoring the role in their thinking of concepts, assumptions, inferences, implications, points of view, etc., and hence have excellent knowledge of that enterprise. Advanced thinkers are also knowledgeable of what it takes to regularly assess their thinking for clarity, accuracy, precision, relevance, logicalness, etc.
  • critique their own plan for systematic practice, and improve it thereby.
  • articulate the strengths and weaknesses in their thinking.
  • reduce the power of their egocentric thoughts.
  • a) the intellectual insight and perseverance to actually develop new fundamental habits of thought based on deep values to which one has committed oneself, b) the intellectual integrity to recognize areas of inconsistency and contradiction in one’s life, c) the intellectual empathy necessary to put oneself in the place of others in order to genuinely understand them, d) the intellectual courage to face and fairly address ideas, beliefs, or viewpoints toward which one has strong negative emotions, e) the fair-mindedness necessary to approach all viewpoints without prejudice, without reference to one’s own feelings or vested interests. In the advanced thinker these traits are emerging, but may not be manifested at the highest level or in the deepest dimensions of thought.
  • our students will not become advanced thinkers — if at all — until college or beyond. Nevertheless, it is important that they learn what it would be to become an advanced thinker. It is important that they see it as an important goal. We can help students move in this direction by fostering their awareness of egocentrism and sociocentrism in their thinking, by leading discussions on intellectual perseverance, intellectual integrity, intellectual empathy, intellectual courage, and fair-mindedness. If we can graduate students who are practicing thinkers, we will have achieved a major break-through in schooling. However intelligent our graduates may be, most of them are largely unreflective as thinkers, and are unaware of the disciplined habits of thought they need to develop to grow intellectually as a thinker.
  • have systematically taken charge of their thinking, but are also continually monitoring, revising, and re-thinking strategies for continual improvement of their thinking. They have deeply internalized the basic skills of thought, so that critical thinking is, for them, both conscious and highly intuitive.
  • As Piaget would put it, they regularly raise their thinking to the level of conscious realization.
  • Accomplished thinkers are deeply committed to fair-minded thinking, and have a high level of, but not perfect, control over their egocentric nature.
  • To make the highest levels of critical thinking intuitive in every domain of one’s life. To internalize highly effective critical thinking in an interdisciplinary and practical way.
  • Accomplished thinkers are not only actively and successfully engaged in systematically monitoring the role in their thinking of concepts, assumptions, inferences, implications, points of view, etc., but are also regularly improving that practice. Accomplished thinkers have not only a high degree of knowledge of thinking, but a high degree of practical insight as well. Accomplished thinkers intuitively assess their thinking for clarity, accuracy, precision, relevance, logicalness, etc. Accomplished thinkers have deep insights into the systematic internalization of critical thinking into their habits. Accomplished thinkers deeply understand the role that egocentric and sociocentric thinking plays in the lives of human beings, as well as the complex relationship between thoughts, emotions, drives and behavior.
  • Naturally inherent in master thinkers are all the essential intellectual characteristics, deeply integrated. Accomplished thinkers have a high degree of intellectual humility, intellectual integrity, intellectual perseverance, intellectual courage, intellectual empathy, intellectual autonomy, intellectual responsibility and fair-mindedness. Egocentric and sociocentric thought is quite uncommon in the accomplished thinker, especially with respect to matters of importance. There is a high degree of integration of basic values, beliefs, desires, emotions, and action.
  • For the foreseeable future the vast majority of our students will never become accomplished thinkers 
  • important that they learn what it would be to become an accomplished thinker. It is important that they see it as a real possibility, if practicing skills of thinking becomes a characteristic of how they use their minds day to day.
  • Thus it is vital that an intellectual vocabulary for talking about the mind be established for teachers; and that teachers lead discussions in class designed to teach students, from the point of view of intellectual quality, how their minds work, including how they can improve as thinkers.
  • in elementary school an essential objective would be that students become "beginning" thinkers, that is, that they will be taught so that they discover that they are thinkers and that their thinking, like a house, can be well or poorly constructed. This "discovery" stage--the coming to awareness that all of us are thinkers--needs to be given the highest priority. Middle school and High School, on this model, would aim at helping all students become, at least, "practicing" thinkers. Of course, students discover thinking only by discovering that thinking has "parts." Like learning what "Legos" are, we learn as we come to discover that there are various parts to thinking and those parts can be put together in various ways. Unlike Legos, of course, thinking well requires that we learn to check how the parts of thinking are working together to make sure they are working properly: For example, have we checked the accuracy of information? Have we clarified the question?
  • We are not advocating here that teachers withdraw from academic content. Rather we are suggesting that critical thinking provides a way of deeply embracing content intellectually. Within this view students come to take intellectual command of how they think, act, and react while they are learning...history, biology, geography, literature, etc., how they think, act, and react as a reader, writer, speaker, and listener, how they think, act, and react as a student, brother, friend, child, shopper, consumer of the media, etc.
  • to effectively learn any subject in an intellectually meaningful way presupposes a certain level of command over one’s thinking, which in turn presupposes understanding of the mind’s processes.
  • Thinking is inevitably driven by the questions we seek to answer, and those questions we seek to answer for some purpose. To answer questions, we need information which is in fact meaningful to us only if we interpret it (i.e., by making inferences). Our inferences, in turn, are based on assumptions and require that we use ideas or concepts to organize the information in some way from some point of view. Last but not least, our thinking not only begins somewhere intellectually (in certain assumptions), it also goes somewhere---that is, has implications and consequences.
  • Thus whenever we reason through any problem, issue, or content we are well advised to take command of these intellectual structures: purpose, question, information, inferences, assumptions, concepts, point of view, and implications. By explicitly teaching students how to take command of the elements of reasoning we not only help them take command of their thinking in a general way; we also provide a vehicle which effectively enables them to critically think through the content of their classes, seeing connections between all of what they are learning.
  • if I am to develop my critical thinking ability I must both "discover" my thinking and must intellectually take charge of it. To do this I must make a deep commitment to this end.
  • the human mind, left to its own, pursues that which is immediately easy, that which is comfortable, and that which serves its selfish interests. At the same time, it naturally resists that which is difficult to understand, that which involves complexity, that which requires entering the thinking and predicaments of others.
  • When we learn together as developing thinkers, when we all of us seek to raise our thinking to the next level, and then to the next after that, everyone benefits, and schooling then becomes what it was meant to be, a place to discover the power of lifelong learning. This should be a central goal for all our students--irrespective of their favored mode of intelligence or learning style. It is in all of our interest to accept the challenge: to begin, to practice, to advance as thinkers.
Gary Bedenharn

Inner Planets Part 1 - YouTube - 0 views

www.youtube.com/watch

space astronomy science terrestrial inner planets

shared by Gary Bedenharn on 08 Jul 12 - No Cached
  • Gary Bedenharn on 08 Jul 12
     
    Video on all the inner planet that gives characteristics of the planets.
Joan McCabe

Teaching Adults: Is It Different? - 0 views

www.ericdigests.org/...teaching.htm

teaching adults preadults Knowles pedagogy andragogy

shared by Joan McCabe on 05 Jun 12 - Cached
  • 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.
  • 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.
  • 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.
  • Joan McCabe on 05 Jun 12
     
    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.
Catherine Strattner

Characteristics of the Successful Online Student - 1 views

www.gc.maricopa.edu/...onlinestudent.htm

Online Learning facilitation learning time management

shared by Catherine Strattner on 08 Jun 12 - No Cached
  • Accept critical thinking and decision making as part of the learning process.  The learning process requires you to make decisions based on facts as well as experience. Assimilating information and executing the right decisions requires critical thought.
  • Robert Ekblaw on 08 Jun 12
     
    List of important aspects for students of online courses
  • Catherine Strattner on 09 Jun 12
     
    Important characteristics necessary to successful online learning.
Lisa Martin

BE VOCAL: Characteristics of Successful Online Instructors - 1 views

www.google.com/url

characteristics online instructor

shared by Lisa Martin on 12 Jun 12 - No Cached
  • Lisa Martin on 12 Jun 12
     
    This article uses a mnemonic to summarize effective practices of online instructors
Alicia Fernandez

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

shared by Alicia Fernandez on 19 Jun 14 - No Cached
  • Alicia Fernandez on 19 Jun 14
     
    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.
Alicia Fernandez

Learner Attribute Research Juxta posed with Online Instructor Experience: Predictors of... - 0 views

www.thejeo.com/...MandernachFinal.pdf

online discussion online learning

shared by Alicia Fernandez on 25 Jun 14 - No Cached
  • Alicia Fernandez on 25 Jun 14
     
    The purpose of this study is to balance student characteristic research with external, direct data from the perspective of online instructors in order to provide a practice-oriented understanding of the unique factors predictive of student success in accelerated, on line courses. Four issues emerge as the most predictive of online learner success: time, technology, initiative, and competence. Discussion examines the practical, deliberate application of this information to facilitate students' successful completion of online courses.
alexandra m. pickett

Class Size - 0 views

www.weac.org/...classize.htm

class size

shared by alexandra m. pickett on 22 Jul 08 - Cached
  • 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.
  • Smaller classes are beneficial for children at the primary level, particularly in math and reading.
  • 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:
    • alexandra m. pickett
      alexandra m. pickett on 28 Aug 08
       
      hey ;just demoing diigo to faculty
    • alexandra m. pickett
      alexandra m. pickett on 28 Aug 08
       
      another demo of a comment
Alicia Fernandez

Heutagogy and lifelong learning: A review of heutagogical practice and self-determined ... - 2 views

www.irrodl.org/...2087

lifelong learning" heutagogy "self-determined learning" andragogy "self-directed learning" "social media" "double-loop learning" "reflection"

shared by Alicia Fernandez on 24 Jun 12 - No Cached
  • Alicia Fernandez on 03 Jun 14
     
    Heutagogy, a form of self-determined learning with practices and principles rooted in andragogy, has recently resurfaced as a learning approach after a decade of limited attention. In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today's workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media. The renewed interest in heutagogy is partially due to the ubiquitousness of Web 2.0, and the affordances provided by the technology. With its learner-centered design, Web 2.0 offers an environment that supports a heutagogical approach, most importantly by supporting development of learner-generated content and learner self-directedness in information discovery and in defining the learning path. Based on an extensive review of the current literature and research, this article defines and discusses the concepts of andragogy and heutagogy and describes the role of Web 2.0 in supporting a heutagogical learning approach. Examples of institutional programs that have incorporated heutagogical approaches are also presented; based on these examples and research results, course design elements that are characteristic of heutagogy are identified. The article provides a basis for discussion and research into heutagogy as a theory for guiding the use of new technologies in distance education.
Norana Cantrell

Diffusion of Innovation Theory - 0 views

sphweb.bumc.bu.edu/...SB721-Models4.html

Module 1 etap640

shared by Norana Cantrell on 02 Jun 14 - No Cached
  • people who adopt an innovation early have different characteristics than people who adopt an innovation later.
  • When promoting an innovation to a target population, it is important to understand the characteristics of the target population that will help or hinder adoption of the
  • innovation
Nicole Gallo

Mark Frydenberg: The Flipped Classroom: It's Got to Be Done Right - 0 views

www.huffingtonpost.com/...d-classroom-its_b_2300988.html

flipped classroom education

shared by Nicole Gallo on 01 Jun 13 - No Cached
  • Many students need an incentive to watch videos at home just like they need to be motivated to read their textbooks and do their homework. Not all students are motivated to learn on their own. If students aren't prepared, it makes it much harder to have a successful in-class experience. In my case, that incentive (read threat) is the possibility of a short quiz at the start of class.
  • This one is a biggie: some instructors need to put their egos aside as they shift from being the "sage on the stage" to becoming the "guide on side."
    • Nicole Gallo
      Nicole Gallo on 01 Jun 13
       
      This is a characteristic that online teaching helps teachers to implement.  The teacher is not always available, but students can always reach out to the teacher and to other students; this empowers students to take control of their own learning. 
  • Originator Aaron Sams writes that there is no such thing as the flipped classroom, but rather, suggests it refers to any model where students are engaged in their learning
Heather Kurto

From music making to speaking: Engaging the mirror neuron system in autism - 0 views

www.ncbi.nlm.nih.gov/...PMC2996136

music autism

shared by Heather Kurto on 12 Jun 13 - No Cached
  • mirror neuron system (MNS)
  • The involvement of this multisensory and motor system is particularly evident in experts, such as musicians. Neuroimaging studies using voxel-based morphometry found evidence for structural brain changes such as increased gray matter volume in the inferior frontal gyrus in instrumental musicians compared with non-musicians
  • Social and communication impairments represent some of the key diagnostic characteristics of autism
  • ...9 more annotations...
  • Theory of mind refers to the ability to understand another person’s mental state, including their beliefs, intents and desires, as separate from one’s own thoughts, experiences and behaviors
  • Research has demonstrated a relationship between joint attention and language development in children with autism.
  • Besides poor joint attention, the communication deficits in autism may be related to imitation difficulties. Imitation involves translating another person’s action into one’s own, and is also considered to be a precursor of language developmen
  • We argue that this engagement could be achieved through forms of music making. Music making with others (e.g., playing instruments or singing) is a multi-modal activity that has been shown to engage brain regions that largely overlap with the human MNS. Furthermore, many children with autism thoroughly enjoy participating in musical activities. Such activities may enhance their ability to focus and interact with others, thereby fostering the development of communication and social skills. Thus, interventions incorporating methods of music making may offer a promising approach for facilitating expressive language in otherwise nonverbal children with autism.
  • Given that the mirror neuron system is believed to involve both sensorimotor integration and speech representation, it is likely to underlie some of the communication deficits in individuals with autism spectrum disorder
  • Music is a unique, multi-modal stimulus that involves the processing of simultaneous visual, auditory, somatosensory, and motoric information; in music making, this information is used to execute and control motor actions
  • It has long been noted that children with autism thoroughly enjoy the process of making and learning music
  • 112. Trevarthen C, Aitken K, Paoudi D, Robarts J. Children with Autism. Jessica Kingsley Publishers; London: 1996.
  • 112. Trevarthen C, Aitken K, Paoudi D, Robarts J. Children with Autism. Jessica Kingsley Publishers; London: 1996.
  • Heather Kurto on 12 Jun 13
     
    Wigram T. Indications in music therapy: evidence from assessment that can identify the expectations of music therapy as a treatment for autistic spec trum disorder (ASD): meeting the challenge of evidence based practice. Br J Music Ther. 2002;16:11-28.
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