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Feedback on ETAP 640 Blogs II

Feedback on ETAP 640 Blogs II

Feedback on ETAP 640 Blogs II

back for Ryan, Matt, Mary and Luke - also examples of diigo highlighting and sticky notes

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Set clear standards for instructors' timelines for responding to messages.

Discussion groups should remain small.

Discussions should be focused on a task.

Only at the end of all presentations did the instructor provide an overall reaction to the cases and specifically comment about issues the class identified or failed to identify. In this way, students learned from one another as well as from the instructor.

Tasks should always result in a product.

Tasks should engage learners in the content.

Learners should receive feedback on their discussions.

Instructors should post expectations for discussions.

earners should be required to participate

"information feedback" and "acknowledgement feedback."

Information feedback provides information or evaluation, such as an answer to a question, or an assignment grade and comments.

Acknowledgement feedback confirms that some event has occurred.

We found that instructors gave prompt information feedback at the beginning of the semester, but as the semester progressed and instructors became busier, the frequency of responses decreased, and the response time increased.

nstructors can still give prompt feedback on discussion assignments by responding to the class as a whole instead of to each individual student. In this way, instructors can address patterns and trends in the discussion without being overwhelmed by the amount of feedback to be given.

egularly-distributed deadlines encourage students to spend time on tasks and help students with busy schedules avoid procrastination. They also provide a context for regular contact with the instructor and peers.

Communicating high expectations for student performance is essential. One way for instructors to do this is to give challenging assignments.

Another way to communicate high expectations is to provide examples or models for students to follow, along with comments explaining why the examples are goo

Allowing students to choose project topics incorporates diverse views into online courses.

 Give clear instructions

 Allow plenty of preparation time.

 Prepare the formation of groups careful

 Feedback.

benefit from changes in daily routines

hese adaptations include: (a) the use of dramatic role-playing activities (including the videotaping of such activities), (b) the incorporation of videos and music into traditional lessons, (c) the inclusion of outside speakers with real-world experiences, and (d) the opportunity for students to facilitate conversations and activities in the classrooms

Third, educators need to be aware that students with high sensation needs may also experience problems with behavior in the classroom. These students are more likely to get out of their seats, to talk to their neighbors, and to seek attention from the teacher. Thus targeting students with high needs for sensation early on and setting up classroom contexts to provide for these students' needs may alleviate some potential behavioral problems in the classroom.

Sensation-seeking is characterized by researchers as a basic human need and as a component of human personality. The need for sensation runs along a continuum, wherein some individuals have a high need for sensation, whereas others have a low need for sensation.

The concept of sensation-seeking primarily has been studied in the domains of clinical psychology, personality psychology, health psychology, and communications. From an evolutionary perspective, attention to novel stimuli in the environment was necessary for human survival

Individuals who have high sensation needs typically engage in certain predictable behaviors. Most notably, the research indicates that individuals who exhibit a high need for sensation often are more likely to engage in risky or dangerous behaviors, such as abusing substances and having unprotected sexual intercours

Research indicates that sensation-seeking rises markedly during early adolescence (Donohew et al., 1994). For many adolescents, this increase coincides with the transition from elementary school into middle school. Thus although students with high needs for sensation are present in elementary, middle, and high schools, these students may be particularly prevalent in middle school settings.

Critical thinking is self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fair-minded way.  People who think critically consistently attempt to live rationally, reasonably, empathically.   They are keenly aware of the inherently flawed nature of human thinking when left unchecked.  They strive to diminish the power of their egocentric and sociocentric tendencies.  They use the intellectual tools that critical thinking offers – concepts and principles that enable them to analyze, assess, and improve thinking.  They work diligently to develop the intellectual virtues of intellectual integrity, intellectual humility, intellectual civility, intellectual empathy, intellectual sense of justice and confidence in reason.  They realize that no matter how skilled they are as thinkers, they can always improve their reasoning abilities and they will at times fall prey to mistakes in reasoning, human irrationality, prejudices, biases, distortions, uncritically accepted social rules and taboos, self-interest, and vested interest.  They strive to improve the world in whatever ways they can and contribute to a more rational, civilized society.   At the same time, they recognize the complexities often inherent in doing so.  They avoid thinking simplistically about complicated issues and strive to appropriately consider the rights and needs of relevant others.  They recognize the complexities in developing as thinkers, and commit themselves to life-long practice toward self-improvement.  They embody the Socratic principle:  The unexamined life is not worth living, because they realize that many unexamined lives together result in an uncritical, unjust, dangerous world. ~ Linda Elder, September, 2007

full-time online charter school like the Wisconsin Virtual Academy

opposition from some educators, who say elementary students may be too young for Internet learning, and from teachers, unions and school boards, partly because they divert state payments from the online student's home district.

Legally, they are considered public school students, not home-schoolers, because their online schools are taxpayer-financed and subject to federal testing requirements.

They are publicly financed, mostly elementary and middle schools.

''That's what I love most about this curriculum,'' Mrs. Weldie said. ''There's no reason for Isabel to practice counting if she can already add.''