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Diane Gusa

Student Self Assessment - 0 views

www.duq.edu/...student-self-assessment.cfm

student Self-grading assessment blog module 4 Learning teaching

shared by Diane Gusa on 09 Jul 11 - No Cached
  • Student Self-AssessmentIntentionally involving your students in the assessment process helps students to become lifelong learners.  Peter Senge (2000) says, “A cornerstone of lifelong learning is the capacity for objective self-assessment – the ability to judge for yourself how well you are doing.”  Similarly, William McKeachie (2011) relates the importance of helping students become lifelong learners to faculty members who intentionally involve students in self-assessment:“After the course is over, students will not be able to depend on you to assess the quality of their learning.  If one of your goals is the development of lifelong learning skills, students need practice in self-assessment.
  • To encourage students to learn from past tests, faculty can assign a worksheet that asks students to look at more than the grade on the returned exam.  “Exam wrappers direct students to review and analyze their performance (and the instructor’s feedback) with an eye toward adapting their future learning” (Ambrose, et al, 2010).
  • Questions on an exam wrapper for a physics course might include the following:
  • ...2 more annotations...
  • Student Check Sheet for Literary Critical Essay
  • McKeachie, W. J., & Svinicki, M. D. (2005). McKeachie's teaching tips:  strategies, research and theory for college and university teachers. Boston: Houghton Mifflin.
Nicole Arduini-Van Hoose

Greater Expectations: A New Vision for Learning as a Nation Goes to College - 0 views

greaterexpectations.org

shared by Nicole Arduini-Van Hoose on 22 Jun 11 - Cached
  • Nicole Arduini-Van Hoose on 22 Jun 11
     
    initiative of AAC&U articulates aims and purposes of a current liberal education, identified innovative models that improve campus practices and learning for all undergraduate students, and advocated for a comprehensive approach to reform.
ian august

Minter, M.. (2011). - 1 views

Minter, M.. (2011). Learner-Centered (LCI) Vs. Teacher-Centered (TCI) Instruction: A Classroom Management Perspective. American Journal of Business Education, 4(5), 55-62. Retrieved June 29, 2011,...

learner-centered

started by ian august on 30 Jun 11 no follow-up yet
Diane Gusa

The Application of Learning Style Theory in Higher Education Teaching - 0 views

www2.glos.ac.uk/...kolb2.htm

education Intelligence Multiple learningTheory Learning Styles

shared by Diane Gusa on 29 Jun 11 - Cached
  • A learning style is: "A complexus of related characteristics in which the whole is greater than its parts. Learning style is a gestalt combining internal and external operations derived from the individual's neurobiology, personality and development, and reflected in learner behaviour" (Keefe & Ferrell 1990, p. 16).
  • general tendency towards a particular learning approach displayed by an individual.
  • Riding & Cheema (1991), from an extensive review of the literature, conclude there are only two principal styles "families", the holist-analytic, and the verbaliser-imager. These two broad groupings relate to the type of cognitive activities normally ascribed to the two hemispheres of the brain. Curry (1983) suggests there are three different perspectives on styles: those relating to a preference for a particular instructional approach, those relating to the individual's intellectual approach to assimilating information independently of the environment, and those relating to the individual's intellectual approach to assimilating information with the environment.
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  • Dunn, Deckinger, Withers & Katzenstein (1990), who found that teaching students based on their diagnosed learning style did significantly increase their achievement level (see also Napolitano 1986).
  • Research indicates learning style is not a stable construct, so one may alter instructional style to meet a learning style that will itself change, requiring a further change in instructional strategy.
  • Researchers have failed to address the question of how it is possible to achieve a tailoring of instructional approaches on anything other than an individual level.
  • What may be possible is to promote an educational environment developed for flexibility at the individual student level.
  • What is required is a stimulus-stimulus approach, where the student and the lecturer are actively involved in both learning and the mechanics of the learning process, the aim being to facilitate learner empowerment by developing in students a critical awareness of material studied and the delivery and structure of the material. Learners can then tailor flexible education strategies to their requirements to optimise the quality of the learning experience.
  • his ability of an individual to actively select from a personal style or skills portfolio, is part of what can be termed self-directed learning
  • In an educational setting, a self-directed learner no longer operates as a passive receiver of information, but takes responsibility for the achievement, and ultimately setting, of learning outcomes. In essence, the traditional lecturer-student divide becomes increasingly blurred, as the learner begins to pro-actively structure the programme to match their own learning attributes.
  • facilitator, and finally to that of a resource to be tapped
  • lecturer's role
  • Under such an approach, higher education ceases to be simply something that is done to people, and becomes a platform from which individuals can go on to, in effect, educate themselves
  • "causer of learning".
  • This approach will tend to create learned helplessness in people
  • Higher education should be concerned with not only enhancing learning in a specific situation, but should also constitute a catalyst for further self-initiated development of the individual, above and beyond the contents and aims of a particular course. T
  • The lecturer must avoid removing traditional barriers to self-direction, such as a rigid programme structure, only to erect new barriers through the use of prescriptive self-direction strategies imposed on the student.
  • allow the individual the freedom to define and devise learning strategies, and to make mistakes. T
  • The role of the lecturer must be essentially non-interventionist, unless the student seeks guidance
  • as people may still not choose to direct their own learning due to: a lack of belief in their own ability, a failure by them to recognise that self-direction is needed or preferable, the setting of an inappropriate learning goal(s) that fails to act as a motivator, and previous learning and education experiences.
  • That educational system primarily tends to concentrate on didactic approaches that often view learning as being of secondary importance to memory, where information acquisition and subsequent information regurgitation predominate.
  • This will require that the lecturer breaks down barriers to learning and self-direction that may be present. This covers: those barriers created by the student during the course (wrong choice of learning approach, poor motivation, lack of confidence), those barriers that the course itself may indirectly create (lack of flexibility, lack of direction and guidance, poor structure), and those barriers that the student brings to the course (reason for attending the course, poor learning skills, previous bad learning experiences).
  • In the initial stages of a programme, the lecturer will need to ensure the existence of an appropriate control structure, as students undergo the transition from being other-directed in their learning by external influences, to being self-directed.
  • caffold structure
  • clearly communicated and understood aims and objectives for the students at regular intervals.
  • allows students to progressively take control of their learning,
  • but that also offers sufficient guidance and direction in the early stages to prevent individuals from becoming lost.
  • The application of learning style theory in higher education teaching
    • Diane Gusa
      Diane Gusa on 29 Jun 11
       
      This would take a very brave instructor to do this. However, I know of colleges (Goddard for one) that does exactly this in their graduate program.
Jessica M

Home | Common Core State Standards Initiative - 0 views

www.corestandards.org

CCS

shared by Jessica M on 29 May 12 - Cached
  • Tina Bianchi on 29 May 12
     
    The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.
  • Jessica M on 03 Jun 14
     
    Overview of Common Core Standards
Melissa Pietricola

Self-regulation and teacher-student relationships. - Free Online Library - 1 views

www.thefreelibrary.com/ent+relationships.-a0142636385

self-regulation education student

shared by Melissa Pietricola on 31 May 10 - Cached
  • sed with gatekeeping. It is essential, therefore, to establish a consensus on a conceptual and theoretical underpinning un·der·pin·ning  n.1. Material or masonry used to support a structure, such as a wall.2. A support or foundation. Often used in the plural.3. Informal The human legs. Often used in the plural.  for effective teaching. This review is designed
  • elf-regulation is the process by which individuals make their plans, act upon those plans, and self-evaluate the results.
  • he more autonomous the individual the more intrinsic the self-regulation. Student achievement also improves when students are intrinsically motivated and when teachers are autonomy supportive (
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  • The importance of this project within the context of education is due to the capacity that teachers have to positively or negatively affect student motivation, self-regulation, autonomy, and ultimately, performance
  • since effective teaching and mentoring helps students to explore their world with a sense of trust and autonomy, toward the ultimate goal of fully intrinsic self-regulation and improved academic achievement and success.
  • something transformative in the teacher-student relationship is needed.
  • ound that caring relationships, meaningful participation, and high standards in a student's life across home, school, and community, as well as student intrapersonal and interpersonal competencies, predicted decreased risk for delinquency delinquencyCriminal behaviour carried out by a juvenile. Young males make up the bulk of the delinquent population (about 80% in the U.S.) in all countries in which the behaviour is reported. ..... Click the link for more information., substance abuse, teen pregnancy, truancy and violence.
  • he payoff or incentive for doing the project proposed in this study is at least in part to avoid the cost of not doing it, not to mention that student learning and success are enhanced. Higher education higher educationStudy beyond the level of secondary education. Institutions of higher education include not only colleges and universities but also professional schools in such fields as law, theology, medicine, business, music, and art.  achievement has a direct payoff in terms of careers and productivity for the state, and by implementing this program students will not only become productive members of society, they will be doing so because they want to.
  • he purpose of this review, therefore, was to establish such a theory, by pulling together educational psychology and psychological theories around an analysis of effective teacher-student relationships. The goal of this project is to help teachers and to help students. It is also hoped that these findings will be used to resolve historical tensions between education and psychology
  • Melissa Pietricola on 31 May 10
     
    Students that are able form good relationships with educators are more likely to self-regulate, and therefore find success in the classroom and life.
Alicia Fernandez

A study of teaching presence and student sense of learning community in fully online an... - 0 views

www.sunyresearch.net/...Shea-Li-Pickett.pdf

teaching presence online community

shared by Alicia Fernandez on 29 Jul 14 - No Cached
  • cpcampbell88 on 29 Jul 14
     
    A study that relates the students sense of community and teacher presence to the level of learning
  • cpcampbell88 on 29 Jul 14
     
    A study that relates the students sense of community and teacher presence to the level of learning
  • Alicia Fernandez on 06 Aug 14
     
    Paper focuses on two components of a model for online teaching and learning -" teaching presence " and "community".
Alena Rodick

Student-centred learning: What does it mean for students and lecturers? - 0 views

www.aishe.org/...mcmahon-Tues_19th_Oct_SCL.html

learning Theories student-centered

shared by Alena Rodick on 08 Aug 11 - Cached
  • Nicole Arduini-Van Hoose on 08 Aug 11
     
    Reviews various perspectives of "student-centered" and offers techniques for making your class more student-centered.
  • ...1 more comment...
  • Gary Bedenharn on 10 Aug 12
     
    Student-centered classrooms for college classes.
  • Danielle Melia on 12 Aug 12
     
    "The term student-centred learning (SCL) is widely used in the teaching and learning literature. Many terms have been linked with student-centred learning, such as flexible learning (Taylor 2000), experiential learning (Burnard 1999), self-directed learning and therefore the slightly overused term 'student-centred learning' can mean different things to different people. In addition, in practice it is also described by a range of terms and this has led to confusion surrounding its implementation."
  • Alena Rodick on 02 Jul 14
     
    is chapter aims to: Give an overview of the various ways student-centred learning is defined, Suggest some ways that student-centred learning can be used as the organising principle of teaching and assessment practices, Explore the effectiveness of student-centred learning and Present some critiques to it as an approach.
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