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Gary Bedenharn

The Physics Classroom Topics - 0 views

www.physicsclassroom.com/Class

conceptual physics module 1 classroom

shared by Gary Bedenharn on 10 Jun 12 - No Cached
  • Gary Bedenharn on 10 Jun 12
     
    Tutorial for physic students that need some out of class assistance.
Gary Bedenharn

Adopt-a-Physicist - 0 views

www.aps.org/...adoptphysicist.cfm

conceptual physics module 1 classroom

shared by Gary Bedenharn on 10 Jun 12 - No Cached
  • Gary Bedenharn on 10 Jun 12
     
    Site where students break up in group and communicate a real world physicist.
Julie DelPapa

Scaffolding Instruction for English Language Learners: A Conceptual Framework - 0 views

www.educacion.gob.es/...201003-Scaffolding-Walqui.pdf

shared by Julie DelPapa on 12 Jun 12 - No Cached
  • Victoria Keller on 12 Jun 12
     
    I do believe scaffolding is so benefical for ELLs however, as we enter the common core it is questioned whether modeling is most effective. It is very difficult for ELLs to be able to explore and manipulate concepts, especially in mathematics, because they are used to process and/or step by step learning. How do you overcome step by step instruction to analyzing and strategy instruction?
Gary Bedenharn

Phases of The Moon - Astronomy Games For Kids - KidsAstronomy.com - 0 views

www.kidsastronomy.com/...lunar.htm

conceptual experiment module 1 Moon phases Science astronomy

shared by Gary Bedenharn on 11 Jun 12 - Cached
  • Gary Bedenharn on 11 Jun 12
     
    Moon phase game to see if student can identify the phases.
Gary Bedenharn

Virtual Experiment - Build Your Own Star | PlanetSEED - 0 views

www.planetseed.com/20127

conceptual experiment module 1 build star

shared by Gary Bedenharn on 11 Jun 12 - No Cached
  • Gary Bedenharn on 11 Jun 12
     
    Virtual lab that has students experiment with different composition of metals and size to see the lifespan of a star.  "very cool"
Gary Bedenharn

Rader's COSMOS4KIDS.COM - 0 views

cosmos4kids.com

conceptual module 1 Moon phases Science astronomy cosmos

shared by Gary Bedenharn on 11 Jun 12 - No Cached
  • Gary Bedenharn on 11 Jun 12
     
    Great resource for differential learning.  Supplementl reading about solar systems to the universe.
Gary Bedenharn

Distinguishing Between Inferences and Assumptions - 0 views

www.criticalthinking.org/...484

conceptual module 2 Science inference

shared by Gary Bedenharn on 19 Jun 12 - No Cached
  • Gary Bedenharn on 19 Jun 12
     
    Articles on critical thinking
alexandra m. pickett

ETAP640amp2013: The Millennials and Modern Education - 1 views

ualbany.mrooms.net/...discuss.php

shared by alexandra m. pickett on 14 Aug 13 - No Cached
  • According to Bichelmeyer (2004), a “model” in regards to instructional design is one that “is a template, a structure, an approach” (p.3). Empirical evidence shows that ADDIE is in fact, not an instructional model, but instead a “conceptual framework” for learning (p.4).
sherrilattimer

Depth of Knowledge in the 21st Century - 0 views

www.seenmagazine.us/...Default.aspx

DOK Webb

shared by sherrilattimer on 12 Jun 14 - No Cached
  • Depth of knowledge offers some advantages over Bloom’s Taxonomy for planning lessons and choosing instructional techniques. By increasing the DOK levels of activities, teachers can teach students to adapt to challenges, work cooperatively and solve problems on their own.Whereas Level 1 of DOK prompts students to recall or reproduce, Levels 3 and 4 require students to work without the constant supervision of teachers. Usually students work on higher DOK activities in groups, communicating with one another to solve challenging problems and freely offering their own ideas.
  • The teacher’s role at higher DOK levels is therefore to facilitate, not simply dispense the acquisition of knowledge.
  • Working on creating activities in such peer groups enables teachers to learn and articulate while planning for lessons that promote high expectations and cognitively challenging curriculum. In addition, administrators need to provide ongoing support for their teachers in order to empower teachers to succeed in this endeavor.Administrative leadership must mentor and assist teachers in providing the enthusiasm and motivation to continuously teach lessons that promote high student expectations and cognitively challenging lessons.
  • ...3 more annotations...
  • The students in one classroom are prompted to recall facts and procedures while the students in the other classroom are encouraged to apply their learned knowledge to solve complex problems featuring real-world relevance.
  • Through his work with the business community, he has learned that there is no shortage of employees that are technically proficient, but too few employees that can adequately communicate and collaborate, innovate and think critically. So, rather than simply equating 21st century skills with technical prowess, educators need to expand their understanding of such skills to increasingly emphasize preparing students to think on their feet, communicate effectively and value the ideas of others.
  • The depth-of-knowledge levels of Norman Webb’s depthof-knowledge (DOK) levels constitute a system that addresses how to teach these skills. Depth of knowledge is a scale of cognitive demand that reflects the complexity of activities that teachers ask students to perform. DOK-1. Recall — Recall or recognition of a fact, information, concept, or procedure DOK-2. Basic Application of Skill/Concept — Use of information, conceptual knowledge, follow or select appropriate procedures, two or more steps with decision points along the way, routine problems, organize/ display data DOK-3. Strategic Thinking — Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract and complex; often more than one possible answer DOK-4. Extended Thinking — An investigation or application to real world; requires time to research, think, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources Level 1 of DOK is the lowest level and requires students to recall or perform a simple process.As DOK increases toward the highest (fourth) level, the complexity of the activity moves from simple recall problems to increasingly difficult and teacher independent problem-solving classroom activities, as well as real-world applications.As students are prompted to work within the realms of higher DOK levels, they will learn to independently employ higher-level thinking skills.
  • sherrilattimer on 12 Jun 14
     
    Webb's Depth of Knowledge
Alicia Fernandez

Online Human Touch (OHT) Instruction and Programming: A Conceptual Framework to Increas... - 1 views

jolt.merlot.org/...betts_0908.pdf

student engagement Online Human Touch (OHT) online learning

shared by Alicia Fernandez on 14 Jun 14 - No Cached
  • cpcampbell88 on 14 Jun 14
     
    Experimental Learning
  • cpcampbell88 on 14 Jun 14
     
    Experimental Learning
  • Alicia Fernandez on 22 Jul 14
     
    Interactive and personalized approach to online education has resulted in high student retention rates and high levels of student satisfaction.
Sue Rappazzo

PREPARING OR REVISING A COURSE - 0 views

honolulu.hawaii.edu/...prepcors.htm

shared by Sue Rappazzo on 30 Jun 10 - Cached
  • fter you have "packed" all your topics into a preliminary list, toss out the excess baggage. Designing a course is somewhat like planning a transcontinental trip. First, list everything that you feel might be important for students to know, just as you might stuff several large suitcases with everything that you think you might need on a trip.
  • Distinguish between essential and optional material.
  • Cut to the chase. Go for the most critical skills or ideas and drop the rest
  • ...5 more annotations...
  • Devise a logical arrangement for the course content.
  • Prepare a detailed syllabus. Share the conceptual framework, logic, and organization of your course with students by distributing a syllabus. See "The Course Syllabus."
  • Stark and others (1990) offer additional sequencing patterns, suggesting that topics may be ordered according to the following: How relationships occur in the real world How students will use the information in social, personal, or career settings How major concepts and relationships are organized in the discipline How students learn How knowledge has been created in the field
  • List all class meetings.
  • elect appropriate instructional methods for each class meeting. Instead of asking, What am I going to do in each class session? focus on What are students going to do? (Bligh, 1971). Identify which topics lend themselves to which types of classroom activities, and select one or more activities for each class session: lectures; small group discussions; independent work; simulations, debates, case studies, and role playing; demonstrations; experiential learning activities; instructional technologies; collaborative learning work, and so on. (See other tools for descriptions of these methods.) For each topic, decide how you will prepare the class for instruction (through reviews or previews), present the new concepts (through lectures, demonstrations, discussion), have students apply what they have learned (through discussion, in-class writing activities, collaborative work), and assess whether students can put into practice what they have learned (thro
Joan Erickson

CriticalThinking.org - Defining Critical Thinking - 2 views

www.criticalthinking.org/...define_critical_thinking.cfm

shared by Joan Erickson on 19 Jun 10 - Cached
  • Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness.
  • taking charge of the structures inherent in thinking andimposing intellectual standards upon them
    • Joan Erickson
      Joan Erickson on 20 Jun 10
       
      still vague
  • raises vital questions and problems, formulating them clearly andprecisely; gathers and assesses relevant information, using abstract ideas tointerpret it effectively comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards; thinks openmindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and communicates effectively with others in figuring out solutions to complex problems
    • Joan Erickson
      Joan Erickson on 20 Jun 10
       
      OK I get it
  • Joy Quah Yien-ling on 20 Jun 10
     
    Describes all that we have been doing!
alexandra m. pickett

Sloan-C - Publications - Journal: JALN - Vol4:2 Student Satisfaction and Perceived Lear... - 0 views

www.sloan-c.org/...v4n2_fredericksen.asp

jaln student satisfaction at suny vol4

shared by alexandra m. pickett on 22 Apr 08 - Cached
  • For new SLN faculty the first stage in their development as on-line instructors is to get on-line and access the SLN Faculty Developer Gateway (http://SLN.suny.edu/developer). There, they are introduced to the SLN faculty development and course design processes. They participate in a facilitated on-line conference to network with our growing community of on-line instructors and to get the feel for on-line discussion in the asynchronous Web environment. In stage two, faculty begin to conceptualize their courses. They complete an on-line orientation to the Web course environment and they also have the opportunity to observe a variety of live on-line courses that have been selected as models to help them get a sense of the possibilities and to get the look and feel of the on-line classroom. Stage three is the SLN Course Development stage. They are asked to attend three workshops. At the first workshop, faculty receive a customized course template created in Lotus Notes, access to our networked system and on-line resources, and a step-by-step guide for building the components of their course. They are also assigned an instructional design partner to work with throughout their first course-development and delivery cycles and have access to a Help Desk for technology support. Note that it is not until stage three of our faculty development process that faculty are introduced to the technology that they will use to create their course. Our primary focus is on developing and supporting on-line faculty and effective on-line pedagogy, not on the technology. 
    • alexandra m. pickett
      alexandra m. pickett on 27 May 08
       
      what are your thoughts on this passage?
    • Robert Braathe
      Robert Braathe on 30 May 08
       
      Getting faculty involved in the system of communicating in a new way is very effective. If we expect our students to be involved, we need to (as faculty) get immersed in communicating in these new ways to make the technology effective. Otherwise, the technology is obsolete
  • alexandra m. pickett on 22 Apr 08
     
    Student Satisfaction and Perceived Learning with On-line Courses: Principles and Examples from the SUNY Learning Network Eric Fredericksen, Alexandra Pickett, Peter Shea State University of New York William Pelz Herkimer County Community College http://www.sloan-c.org/publications/jaln/v4n2/pdf/v4n2_fredericksen.pdf Karen Swan University of Albany
  • alexandra m. pickett on 27 May 08
     
    doing a demo ignore this.
Gary Bedenharn

How Interactive are YOUR Distance Courses - 0 views

www.westga.edu/...roblyer32.html

conceptual interactivity interaction elearning teaching education Online

shared by Gary Bedenharn on 28 Jul 09 - Cached
  • Jessica Backus-Foster on 28 Jul 09
     
    this is the rubric bowen spoke about in his seesmic video on the course announcement...its interesting. if you want to check it out...here it is!
  • Gary Bedenharn on 22 Jun 12
     
    Assessment tool to assess interaction and interactivity in a online course.
Joy Quah Yien-ling

My experience in NY - 0 views

francapponi.edublogs.org

shared by Joy Quah Yien-ling on 30 May 10 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 30 May 10
       
      francisca: don't forget to self evaluate your etap687 reflections. see the blog grading rubric : ) also, i woul like you to bring your thoughts on the course readings and the videos into the online disucssion in the course. : ) me
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      brilliant!!! ask them, make them choose!!! i hope you will take this risk!!! have high expectations and give them the opportunity to teach you something!!! trust them! let go! : )
  • they own their pages,
  • ...17 more annotations...
  • they want to share
  • hey want
  • the teacher only has to think creatively and give the students good instructions, he hasn’t have to give them lists of words and definitions that is the most boring part of constructing a course, and a lot of work.
  • I love to think that the process of re-conceptualizing a curse to go online can change the way teachers teach this way, and as I learned too, this change is not only for online classes, in face to face too, because it opens their minds, it makes them think and evaluate their old classes, their old evaluations, and most teachers change the way they teach face to face too, because they realize that traditional teaching doesn’t work face to face either. And they don’t change because they have to change, they have an excuse for changing, so online teaching is a catalyst for transforming teachers.
  • A lot of students never felt engaged and I have never understood that until now. The kind of activity I used to do was active and contextualized to the world, but not everybody has the same word or interests, so I think the only way to engage everybody is to ask them what they want to learn, or make them choose. Something I have never done is to empower my students to lead their own learning process. I have had problems trusting in them I have never give them freedom to be creative, lead a group, do research, look for something new, let them teach me something. I haven’t tried to get out the outlines, be more risky. I don’t know how it would be not to have the control of their learning process, but I would like to try. I learned a very interesting thing: they can find their own material, they can learn the things they like and are related with their own interests, they can lead a discussion about a topic they like and engage others in the discussion. They are able to do a lot of things and we have to take advantage of that as teachers because, if we do all the work, who is learning?
  • So, as I learned form Alex, the question is not “what can I teach online?”, the question is “how can I teach online the thing that I want to teach?”,
  • I don’t know if the question is “which students can be good online learners”, the question is “how can I engage most of them and help them to learn” however they are, because we can’t control that.
  • That is why I think it is so important to have questions in order to construct our knowledge, so I really understand that to make people think you have to guide them to have questions , not answers. And how to do that? The best way to do that, according to what I read in The role of questioning teaching, thinking and learning, is making the students do things, if they are passive they are not going to have questions, and also, make them good questions that are provocative and makes them think about what they are interested in solve or understand or do, and other kinds of question that lead students to critical thinking.
  • I think that in order to achieve a sense of community between your students you have to give them diverse and frequent opportunities for interaction between them and with you, it is not about knowing each other and working in groups in some activity, you have to interact a lot with all your classmates to build a community and feel that you belong to the class. So you have to design diverse activities and spaces for interaction, sharing and communication between students and with you. Also, you have to teach and guide the students in how to interact, how to contribute, how to add knowledge to the conversation, how to give their classmates feedback, how to reinforce their opinions, how to support them, how to answer their questions, how to evaluate them, how to question them, how to agree or refute them, how to make a comfortable climate for learning and a lot of other things related to create a sense of teaching presence and a sense of belonging to the group.
  • By teaching to their classmates students can understand more deeply the content, develop other skills like being creative, they have to think deeper in how to explain a concept and create good examples, and learn from their classmates, from their questions and from the interaction between them.
  • I like the idea of having a community blog
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      i didn't realize this would be a community blog. I LOVE this idea!!! have you thought of using ning for this? that way the space can persist as your faculty commmuity beyond the end of the development cycle.
  • I needed a Blog
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      yes, it should be a blog... not a wiki... you should look at ning for this... it provides the blog functionality wrapped with additional community ans social networking features...
  • sometimes we think the only way of engaging students is entertaining them. That is not true,
    • Joan Erickson
      Joan Erickson on 08 Aug 10
       
      I agree!
  • And even better, how Shoubang sounds so familiar and close to the students in the welcome document without anything fancy technology, only text, but it seems so easy to find him in there and so friendly.
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 09 Aug 10
       
      We project who we are. People don't just leave their offline personalities behind when they go online. If a person is outgoing in real life, he will also be outgoing online (I think). But apparently, the online environment is good for shy people...
  • I think that this work is very creative, and as I remember in one of the first reading of this course (”10 ways online…”),
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 09 Aug 10
       
      This is the creative aspect of teaching which I love as well. How can we ever be bored being a teacher? We are being creative all the time.
  • I don’t know why but I love it! I can review it forever, and I always have new ideas, and I love that.
  • some faculty’s opinions is that they feel younger because they feel the same feeling that they felt when they were teaching for the first time, and I think that they feel rewarded by their creation,  their new product.
Kristen Della

Centering Marxist-Feminist Theory in Adult Learning - 0 views

aeq.sagepub.com/...0741713610392767.abstract

karl marx marxist feminist theory adult learning praxis oppression dialectical social cultural invividual

shared by Kristen Della on 30 May 11 - No Cached
  • Kristen Della on 30 May 11
     
    Centering Marxist-Feminist Theory in Adult Learning. Using feminist extensions of Marxist theory, this article argues that a Marxist-feminist theory of adult learning offers a significant contribution to feminist pedagogical debates concerning the nature of experience and learning. From this theoretical perspective, the individual and the social are understood to exist in a mutually determining relationship, with a social world conceptualized as active human practice. The primary theoretical task is then to rearticulate the central relations of adult learning theory (the individual, the social, and experience), which necessitates a dialectical formation of social difference and oppression. This allows for an examination of the reification of experience as a core relation of adult learning theory and a reimagining of feminist praxis.
alexandra m. pickett

If I'm talking, you should be taking notes. - 0 views

nvanhoose.edublogs.org

shared by alexandra m. pickett on 07 Jun 11 - No Cached
  • , mad
  • However, I also have learned that we cannot assume that everyone of a certain age is a digital native. Working at a community college, I have students with a large variety of academic and technological experiences. Some students have very limited access to technology.
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      Hi Nicole, I worry about the same thing. I guess the more we make them work, the less likely we are to do too much leading.
  • ...16 more annotations...
  • June 20th,
  • it is concrete, born before me with a structure and a real plan
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Thank you Alex! I would never have been able to create this course without Alex laying out the modules as she did. Like you, I am starting to feel the course coming together in a very organic way.
  • I am fully committed to the idea of self-discovery and peer-teaching within my online course, but I also feel that I have a lot to add and I can’t keep all of this information to myself
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      You don't have to choose one; you can facilitate from afar, yet still be a presence in your course. In fact, your students will need feedback from you in order to know that they are on track. Self-discovery, peer teaching, and instructor presence are not mutually exclusive, thank goodness.
  • h-ha moments are coming regularly now. The challenge is now enjoyable.
  • The a
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Yay! All the time and effort becomes worthwhile.
  • not necessarily because it meets a learning objective
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      There have been times when I have had to stop and ask myself, "why am I looking to this particular technology?" If I can't attach it to a learning objective, I let it go.
  • . The first time I implement something I cannot always anticipate all of the issues, but after a run through I can plan for those problems and be proactive in preventing them.
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      I think this process is not only natural in teaching, but expected - especially in the online environment. We ask for student feeback so that we can improve the course. In this way, it is constantly evolving.
  • . Students will need to find a community setting for 15 hours of either observation of a child, or volunteering in working directly with children
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Great idea, and as a former supervisor of both a before-school and after-school program, you can observe a lot at one of these programs. Kids play, study, socialize, etc. Lots to learn through observation and probably with permission, your students might be able to interact with the kids as well.
  • July 4th,
  • I am going to give up more control and expect more self-directed learning from my students, not only online, but in my f2f courses too! I am going to put more emphasis on discussion boards than I had previously anticipated.
  • I am thinking about what I feel is working for me as a student and what is not, so I can include or not include those things in my course.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I think this is difficult for us because no matter how much we include in order to get students interacting, in the end it is out of our hands. Well, not completely -- we can always facilitate the discussion from behind the scenes if we need to, but you see what I mean.
  • Now my perspective had drastically changed—I am instead asking myself how do I get the students to the information? How will I devise learning activities that will assist them in their search for knowledge and understanding? It is not my responsibility to spoon feed them, but to teach them how to spoon feed themselves.
  • conceptualizing some of the activities for my course
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I struggled with this as well. Still not sure if I have enough substantial learning activities for my course. It wasn't until I actually started creating the learning activities that I realized I was rather naive about the entire process. Like you, I had this vague idea. I finally had to sit down and figure out what I wanted my students to be doing and then creating activities that met those objectives.
  • despite the extensive conversations that we have had.
  • Giving up control and trusting students to learn. I don’t need to give them the information, just provide the opportunity for them to discover it for themselves, and trust that they will do it. Everyone says this works, I can’t wait to see it happen!
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 11
       
      brilliant!! : ) just made my day !!
  • Not only has my expectation for online teaching changed, but I also am trying to apply some of these ideas to my f2f courses.  I want students to take more responsibility for their learning. I want them to learn from each other, and to discover knowledge instead of waiting for it to be fed to them. I want to build more community into my courses, so students feel that they can share and learn from others and take risks in class. I also want students to learn what they are interested in learning, or what they need to learn depending on where they are in their understanding of the content.
Diane Gusa

ON COURSE: The One-Minute Paper - 0 views

www.oncourseworkshop.com/awareness012.htm

One-Minute teach information map Active-learning.pdf

shared by Diane Gusa on 27 Jun 11 - No Cached
  • : A “one-minute paper” may be defined as a very short, in-class writing activity (taking one-minute or less to complete) in response to an instructor-posed question, which prompts students to reflect on the day’s lesson and provides the instructor with useful feedback.
  • What was the most important concept you learned in class today? Or, “What was the ‘muddiest’ or most confusing concept covered in today’s class?
  • more as a student-centered reflection strategy designed to help students discover their own meaning in relation to concepts covered in class, and to build instructor-student rapport
  • ...7 more annotations...
  • *For you, what interesting questions remain unanswered about today’s topic?
  • In your opinion, what was the most useful idea discussed in today’s class?
  • *What do you think was the most important point or central concept communicated during today’s presentation?  
  • *What relationship did you see between today’s topic and other topics previously covered in this course?
  • Minute papers can provide a “conceptual bridge” between successive class periods
  • Minute papers are a more efficient way to promote writing-across-the curriculum than the traditional term paper.
  • Minute papers can function as an ongoing learning log or learning journal for the course.
Diane Gusa

Adult Education FAQS - 0 views

fcis.oise.utoronto.ca/...qa20.html

Learning Styles teaching education

shared by Diane Gusa on 29 Jun 11 - No Cached
  • Dunn and Griggs (2000) offer us another definition: “Learning style addresses the biological uniqueness and developmental changes that make one person learn differently from another. Individuals do change in the way they learn…Similarly, developmental aspects relate to how we learn but, more predictable, follow a recognizable pattern.” (p. 136)
  • Perceptual modalities
  • The Dunn and Dunn Learning-Style Model and PEPS
  • ...12 more annotations...
  • Understanding our perceptual style will help us to seek information arranged in the way that we process most directly.
  • Information processing is
  • personality factors.
  • includes their motivation, values, emotional preferences and decision-making styles.
  • physiological in nature (i.e. auditory, visual kinesthetic, tactile)
  • 5 main categories and 21 elements in
  • nsist of the following: 1.      Environmental (Sound, Light, Temperature, Design) 2.      Emotional (Motivation, Persistence, Responsibility, Structure) 3.      Sociological (Self, Pair, Peers, Team, Adult, Varied) 4.      Physiological (Perceptual, Intake, Time, Mobility) 5.      Psychological (Global/Analytic, Hemisphericity, Impulsive/Reflective)
  • The Dunn and Dunn Learning-Style Model is a comprehensive and extensive model that incorporates many internal and external factors in the learner’s environment to create an optimal learning experience.
  • Kolb’s Experiential Learning Mode
  • ccording to Kolb, the learning cycle involves four processes that must be present for learning to occur
  • Concrete Experience: Feeling/Sensing; being involved in a new experience Reflective Observation: Watching; developing observations about own experience Abstract Conceptualization: Thinking; creating theories to explain observations
  • Diverger: combines preferences for experiencing and reflecting Assimilator: combines preferences for reflecting and thinking Converger: combines preferences for thinking and doing Accommodator: combines preferences for doing and experiencing
Diane Gusa

Learning-Centered Syllabi - 0 views

www.celt.iastate.edu/...syllabi.html

Student-Centered Learning-Centered teaching syllabus curriculum Learning Styles

shared by Diane Gusa on 29 Jun 11 - Cached
  • Learning-Centered Syllabi Workshop
  • Creating and using a learner-centered syllabus is integral to the process of creating learning communities.
  • students and their ability to learn are at the center of what we do
  • ...22 more annotations...
  • we focus on the process of learning rather than the content, that the content and the teacher adapt to the students rather than expecting the students to adapt to the content, that responsibility is placed on students to learn rather than on professors to teach.
  • facilitate student learning rather than to act as "gatekeepers" of knowledge
  • A necessary first step in creating a learning-centered syllabus, according to most sources, is to spend some time thinking about the "big questions" related to why, what, who and how we teach.
  • thoughtful discussions with ourselves and our colleagues about our teaching philosophy and what it means to be an educated person in our discipline
  • We also need to think about how we encourage responsibility for learning in our students.
  • students should progress from a primarily instructor-led approach to a primarily student-initiated approach to learning.
  • participate in planning the course content and activities; clarify their own goals and objectives for the course; monitor and assess their own progress; and establish criteria for judging their own performance within the goals that they have set for themselves, certification or licensing requirements, time constraints, etc.
  • Your first objective is to facilitate learning, not cover a certain block of materia
  • According to Johnson, "course objectives should consist of explicit statements about the ways in which students are expected to change as a result of your teaching and the course activities. These should include changes in thinking skills, feelings, and actions" (p. 3)
  • Don't use words that are open to many interpretations and which are difficult to measure. Make sure that all students understand the same interpretation.
  • here are three primary domains of development for students in a course
  • The Cognitive Domain is associated with knowledge and intellectual skills. The Affective Domain is associated with changes in interests, attitudes, values, applications, and adjustments. And the Psychomotor Domain is associated with manipulative and motor skills
  • An effective learning-centered syllabus should accomplish certain basic goals (Diamond, p. ix): define students' responsibilities; define instructor's role and responsibility to students; provide a clear statement of intended goals and student outcomes; establish standards and procedures for evaluation; acquaint students with course logistics; establish a pattern of communication between instructor and students; and include difficult-to-obtain materials such as readings, complex charts, and graphs.
  • Students need to know why topics are arranged in a given order and the logic of the themes and concepts as they relate to the course structure
  • Clarify the conceptual structure used to organize the course.
  • Does the course involve mostly inductive or deductive reasoning? Is it oriented to problem-solving or theory building? Is it mostly analytical or applied? In answering these questions, acknowledge that they reflect predominant modes in most cases rather than either/or dichotomies.
  • Identify additional equipment or materials needed and sources.
  • "Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the Disability Resources Office at 515-294-6624 or TTY 515-294-6635 in Room 1076 of the Student Services Building to submit your documentation and coordinate necessary and reasonable accommodation."
  • Use a variety of methods.
  • "A learning-centered syllabus requires that you shift from what you, the instructor, are going to cover in your course to a concern for what information and tools you can provide for your students to promote learning and intellectual development" (Diamond, p. xi).
  • Critical Thinking
  • Critical thinking is a learned skill. The instructor, fellow students, and possibly others are resources. Problems, questions, issues, values, beliefs are the point of entry to a subject and source of motivation for sustained inquiry. Successful courses balance the challenge of critical thinking with the supportive foundation of core principles, theories, etc., tailored to students' developmental needs. Courses are focused on assignments using processes that apply content rather than on lectures and simply acquiring content. Students are required to express ideas in a non-judgmental environment which encourages synthesis and creative applications. Students collaborate to learn and stretch their thinking. Problem-solving exercises nurture students' metacognitive abilities. The development needs of students are acknowledged and used in designing courses. Standards are made explicit and students are helped to learn how to achieve them.
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