What
is a Portfolio?
Group items tagged
Step 2, setting up the look of your blog… | How to edublog - 1 views
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Portfolios (Authentic Assessment Toolbox) - 0 views
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How do you Create a Portfolio Assignment?
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evidence of achievement -
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Review: Teaching with Technology: Creating Student Centered Classrooms - 0 views
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a 10-year research study of the Apple Classroom of Tomorrow (ACOT) school sites. The centerpiece of the study is the five-phase model of instructional evolution in technology-rich classrooms: entry, adoption, adaptation, appropriation, and invention. The model describes a shift in instructional style, from traditional to constructivist, that the authors believe takes place as teachers become expert technology users leading to new levels of confidence and willingness to experiment with instruction.
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Interaction and Immediacy in Online Learning | Woods | The International Review of Rese... - 0 views
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Interaction alone, however, is insufficient to create a positive social dynamic in the online classroom.
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Research demonstrates that the integration of verbal and non-verbal immediacy communication behaviors lets instructors move from mere interaction to authentic intimacy and interpersonal closeness.
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an instructor’s understanding of interaction and immediacy dynamics will affect the nature and quality of communication in the online learning environment.
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Mehrabian (1967) defined immediacy as the extent to which selected communicative behaviors enhance physical or psychological closeness in interpersonal communication.
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Anderson (1979) summarizes the impact of immediacy: The more immediate a person is, the more likely he/ she is to communicate at close distances, smile, engage in eye contact, use direct body orientations, use overall body movement and gestures, touch others, relax, and be vocally expressive. In other words, we might say that an immediate person is perceived as overtly friendly and warm (p. 545).
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“Knowledge building occurs as students explore issues, examine one another’s arguments, agree, disagree, and question positions. Collaboration [learner-learner interaction] contributes to higher order learning through cognitive restructuring or conflict resolution, in which new ways of understanding the material emerge as a result of contact with new or different perspectives” (p. 55)
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Kearsley (2000) declared: “The most important role of the instructor in online classes is to ensure a high degree of interactivity and participation” (p. 78)
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Focus on Online Learning: Creating Online Discussions_0 - 0 views
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MIT OpenCourseWare | Writing and Humanistic Studies | 21W.755 Writing and Reading Short... - 0 views
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Writing and Reading
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My students have a choice for a final assignment. They can either write a short story, or create a multi-media interpretation of another short story.
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Describing the Habits of Mind - 0 views
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h, cultivate, observe, and assess. The intent is to help students get into the habit of behaving intelligently. A Habit of Mind is a pattern of intellectual behaviors that leads to productive actions.
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Persisting
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Success seems to be connected with action. Successful people keep moving. They make mistakes, but they never quit. —Conrad Hilton
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Managing Impulsivity
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Listening with Understanding and Empathy
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Highly effective people spend an inordinate amount of time and energy listening (Covey, 1989).
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Senge, Roberts, Ross, Smith, and Kleiner (1994) suggest that to listen fully means to pay close attention to what is being said beneath the words—listening not only to the "music" but also to the essence of the person speaking; not only for what someone knows but also for what that person is trying to represent
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our inclination and ability to find problems to solve.
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Thinking Flexibly
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Flexible thinkers display confidence in their intuition
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They tolerate confusion and ambiguity up to a point, and they are willing to let go of a problem, trusting their subconscious to continue creative and productive work on it. Flexibility is the cradle of humor, creativity, and repertoire. Although many perceptual positions are possible—past, present, future, egocentric, allocentric, macrocentric, microcentric, visual, auditory, kinesthetic—the flexible mind knows when to shift between and among these positions
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Thinking About Thinking (Metacognition)
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Striving for Accuracy
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Whether we are looking at the stamina, grace, and elegance of a ballerina or a carpenter, we see a desire for craftsmanship, mastery, flawlessness, and economy of energy to produce exceptional results
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Questioning and Posing Problems
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Generative listening is the art of developing deeper silences in oneself, slowing the mind's hearing to the ears' natural speed and hearing beneath the words to their meaning
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Applying Past Knowledge to New Situations
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Thinking and Communicating with Clarity and Precision
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Gathering Data Through All Senses
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Creating, Imagining, Innovating
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Creative people are open to criticism. They hold up their products for others to judge, and they seek feedback in an ever-increasing effort to refine their technique. They are uneasy with the status quo. They constantly strive for greater fluency, elaboration, novelty, parsimony, simplicity, craftsmanship, perfection, beauty, harmony, and balance.
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Responding with Wonderment and Awe
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Taking Responsible Risks
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Finding Humor You can increase your brain power three to fivefold simply by laughing and having fun before working on a problem. —Doug Hall
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Thinking Interdependently
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Collaborative humans realize that all of us together are more powerful, intellectually or physically, than any one individual
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Working in groups requires the ability to justify ideas and to test the feasibility of solution strategies on others
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t also requires developing a willingness and an openness to accept feedback from a critical friend. Through this interaction, the group and the individual continue to grow. Listening, consensus seeking, giving up an idea to work with someone else's, empathy, compassion, group leadership, knowing how to support group efforts, altruism—all are behaviors indicative of cooperative human being
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Remaining Open to Continuous Learning
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Intelligent people are in a continuous learning mode
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They are invigorated by the quest of lifelong learning. Their confidence, in combination with their inquisitiveness, allows them to constantly search for new and better ways. People with this Habit of Mind are always striving for improvement, growing, learning, and modifying and improving themselves. They seize problems, situations, tensions, conflicts, and circumstances as valuable opportunities to learn (Bateson, 2004).
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Have you every heard of habitus? http://en.wikipedia.org/wiki/Habitus_(sociology)
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Engaging students by answering their needs. - 0 views
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Survival (food, clothing, shelter, breathing, personal safety and others) and four fundamental psychological needs: Belonging/connecting/love Power/significance/competence Freedom/autonomy, and Fun/learning
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Survival (food, clothing, shelter, breathing, personal safety and others) and four fundamental psychological needs: Belonging/connecting/love Power/significance/competence Freedom/autonomy, and Fun/learning
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. All we can give another person is information.
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also believed in the importa
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An example of Choice Theory and education are Sudbury Model schools
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tudents of all ages determine what they will do, as well as when, how, and where they will do it.
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shared by Diane Gusa on 09 Jul 11
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Humor, Analogy, and Metaphor: H.A.M. it up in Teaching - 0 views
radicalpedagogy.icaap.org/...garner.html
modile 4 assignment pedagogy teaching humor metaphor learning
shared by Diane Gusa on 09 Jul 11
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I am a metaphoric person...when I want to remember or learn deeply a metaphor helps me.
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The proper use of humor, analogy, and metaphor appropriate to the topic can provide benefits in the college classroom.
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Better comprehension,
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increased retention of material,
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more comfortable learning environment
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effective use of these strategies.
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Humor has been defined as “the mental faculty of discovering, expressing or appreciating something that is comical, amusing, or absurdly incongruous” (Merriam-Webster, 2001, p.564)
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The use of humor as a pedagogical tool has been shown to reduce classroom anxiety, create a more positive atmosphere, as well as facilitate the learning process (Berk, 1996, 1998; Garner, 2003, in press; Glenn, 2002; Hill, 1988; Pollio & Humphreys, 1996).
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Garner (in press) found that participants who were exposed to a series of lectures containing course-specific humor demonstrated increased retention of the course-content information as compared to those who received the same material without the infusion of humor.
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According to Glenn (2002), humor may physiologically help to connect left-brain activities with the right-brained creative side
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teaching philosophies of highly-rated teachers finds the use of humor as an important component of their teaching strategies. Humor can increase (Civikly, 1986) and sustain (Dodge & Rossett, 1982) student interest in learning and provides a means to engage in divergent thinking. Instructors’ use of effective humor in the classroom can foster mutual respect (Kher, Molstad, & Donahue, 1999), provide commonalities and connections between the instructor and students (Pollio & Humphreys, 1996) and even increase class attendance (Devadoss & Foltz, 1996; Romer, 1993; White, 1992). According to Bergen (1992), “teachers who use strategies that promote the connection between humor and learning usually provide students with their best school experiences” (p.106).
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Metaphor and analogy have historically been used as an effective teaching tool. Greek myths, religious texts, and fairytales all use metaphor, analogy, and parables to teach and help us learn expected conduct (Gorden, 1978). The use of metaphor and analogy is pervasive in society in both language and communication
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According to the National Research Council (2000) the effective use of metaphors and analogies is an important educational strategy.
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. In teaching, using either analogy or metaphor allows the instructor to relate a potentially unfamiliar idea with that which is familiar.
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Pedagogical use of analogy and metaphor can enhance learning and retention, but they must have a high degree of resonance for the listene
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be most effective, an analogy or metaphor must transfer ideas from a familiar concept to one that is less familiar or unknown. According to Bowers (1993) the metaphorical relationship must be clear and accurate—possessing face validity.
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Williams (1986) suggests that vivid metaphors have the capability to teach in a way that is not always available with the use of words alone.
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I am comfortable using metaphors, but will need to work on the humor aspect. New goal for the Fall semester.
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Writers on writing - 0 views
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I write to teach myself what I already know. Duane Alan Hahn
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When once the itch of literature comes over a man, nothing can cure it but the scratching of a pen. Samuel Lover
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We do not write because we want to; we write because we have to. Somerset Maugham
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Writing is its own reward. Henry Miller
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Writing is the best way to talk without being interrupted. Jules Renard
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The first step to becoming a better writer is believing your own experience is worth writing about. Pet
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The only time I know that something is true is the moment I discover it in the act of writing. Jean Malaquais
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We write to taste life twice, in the moment and in retrospection. Anais Nin
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Writing energy is like anything else. The more you put in, the more you get out
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The skill of writing is to create a context in which other people can think. Edwin Schlossberg
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Resist the temptation to try to use dazzling style to conceal weakness of substance. Stanley Schmidt
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Writing is thinking on paper. William Zinsser
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Cognitive Presence | Community of Inquiry - 0 views
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Cognitive presence is the extent to which the participants in any particular configuration of a community of inquiry are able to construct meaning through sustained communication.
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A core concept in defining a community of inquiry is cognitive presence
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it is suggested that cognitive presence (i.e., critical, practical inquiry) can be created and supported in a computer conference environment with appropriate teaching and social presence.
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John Dewey - Wikipedia, the free encyclopedia - 0 views
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School and Society (1900), The Child and the Curriculum (1902), Democracy and Education (1916) and Experience and Education (1938). Throughout these writings, several recurrent themes ring true; Dewey continually argues that education and learning are social and interactive processes, and thus the school itself is a social institution through which social reform can and should take place.
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addition, he bel
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addition, he be
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ieved that students thrive in an environment where they are allowed to experience and interact with the curriculum, and all students should have the opportunity to take part in their own learning.
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life means to give him command of himself; it means so to train him that he will have the full and ready use of all his capacities” (1897, p. 6).[23] In addition to helping students realize their full potential, Dewey goes on to acknowledge that education and schooling are instrumental in creating social change and reform
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According to Dewey, the teacher should not be one to stand at the front of the room doling out bits of information to be absorbed by passive students. Instead, the teacher’s role should be that of facilitator and guide.
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The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences (p. 9)
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Virtual Instructional Designer - 0 views
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Description: The Virtual Instructional Designer (VID) is a Learning Anytime Anywhere Partnership (LAAP) grant-funded project to create a Web-based performance tool for post-secondary faculty designing Web-based distance courses. The purpose of the VID is to provide 24/7 desktop access for faculty to instructional design assistance on the process of developing online instruction or courses. Note, must provide an email address to gain access.
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shared by Diane Gusa on 10 Jul 11
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Making Assessment Personally Relevant | blog of proximal development - 0 views
www.teachandlearn.ca/...assessment-personally-relevant
assessment blogging Self-Grading db 4 rubric learning
shared by Diane Gusa on 10 Jul 11
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I want my students to realize that learning is not about making your work conform to some standard imposed by the teacher. Learning is about creating your own standards and adjusting them based on your goals. Learning is about setting your own goals and monitoring your own progress. It is about having conversations with yourself and others.
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needed to help them visualize their progress, their level of engagement, and their sense of ownership and not simply ask them to rate their own work using the traditional percentage or letter scale. Most importantly, I wanted them to see that an entry that contains lots of facts and links to many valuable resources is not necessarily as valuable as one that shows personal engagement with ideas, one where the readers can hear a unique, personal voice.
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student self-assessment and personal progress charts is a work in progress.
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They understand that collecting information and putting it on their blog is not a challenging task. They understand that an entry that paraphrases information found online is not as interesting and valuable as one that shows the author in the process of analyzing and reflecting on his or her research. Finally, they can see and understand how much effort is needed to produce an entry that makes a personal statement, that constitutes a valuable and unique contribution to the studied field. In other words, they now understand that in order to produce something uniquely their own, they first need to have a solid grasp of all the facts and spend some time reflecting on them and their own thoughts about their research.
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Making Assessment Personally Relevant
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She's Gotta Have It: Cell Phone - 0 views
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"Next time a teenager says, 'Mom if I don't have a phone,' or 'Dad, if I don't have a phone, I'm going to be a nobody,' they are being serious," said Robbie Blinkoff, Context's principal anthropologist. Blinkoff and his colleagues studied the behavior of 144 cell-phone users between the ages of 16 and 40 from several countries and found that teenagers were so immersed in the technology that they often saw little difference between meeting face to face and talking on the phone. A common scene they observed was a group of teenagers sitting together -- all with ears glued to cell phones -- talking with faraway friends rather than to each other.
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While saying he didn't think the cell-phone-toting teens were intentionally acting rude, he said he suspects that a new kind of "digital divide" has been created, similar to the gap among PC haves and have-nots.
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Closing your course - 0 views
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ues: Provides emotional and psychological closure to the classroom thereby reducing awkwardness. Acts as an opportune time to summarize central ideas and review content. Wraps up the class in ways that add to students' entire semester-long experience and sense of accomplishment.
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Give students some memento from the course experience. Just as with a memorable trip, people enjoy having something to remember important events in their life.
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Contribute to a sense of accomplishment. In one sense an activity can put closure on the class from an academic or learning based perspective. Completing your class should be seen as something worthwhile and important.
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Create the feeling that the class has come to a culmination and it is time to move on.
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Projects, Letters, Brochures
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Emotional Parting Way
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Taking the time to say "good bye" and "thank you" to students can be very effective.
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Particularly meaningful quotes can be distributed to students, or put on an overhead at the end of the last day of the course or during the final as a way of ending the class
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Your own style.
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Type of Closure
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If no community, no need for closur
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MIT Open Courseware - 0 views
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What Makes a Short Story
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I like this "introduction" to what makes a short story. I did something very similar in my course, so I feel like I'm on the right track.
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I hadn't thought about a group project for my course; however, after reading about these students writing and publishing a short story, it got me thinking. I was originally going to have my students do a final paper comparing two stories. Then I decided I wanted to do something different and a bit more collaborative. After seeing this website, I started to think about a group project more seriously. Then I thought I'd like it to be a little more hand-on like this course, and so it has morphed into a final group project where they can decided to either write a short story or create a multi-media presentation of a short story we've read. This website got me thinking about the project from the students' perspective. Giving them the choice to write or use multi-media is a better idea and will get the creative juices flowing. It also puts them more in control of what they want to do creatively.
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brilliant!!! student perspective- student choice - control, creativity, innovation in student hands : ) !!!!
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Silko, Leslie Marmon.
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I am glad to see an American Indian writer included in the syllabus. I also included a story by Leslie Marmon Silko called "Lullaby."
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Everyday Use Walker." I
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I too included this story in my course. For those of you that might not know, Alice Walker is the author of "The Color Purple."
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A Good Man is Hard To Find."
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Again, I also included this particular story in my course. Flannery O'Connor has written many short stories, but this one is probably a "classic" within the genre.
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Usage of Point of View
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Point of view is the first thing a writer has to think about when preparing to write. Depending on the point of view, what is written and how it is written will be very different.
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The Yellow Wallpaper."
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This is an exaggerated account of the actual post pardom depression that the author suffered from after the birth of her daughter. Again, a classic short story that I have included in my course also under "point of view."
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To Build a Fire Faulkner
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I love that they too included this story. As you read it, you can't help but wonder how Jack London manages to keep describing his surroundings, which really don't change. He's a master.
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Workshop
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I like that there is a workshop component to this course, where it appears that students will go through the process of writing a short story. It also looks as if they might publish as well, or at least go through the process of publishing so that students can attempt to publish in the future.
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Discussion of Getting Published in the Real World
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Excellent resource for those students who are seriously looking at writing for a living.
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This class will focus on the craft of the short story, which we will explore through reading great short stories, writers speaking about writing, writing exercises and conducting workshops on original stories.
Creating a quality online learning environment. - 0 views
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jp_aragon.pdf (application/pdf Object) - 0 views
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Defining presence in an online course, and strategies for creating it