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Six Facets of Understanding - 0 views

  • Plan instructional strategies and learning experiences that bring students to these competency levels.
    • lkryder
      This is key for me - bring students to the competency levels - this is like the "bridging" Mike mentioned
  • Required uncoverage of abstract or often misunderstood ideas
    • lkryder
      uncoverage of abstract or often misunderstood ideas is really learner centered and fits nicely with the CoI model in that the social perspectives present will foster a richer interpretation of topics under scrutiny
    A remnant of a faculty development workshop - many links don't work but this page is a nice summary of the ideas
Alicia Fernandez

The Instructional Conversation: Teaching and Learning in Social Activity [eScholarship] - 0 views

    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.
Jessica M

Home | Common Core State Standards Initiative - 0 views

shared by Jessica M on 29 May 12 - Cached
    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.
    Overview of Common Core Standards
Diane Gusa

Learning-Centered Syllabi - 0 views

  • 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.
  • Your first objective is to facilitate learning, not cover a certain block of materia
  • 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.
  • facilitate student learning rather than to act as "gatekeepers" of knowledge
  • 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)
  • "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."
  • 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.
  • 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.
  • 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.
Diane Gusa

Types of Learning - 0 views

  • Acquisition is the conscious choice to learn. Material in this category is relevant to the learner. This method includes exploring, experimenting, self-instruction, inquiry, and general curiosity. Currently, acquisition accounts for about 20% of what we learn.
  • Emergence is the result of patterning, structuring and the construction of new ideas and meanings that did not exist before, but which emerge from the brain through thoughtful reflection, insight and creative expression or group interactions
Diane Gusa

Wilson psychomotor domain - 0 views

  • Psychomotor objectives
  • are concerned with the physically encoding of information, with movement and/or with activities where the gross and fine muscles are used for expressing or interpreting information or concepts.
Diane Gusa

Curriculum - Wikipedia, the free encyclopedia - 0 views

    "As an idea, curriculum stems from the Latin word for race course, referring to the course of deeds and experiences through which children grow to become mature adults"
Donna Angley

Learning Objectives - 0 views

    There are really TWO categories of learning objectives based on their purpose. One type of learning objective is for internal use-the design team, client and subject matter expert. The other type is for the audience members. If designers would write different learning objectives for each category, the world would be a better place. This is because internal learning objectives tend to be too technical and non-motivating for your eLearning audience.
Jane DeMeis

curriculum - 0 views

    CDOS Curriculum standards for Occupational/ vocational edcuation
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