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EBSCOhost: Upside down and inside out: Flip Your Classroom to Improve Student Learning - 0 views

ehis.ebscohost.com.libproxy.albany.edu/...pdfviewer
shared by Celeste Sisson on 08 Jun 13 - No Cached
    • Celeste Sisson
      Celeste Sisson on 08 Jun 13
       
      Faulkner  welcomes the students and talks about  the day's task as he puts a couple of  key problems on the electronic whiteboard to check for understanding on  last night's video lesson.
    • Celeste Sisson
      Celeste Sisson on 08 Jun 13
       
      . If several students are  stuck on a problem, he might work  through more examples on the board  at the front of the class. And, just to  be sure, there are daily spot quizzes,  often using clickers so the students  and teacher get immediate results.
    • Celeste Sisson
      Celeste Sisson on 08 Jun 13
       
      create a Moodle  site for each course. It soon became  clear that they'd have to create their  own video lessons rather than relying on prepackaged web courses or  lessons. Once the district agreed to  unblock YouTube, they embedded  the video lessons in each course site. 
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    • Celeste Sisson
      Celeste Sisson on 08 Jun 13
       
      Classroom management was another challenge, says 20-year veteran  teacher Rob Warneke: "Kids need to  be trained and guided to stay on task,  work collaboratively, solve their own  problems, be disciplined," he says.  "This is harder than making everyone  be quiet during a lecture. Thinking  and learning can be quite noisy!"
    • Celeste Sisson
      Celeste Sisson on 08 Jun 13
       
      Students with no internet  connection can get the lessons on a  jump drive or CD.
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Lesson Plans : FactCheckED - 0 views

factchecked.org/lesson-plans SocialStudies teaching resources lesson plans factchecked lessonplans
shared by Melissa Pietricola on 06 Jun 10 - Cached
  • Melissa Pietricola on 06 Jun 10
     
    How to teach students to check their facts; lesson plans and ideas
  • Melissa Pietricola on 06 Jun 10
     
    Teaching Students to Examine Resources
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Peer Edit With Perfection: Effective Strategies - ReadWriteThink - 0 views

www.readwritethink.org/...-edit-with-perfection-786.html PeerEdit Lesson Strategies
shared by Jessica M on 21 Jun 14 - No Cached
  • Jessica M on 23 Jun 14
     
    readwritethink.org lesson plan on peer editing
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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.
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  • 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
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2001 Beder - 0 views

www.adulterc.org/...2001beder.htm
shared by sherrilattimer on 09 Jun 14 - No Cached
  • Their most commonly expressed intention was to meet learners' needs.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      Meeting learner's needs rather than challenging them to rise to find out more.
  • In contrast, the data from our 40 observations portrayed a type of instruction that was the near antithesis of learner-centered instruction. In each and every case the organizing unit of instruction was a teacher-prepared and teacher-delivered lesson. There was virtually no evidence of substantive learner input into decisions about instruction. Communication was overwhelmingly teacher-to-learner, learner-to-teacher. Learner-to-learner communication rarely occurred unless the teacher directed it to occur through such things as peer coaching exercises.
  • They enabled the teacher to determine if learners had "learned" the lesson and they supplemented the content of the lesson by reinforcing learners' correct responses and demonstrating the correct answer to learners whose responses were incorrect.
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  • Although adult literacy teachers intend to be learner-centered they, teach in teacher-directed ways. Why? Although it could be that teachers were induced to teach in teacher-directed ways by supervisors or other forces, we found no evidence of this. Rather, we conclude that there two reasons. The first pertains to the socialization process that all teachers and learners are products of. The roles of teacher and student are two of the most intensely socialized roles in our society. The great majority of the teachers we observed were certified in K-12 education. For them, socialization into the teacher role began in grade school and continued through their teacher training. For learners, socialization into the student role also began in grade school and continued until they dropped out of school.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      This is so true! If you ask a random person to teach a lesson, they think it's about standing in front of the room and talking to the group. They will ask questions, and ask for "students" to raise their hand to answer.
  • We infer that teachers taught in teacher-directed ways because that that way of teaching was a deeply ingrained product of their socialization.
  • teachers believed that their learners were primarily motivated toward obtaining their GEDs, and the perceived benefits of doing so, in the shortest possible time
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • Most teachers maintained a helping posture in class. Thus, there appears to be a duality to the meaning teachers of adult literacy education ascribe to their teaching. While their instruction is teacher directed, their learner-centered values and beliefs are manifest in their affective relations with learners. In this sense, for adult literacy teachers being learner-centered is not a teaching technology or methodology. Rather, it is a set of values that guide teacher-learner interactions.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      This is the key to all of it for me, personally. I think all of this is true for my co-workers and me.
  • Teachers liberally praised learners for correct answers and rarely sanctioned learners negatively for such things as being tardy or tuning out.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      I JUST finished writing this exact thing about myself!!! Who would have thought that I fit into the research-based mold of an adult literacy instructor.
  • If teacher-directed instruction is indeed a product of intense and protracted socialization and commonly held beliefs about learners' motivations, then changing teacher-directed behavior will be a very difficult task, perhaps requiring re-socialization. Such an effort may be beyond the means of the current professional development system in adult literacy education.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      I think it is beyond the means of the current professional development system in adult literacy education because there is a high rate of turnover. I think once someone has a certain degree of skill or education, they are seeking out another position. I think this report should have been followed up/accompanied by a survey of the teachers.
  • Equipped for the Future (Stein 1999) advocates a form of adult literacy based on what learners need to do in their roles of worker, parent and citizen.
  • Gillespie (1989) advocates an instructional model for adult literacy that emphasizes critical thinking.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education
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How to Plan and Teach a Cooperative Learning Lesson | eHow.com - 1 views

www.ehow.com/operative-learning-lesson.html cooperative learning teaching
shared by Melissa Pietricola on 09 Jul 10 - Cached
  • Jigsaw Method
  • assign specific group roles to each student which they carry out in an effort to solve a lengthy, multi-step problem that requires creative thinking, and which may be solvable by various methods, such as algebraic, geometric, or even the results of experimental
  • how you will grade your students
  • Melissa Pietricola on 09 Jul 10
     
    cooperative lessons: a how to
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Six Lessons in e-Learning: Strategies and Support for Teachers New to Online Environments - 0 views

www.eric.ed.gov/...detailmini.jsp Darrington Anjanette Six Lessons in e-Learning: Strategies and Support for Teachers New to Online Environments
shared by alexandra m. pickett on 11 Jun 11 - No Cached
  • alexandra m. pickett on 11 Jun 11
     
    "Six Lessons in e-Learning: Strategies and Support for Teachers New to Online Environments"
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OER Commons/Id, Ego, and Superego in Dr. Seuss's "The Cat in the Hat" - 1 views

www.oercommons.org/...-dr-seuss-s-the-cat-in-the-hat Module 4 Assignment dr seuss
shared by rhondamatrix on 20 Jul 14 - No Cached
Teresa Dobler liked it
  • rhondamatrix on 20 Jul 14
     
    This site, which appears on OER Commons and originated with the National Council of Teachers of English/ReadWriteThink site, is a series of lessons aimed at high school lessons which use The Cat in the Hat to learn and practice psychoanalytical literary criticism. This will be one of the major elements of Module 4 in my "Politics of Dr. Seuss" course. I will be drawing from several portions of this activity, which reviews theme, plot, indirect characterization, and then applies Freudian concepts of id, ego and superego to analyze various characters in The Cat in the Hat.
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Distance Learning: Promises, Problems, and Possibilities - 0 views

www.westga.edu/...valentine53.html technology online web2.0 distance_learning education
shared by Lauren D on 19 Jun 12 - Cached
  • Bates (1995) suggests that newer technologies are not inherently better than old ones and many of the lessons learned from the application of older technologies will still apply to any newer technology. Again, the instructor should be trained to take advantage of both their experience and being able to adapt that experience to the new environment of distance learning.  The instructors must be trained “not only to use technology, but also to shift the way in which they organize and deliver material” (Palloff & Pratt, 2000, pg. 3). 
  • In a 1995 study, Olenski et al., found that technicians could indirectly influence the learning environment by “orientating participants to the technology, reducing the anxiety of the participants” (including the instructor), “and by advising the instructor on instructional techniques”(pg. 3).  This type of role, if viewed negatively by the instructor, can have a huge impact on the quality of the presentation, yet many times the instructor and the technicians do not meet until the initial class meeting
  • The technology will undoubtedly keep improving and the price will drop, as technology is prone to do once it comes into general use.  Already we see improvement in the delivery systems of compressed video and computer assisted instruction.  Despite student problems with distance learning, studies indicate they are relatively satisfied with what they are receiving.
  • Lauren D on 19 Jun 12
     
    Bates (1995) suggests that newer technologies are not inherently better than old ones and many of the lessons learned from the application of older technologies will still apply to any newer technology. Again, the instructor should be trained to take advantage of both their experience and being able to adapt that experience to the new environment of distance learning. The instructors must be trained "not only to use technology, but also to shift the way in which they organize and deliver material" (Palloff & Pratt, 2000, pg. 3).
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Digital Story Telling with Voicethreads - 0 views

www.merlot.org/...viewMaterial.htm voicethread web2.0 digital storytelling
shared by Diana Cary on 15 Jul 13 - No Cached
  • Digital Story Telling with Voicethreads
  • An idea in the form of a basic lesson plan.  Students take their story and publish it by creating a Voicethread.  After they have created a Voicethread they can receive feedback and comment on other projects.
  • Diana Cary on 17 Jul 13
     
    This is part of Kenzie Waller's Lesson Plan to use Voicethread for Digital Story Telling Digital Story Telling Kenzie Waller Problem or Need: Students need motivation and excitement to practice writing. Developing a technology rich way to practice writing will engage students. At the end of the process students will have a published piece of writing with feedback from other students and the teacher. A real-world performance: All students need to be able to communicate using proper English in the form of speaking and writing. An instructional objective: Develop a technology-rich writing lesson plan that align to state standards and benchmarks. Also, using a professional critique process of their own work and the work of others using a rubric and recording comments.
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Lee Cockerell - Lessons in Leadership - 0 views

www.leecockerell.com balance cockerell lee management time
shared by Robert Braathe on 25 Jun 08 - Cached
  • Robert Braathe on 25 Jun 08
     
    Lee Cockerell offers speeches, seminars and consulting services to share leadership lessons learned over 40 years in the hospitality industry with Hilton, Marriott and Disney.
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Rocking the Doldrums: Countdown to My First Online Class - 1 views

rockingthedoldrums.blogspot.com/...-to-my-first-online-class.html Darrington Anjanette "Six Lessons in e-Learning: Strategies and Support for Teachers New to Online Environments."
shared by alexandra m. pickett on 11 Jun 11 - No Cached
  • alexandra m. pickett on 11 Jun 11
     
    "Darrington, Anjanette. "Six Lessons in e-Learning: Strategies and Support for Teachers New to Online Environments.""
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Sensation-Seeking | Education.com - 0 views

www.education.com/...sensation-seeking
shared by William Meredith on 25 Jun 12 - No Cached
    • William Meredith
      William Meredith on 25 Jun 12
       
      Not applicable to higher education?
  • Nevertheless, these students still pay attention to tasks, activities, and media messages that are low in sensation-value, if the topic is particularly salient to them. For example, individuals may attend to a seemingly boring documentary on cancer research, if they have close relatives or friends who is suffering from the disease; they may attend to a lecture on the stock market if they have just received the gift of a larger sum of money.
  • Students with a high sensation needs benefit from instructional practices that meet those needs. It certainly is not possible to meet the needs of these students at all times, but some lessons can be altered to better hold their attention.
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  • 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.
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