Chapter two examines the effects of too much teacher
control and its adverse effects on student motivation, confidence, and
enthusiasm for learning. Students are more likely to become
self-regulated learners
when some of the conditions of their learning are more in their
control. Weimer
does not advocate abandoning our professional responsibility and
letting
students determine course content or whether they will do assignments;
instead
she recommends that teachers establish parameters within which their
students
will select options. Increasing the decisions students can make about
assignments and activities more fully engages them in the course and
its
content. Among Weimer’s suggestions are providing a variety of
assignments to
demonstrate learning the course outcomes (students choose a
combination),
negotiating policies about class participation, and letting students
choose
which material the teacher will review in class the period before a
major test.
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Review of Weimer, Learning-Centered Teaching - 0 views
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. The function of content in a learner-centered course changes from covering content to using content
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describes the changed role of the teacher in a learner-centered classroom from sage on stage to guide on the side
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1. Teachers do learning tasks less. Assign to students some of the tasks of organizing the content, giving examples, summarizing discussions, solving problems, and drawing diagrams, charts, and graphs. 2. Teachers do less telling; students do more discovering. Give a quiz on your syllabus and policies without going over it first. Let students discover information in assigned readings without presenting it first or summarizing it later. 3. Teachers do more design work. Design activities and assignments that move students to new skill levels, motivate engagement in the course content by doing the work of practitioners in the discipline, and that develop self-awareness of their learning of the content. 4. Faculty do more modeling. Demonstrate how a skilled learner (the teacher) continues to learn. Show them drafts of your articles, notes on your own reading in professional journals; talk aloud as you solve a problem, thereby revealing and modeling your thinking process. 5. Faculty do more to get students learning from and with each other. Create work for small groups to do in class. 6. Faculty work to create climates for learning. Create a climate that promotes interaction, autonomy, and responsibility (more in chapter five). 7. Faculty do more with feedback. In addition to assigning grades, use other means of providing frequent feedback (more in chapter six).
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The more motivation we provide, the less they find within themselves. The more responsibility for learning we try to assume, the less they accept on their own. The more control we exert, the more restive their response. We end up with students who have little commitment to and almost no respect for learning and who cannot function without structure and imposed control. (p. 98)
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eimer explains several strategies for creating a climate that produces self-regulated intrinsically motivated learners:
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The instructor should “make the content relevant, demonstrate its power to answer questions, and otherwise show its apparent intrigue.” Make the student responsible for learning decisions by relying on logical consequences of action and inaction, rather than punishment. For example, to deal with lateness, present important material or assignments early in the period that you do not repeat, rather than deduct attendance points for lateness. Do not summarize chapters if students have not read them. If they arrive unprepared, put the unread material on a test; give frequent tests. Be consistent in administering policies. If your syllabus says late homework is not accepted, never accept late homework despite the heart-wrenching excuse offered by the student. Involve students in a discussion of creating a climate that promotes learning. Have this discussion early in the semester. Weimer’s suggestion for starting the discussion is to have students complete sentence stems such as “In the best class I ever had, teachers . . .” “In the best class I ever had, students . . .” “I learn best when . . .” “I feel most confident as a learner when . . .” (p. 108) Obtain feedback on the classroom climate occasionally and revisit the discussion of policies and procedures. Employ practices that “encourage students to encounter themselves as learners” (p. 111). Explain the purposes and benefits of assignments and projects; tell students what problems they might run into in doing the assignments and suggest remedies. Help them with time management. With group projects, provide guidance in managing the project, handling group dynamics, and assigning individual responsibilities.
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helps us deal with the fact that almost all students will resist their teacher’s learning-centered approaches. Most of the learner-centered strategies recommended in this book change what students have become accustomed to. Understanding the reasons will help teachers deal with the inevitable student resistance when they present learner-centered practices and policies that withdraw the support students have become dependent upon during their first twelve years of schooling. The good news is that most students see the benefits of learner-centered approaches and benefit from them.
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, why do students resist it? Based on her research, Weimer lists four reasons: Learner-centered approaches are more work. When the teacher does not summarize the important points in the chapter, the students will have to read it for themselves. When the teacher asks small groups to produce five applications of a concept, rather than supply it in a handout, the students have to do more work. Learner-centered approaches are more threatening. Students who lack confidence in themselves as learners become filled with anxiety at the prospect of becoming responsible for decisions that might be wrong. Students who are not used to questions with no single, authority-approved right answer are fearful of being wrong. Learner-centered approaches involve losses. The strategies recommended in this book are designed to move students to higher stages of self-directedness and higher stages of intellectual development. Moving from one stage to another requires a loss of certainty and the comfort that certainty brings. Learner-centered approaches may be beyond students. Some students’ lack of self-confidence or intellectual immaturity may prevent their accepting responsibility for their own learning.
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The communication is frequent and explicit The communication encourages and positively reinforces The communication solicits feedback from students The communication resists their resistance.
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developmental approach to transforming passive dependent learners into self-confident autonomous learners. Learners become self-directed in stages, not in one sin
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CIIA: Teaching and Learning Resources - Assessment and Outcomes - 0 views
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Engage students in active learning experiences Set high, meaningful expectations Provide, receive, and use regular, timely, and specific feedback Become aware of values, beliefs, preconceptions; unlearn if necessary Recognize and stretch student styles and developmental levels Seek and present real-world applications Understand and value criteria and methods for student assessment Create opportunities for student-faculty interactions Create opportunities for student-student interactions Promote student involvement through engaged time and quality effort
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Appendix G - Crosscutting Concepts FINAL edited 4.10.13.pdf - 1 views
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To Multitask or Not? | Oxford Learning - 0 views
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o deal with distractions and interruptions
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When deadlines loom at the office and in the classroom, it is better to complete portions of all tasks, than to only complete one. In the classroom, part marks add up to better grades than no marks at all.
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doing a lot, but accomplishing nothing
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Author: When It Comes To High-Speed Internet, U.S. 'Falling Way Behind' : All Tech Cons... - 0 views
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They're just like the railroad in that if you were a farmer in the 1890s, the only way to get your goods to market would be to work through the railroad. ... We just can't operate without it. They're also like them in that they're expensive businesses to build in the first place — it's very hard to come in and compete against one of these guys once they've built one of these giant networks. They're also like the railroad in that it takes intentional policy to make them stretch all the way across the United States.
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We seem to currently assume that communications access is a luxury, something that should be entirely left to the private market unconstrained by any form of oversight. The problem is that it's just not true in the modern era. You can't get a job, you can't get access to adequate health care, you can't educate your children, we can't keep up with other countries in the developed world without having very high capacity, very high speed access for everybody in the country. And the only way you get there is through government involvement in this market. That's how we did it for the telephone, that's how we did it for the federal highway system, and we seem to have forgotten that when it comes to these utility basic services, we can't create a level playing field for all Americans or indeed compete on the world stage without having some form of government involvement.
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"Unless somebody in the system has industrial policy in mind, a long-term picture of where the United States needs to be and has the political power to act on it, we'll be a Third World country when it comes to communications."
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Examining motivation in online distance learning environments: Complex, multifaceted an... - 0 views
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Poor motivation has been identified as a decisive factor in contributing to the high dropout rates from online courses
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suggest that online students are more intrinsically motivated across the board than their on-campus counterparts at both undergraduate and postgraduate level.
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Self-determination theory is a contemporary theory of situated motivation that is built on the fundamental premise of learner autonomy
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SDT explains extrinsic motivation processes in terms of external regulation as the reasons for undertaking the task lie outside the individual.
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It measures situational intrinsic motivation, extrinsic forms of motivation (external regulation and identified regulation), and amotivation
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Case study two was positioned within an introductory social studies curriculum course that formed a compulsory component of the same programme.
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suggests that higher quality, more self-determined types of motivation were only slightly more evident than the traditional type of extrinsic motivation–external regulation (Ryan & Deci, 2000) and amotivatio
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suggesting that autonomous types of motivation (i.e., identified regulation and intrinsic motivation) were more prevalent.
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associated with individuals who engage in an activity because the results may have personal value to them or because the activity is regarded as worthwhile.
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these findings clearly show that motivation can be a complex and multifaceted phenomenon that cannot be fully explained from the perspective of motivation as either a learner characteristic or an effect of learning environment design.
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practitioners need to be cognisant of the important role they play in influencing learner motivation when designing learning activities.
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By offering meaningful choices (i.e., not just option choices) to learners that allow them to pursue topics that are of interest to them, the perceived value of the activity is further enhanced.
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ongoing communication with learners, where they feel able to discuss issues in an open and honest manner, practitioners are in a better position to accurately monitor and respond to situational factors that could potentially undermine learner motivation.
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Is Broadband Internet Access a Public Utility? | TIME.com - 0 views
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State and local laws that make it difficult — if not impossible — for new competition to emerge in broadband markets should be reformed, according to Crawford. For example, many states make it very difficult for municipalities to create public wireless networks, thanks to decades of state-level lobbying by the industry giants. In order to help local governments upgrade their communications grids, Crawford is calling for an infrastructure bank to help cities obtain affordable financing to help build high-speed fiber networks for their citizens. Finally, U.S. regulators should apply real oversight to the broadband industry to ensure that these market behemoths abide by open Internet principles and don’t price gouge consumers. Should broadband Internet service be considered a public utility like water and electricity? “We treated the telephone industry like a utility and people don’t seem to be surprised by that,” says Crawford. “High-speed Internet access plays the same role in American life. It’s just that these guys have succeeded in making us think that it’s a luxury.”
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According to Crawford, the interests of cable and telecom giants like Comcast, Time Warner Cable, Verizon, and AT&T, are not aligned with the interests of the public. Those corporate giants are concerned first and foremost with maximizing the profits of their shareholders. And all too often, profit maximization — especially in a market that lacks robust competition — is not consistent with providing the best possible service at reasonable prices.
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“You let a little bit of competition exist so you can point to it and say ‘Ha, we’re competing!’ But otherwise it’s mostly controlled by one company.”
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One of the main themes in the book is the “digital divide,” which refers to the fact that millions of people in the U.S., mostly in the poorest and most rural communities, don’t have access to affordable broadband service, including 2.2 million people in New York City, according to Crawford. “We’re depriving people of basic communications access,” she says. Still, broadband and wireless services have become so important to our business and personal lives that most people are willing to pay up, even in the face of high prices driven in part by a lack of competition in the broadband and wireless markets.
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Crawford, who has been a visiting professor at Harvard, Yale and Michigan, spent a year on the National Economic Council as a top telecommunications advisor to President Obama. In her book, she directs much of the blame for the sorry state of the U.S. broadband market at the federal government. “Instead of ensuring that everyone in America can compete in a global economy,” she writes, “instead of narrowing the divide between rich and poor, instead of supporting competitive free markets for American inventions that use information — instead, that is, of ensuring that America will lead the world in the information age — U.S. politicians have chosen to keep Comcast and its fellow giants happy.”
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“Truly high-speed wired Internet access is as basic to innovation, economic growth, social communication, and the country’s competitiveness as electricity was a century ago,” Crawford writes, “but a limited number of Americans have access to it, many can’t afford it, and the country has handed control of it over to Comcast and a few other companies.”
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Crawford argues that the Internet has replaced traditional phone service as the most essential communications utility in the country, and is now as important as electricity was 100 years ago.
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GENERAL PRINCIPLES OF MOTIVATION - 1 views
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It is important to help each student set goals and to provide informative feedback regarding progress toward the goals
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Self-regulation and teacher-student relationships. - Free Online Library - 1 views
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sed with gatekeeping. It is essential, therefore, to establish a consensus on a conceptual and theoretical underpinning un·der·pin·ning n.1. Material or masonry used to support a structure, such as a wall.2. A support or foundation. Often used in the plural.3. Informal The human legs. Often used in the plural. for effective teaching. This review is designed
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elf-regulation is the process by which individuals make their plans, act upon those plans, and self-evaluate the results.
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he more autonomous the individual the more intrinsic the self-regulation. Student achievement also improves when students are intrinsically motivated and when teachers are autonomy supportive (
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The importance of this project within the context of education is due to the capacity that teachers have to positively or negatively affect student motivation, self-regulation, autonomy, and ultimately, performance
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he payoff or incentive for doing the project proposed in this study is at least in part to avoid the cost of not doing it, not to mention that student learning and success are enhanced. Higher education higher educationStudy beyond the level of secondary education. Institutions of higher education include not only colleges and universities but also professional schools in such fields as law, theology, medicine, business, music, and art. achievement has a direct payoff in terms of careers and productivity for the state, and by implementing this program students will not only become productive members of society, they will be doing so because they want to.
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ound that caring relationships, meaningful participation, and high standards in a student's life across home, school, and community, as well as student intrapersonal and interpersonal competencies, predicted decreased risk for delinquency delinquencyCriminal behaviour carried out by a juvenile. Young males make up the bulk of the delinquent population (about 80% in the U.S.) in all countries in which the behaviour is reported. ..... Click the link for more information., substance abuse, teen pregnancy, truancy and violence.
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since effective teaching and mentoring helps students to explore their world with a sense of trust and autonomy, toward the ultimate goal of fully intrinsic self-regulation and improved academic achievement and success.
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he purpose of this review, therefore, was to establish such a theory, by pulling together educational psychology and psychological theories around an analysis of effective teacher-student relationships. The goal of this project is to help teachers and to help students. It is also hoped that these findings will be used to resolve historical tensions between education and psychology
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Promoting Student Self-Assessment - ReadWriteThink - 0 views
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Student Created Rubrics: Ask students to contribute to the creation of a rubric that defines success. A reading response task, a multi-modal presentation, or a group discussion leads to higher levels of learning when students are included in defining success.
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Nameless Voice: Ask students to anonymously submit sample work to share with the class. Sample paragraphs on the overhead, a visual vocabulary card, or a ticket out the door quick write can all be samples of student work that the class or individual students can use. Ask students to write or discuss how the nameless voice is similar or different to their understanding
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User Interface Design For eLearning - 0 views
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In the example below, the user interface is an elevator panel. Learners choose a floor on the panel, ride up to the selected floor and partake in learning activities on each floor. As they climb higher in the building, the activities become more advanced. The elevator panel on the left doesn’t correspond to a typical mental model of how an elevator works. When the user realizes that going up to a higher level lesson is represented as going down the elevator, it’s confusing. When we stick to conventions, as shown in the example on the right, we’re modeling the way most people think.
Leveling up - Badges - MindMeister Mind Map - 0 views
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The Impact of Asynchronous Audio Feedback on Teaching and Social Presence: A Survey of ... - 2 views
www.editlib.org/29162
asynchronous audio feedback teaching social presence research module 4 assignment
![](/images/link.gif)
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The Impact of Asynchronous Audio Feedback on Teaching and Social Presence: A Survey of Current Research.
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Data analysis revealed that 1. students perceived audio feedback to be more effective than text-based feedback for conveying nuance, 2. audio feedback was associated with feelings of increased involvement and enhanced learning community interactions, 3. audio feedback was associated with increased retention of content, and 4. audio feedback was associated with the perception that the instructor cared more about the student.
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Document analysis revealed that students were far more likely to apply content for which they received audio feedback than content for which text-based feedback was received and at significantly higher cognitive levels. This presentation explores the original study, an ongoing study and two emerging, related areas of inquiry.
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miscositas.com | Materials and resources for language teachers - 0 views
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Sancocho Didáctico Photocopiable resources for Spanish teachers A potpourri of teacher-tested and student approved activities for the language classroom. Worksheets including graphic organizers, rubric templates and projects. (57 pages)
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This document of 57 pages is the motherload of all activities, photos, assessments, and anything else I could ever ask from in a beginnin Spanish course. The only down fall is that the content might be better suited for students at the elementary level. https://diigo.com/020p85
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North Country noodlings | Just another Edublogs site - 1 views
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If I could just sit on their shoulder, and see what’s on their screens, so I could say something like “See that button in the middle? Click it.”
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have you tried screen share tools like http://join.me or http://quickscreenshare.com/ : ) ??
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And I really liked online teaching – still do – because it allows me to reach students on a personal level.