The key to a successful ice breaker is to make sure the ice breaker
is specifically focused on meeting your objectives and appropriate
to the group of people involved.
Group items tagged
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Ice Breakers - Communication Skills Training from MindTools.com - 0 views
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The key to a successful ice breaker is to make sure the ice breaker is specifically focused on meeting your objectives and appropriate to the group of people involved.
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The key to a successful ice breaker is to make sure the ice breaker is specifically focused on meeting your objectives and appropriate to the group of people involved.
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Ice Breakers can be an effective way of starting a training session or team-building event.
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So What's the "Ice"?
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Team-Building Ice Breakers
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shared by Alicia Fernandez on 12 Jun 14
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Preparing for Distance Learning: Designing An Online Student Orientation Course - 0 views
www.ifets.info/...10.pdf
instructional design online learning online student attitudes online instructor attitudes
shared by Alicia Fernandez on 12 Jun 14
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This paper describes the analysis undertaken to design a 1-credit-hour online orientation course for students new to online learning. An instructional design team, as a part of an advanced instructional design course, worked with a university-based client. The client identified specific problem areas encountered by novice students of online courses and the team designed a comprehensive program to meet those needs. Analysis of the data revealed surprising differences in expectations between instructors of online courses and their students of what an orientation to online learning should include. The team also conducted a task analysis to aid in further identifying the skills, knowledge and attitudes required by students for success in online courses. Findings indicated that there is a need for online learners to understand the time commitment required of an online course and possess or develop strong time management skills. Because of small sample size, results cannot be generalized beyond the respondents. The authors found a mismatch in the perception of instructor technical skills versus student technical skill. Based on their findings, the paper provides recommendations on the appropriate design, development and implementation of an orientation to online learning. -
This paper describes the analysis undertaken to design a 1-credit-hour online orientation course for students new to online learning. An instructional design team, as a part of an advanced instructional design course, worked with a university-based client. The client identified specific problem areas encountered by novice students of online courses and the team designed a comprehensive program to meet those needs. Analysis of the data revealed surprising differences in expectations between instructors of online courses and their students of what an orientation to online learning should include. The team also conducted a task analysis to aid in further identifying the skills, knowledge and attitudes required by students for success in online courses. Findings indicated that there is a need for online learners to understand the time commitment required of an online course and possess or develop strong time management skills. Because of small sample size, results cannot be generalized beyond the respondents. The authors found a mismatch in the perception of instructor technical skills versus student technical skill. Based on their findings, the paper provides recommendations on the appropriate design, development and implementation of an orientation to online learning.
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Using Technology to Enhance Engaged Learning for At-Risk Students - 1 views
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Teachers can draw on technology applications to simulate real-world environments and create actual environments for experimentation, so that students can carry out authentic tasks as real workers would, explore new terrains, meet people of different cultures, and use a variety of tools to gather information and solve problems." (p. 43)
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technology can enhance student engagement and productivity. More specifically, technology increases the complexity of the tasks that students can perform successfully, raises student motivation, and leads to changes in classroom roles and organization
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collaborative.
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meaningful, engaged learning.
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authentic tasks.
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the intersection of learning and technology,
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monitor and document each student's progress.
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This is what I am currently wrestling with: how do I monitor student contributions to my course if they work in a cooperative group? I hated being that kid in the group that did all the work!
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"Teachers can draw on technology applications to simulate real-world environments and create actual environments for experimentation, so that students can carry out authentic tasks as real workers would, explore new terrains, meet people of different cultures, and use a variety of tools to gather information and solve problems."
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Understanding Rubrics by Heidi Goodrich Andrade - 1 views
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Rubrics appeal to teachers and students for many reasons. First, they are powerful tools for both teaching and assessment. Rubrics can improve student performance, as well as monitor it, by making teachers’ expectations clear and by showing students how to meet these expectations. The result is often marked improvements in the quality of student work and in learning. Thus, the most common argument for using rubrics is they help define “quality.” One student actually didn’t like rubrics for this very reason: “If you get something wrong,” she said, “your teacher can prove you knew what you were supposed to do!”
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Rubrics appeal to teachers and students for many reasons. First, they are powerful tools for both teaching and assessment. Rubrics can improve student performance, as well as monitor it, by making teachers' expectations clear and by showing students how to meet these expectations. The result is often marked improvements in the quality of student work and in learning. Thus, the most common argument for using rubrics is they help define "quality." One student actually didn't like rubrics for this very reason: "If you get something wrong," she said, "your teacher can prove you knew what you were supposed to do!"
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From music making to speaking: Engaging the mirror neuron system in autism - 0 views
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mirror neuron system (MNS)
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The involvement of this multisensory and motor system is particularly evident in experts, such as musicians. Neuroimaging studies using voxel-based morphometry found evidence for structural brain changes such as increased gray matter volume in the inferior frontal gyrus in instrumental musicians compared with non-musicians
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Social and communication impairments represent some of the key diagnostic characteristics of autism
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Theory of mind refers to the ability to understand another person’s mental state, including their beliefs, intents and desires, as separate from one’s own thoughts, experiences and behaviors
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Research has demonstrated a relationship between joint attention and language development in children with autism.
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Besides poor joint attention, the communication deficits in autism may be related to imitation difficulties. Imitation involves translating another person’s action into one’s own, and is also considered to be a precursor of language developmen
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We argue that this engagement could be achieved through forms of music making. Music making with others (e.g., playing instruments or singing) is a multi-modal activity that has been shown to engage brain regions that largely overlap with the human MNS. Furthermore, many children with autism thoroughly enjoy participating in musical activities. Such activities may enhance their ability to focus and interact with others, thereby fostering the development of communication and social skills. Thus, interventions incorporating methods of music making may offer a promising approach for facilitating expressive language in otherwise nonverbal children with autism.
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Given that the mirror neuron system is believed to involve both sensorimotor integration and speech representation, it is likely to underlie some of the communication deficits in individuals with autism spectrum disorder
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Music is a unique, multi-modal stimulus that involves the processing of simultaneous visual, auditory, somatosensory, and motoric information; in music making, this information is used to execute and control motor actions
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It has long been noted that children with autism thoroughly enjoy the process of making and learning music
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112. Trevarthen C, Aitken K, Paoudi D, Robarts J. Children with Autism. Jessica Kingsley Publishers; London: 1996.
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112. Trevarthen C, Aitken K, Paoudi D, Robarts J. Children with Autism. Jessica Kingsley Publishers; London: 1996.
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Wigram T. Indications in music therapy: evidence from assessment that can identify the expectations of music therapy as a treatment for autistic spec trum disorder (ASD): meeting the challenge of evidence based practice. Br J Music Ther. 2002;16:11-28.
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ISTE | Seal of Alignment - 0 views
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The ISTE Seal of Alignment is given for resources that meet rigorous review criteria in areas of technology readiness, proficiency, and/or mastery.
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Sensation-Seeking | Education.com - 0 views
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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.
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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
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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
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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.
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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.
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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
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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
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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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Minds on Fire - 0 views
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Course Document referring to need of expanding the online learning environment -
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University for GenNext... what will it be like? How will we meet the demand?
Why Face-to-Face Meetings Still Matter - Online Collaboration - 0 views
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article02 - 0 views
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"The online learning classroom in its shift from the physical to the virtual may require new ways of approaching instructional design to best capitalize on the qualities that the online learning classroom offers (Mortera-Gutierrez, 2002, p.191). Designing the online learning classroom with an eye towards creating social presence is one such way that instructional design can be used to meet the challenge of the virtual classroom space."
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What You Need to Know about Online Learning For Nurses - 0 views
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"Some important factors should be considered when deciding if online learning is right for you. While it has been shown that students can learn course content online as well as in the traditional classroom setting, less information is available on socialization issues related to the nurse generalist, specialist, or practitioner. The role modeling, mentoring, and collegial friendships may or may not be as adaptable to online methods. Careful selection of clinical settings for experience, on-site preceptors, requirements for certain on-campus experiences, and group attendance of students and faculty members at regional or national meetings are some methods used to assist socialization."
Where Math Meets Beauty: Generate Stunning Fractals With These Free Tools - 0 views
www.makeuseof.com/...e-stunning-fractals-free-tools
math fractals fractal-generator graphics-renderer
shared by alexandra m. pickett on 23 Jul 12
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Catherine Strattner liked it
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Building a better student discussion | e! Science News - 0 views
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"While discussions can be variable and unpredictable in meeting course goals, having a clear approach and organization can increase the potential for active learnin"
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37% of New York Graduates Meet College-Readiness Standard - 0 views
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Students who are enrolling in college courses are not adequately prepared for the rigor and expectations with which they are faced.
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shared by Fiona Grady on 05 Jun 12
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Wanted: Information Literacy Skills in a World of Google and Wikipedia - 0 views
portal.sliderocket.com/...InformationLiteracyWebinar-NYS
information literacy easybib wikipedia authoritative
shared by Fiona Grady on 05 Jun 12
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Joint presentation by EasyBib and OCLC on the need for information literacy and features EasyBib has incorporated to help meet that need. Include top 10 most cited sites based on EasyBib data.
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Thirty-two Trends Affecting Distance Education: An Informed Foundation for Strategic Pl... - 1 views
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As universities shift toward competency and institutions cater more closely to learners’ specific needs, the distinctions between high school, undergraduate college, and graduate programs will dissolve. “Incentives will be given to students and institutions to move students through at a faster rate [and] the home school movement will lead to a home-college movement” (Dunn, 2000, p. 37). As leaders in the effort to cater to learners’ needs, distance education programs may be a dominant influence in this trend.
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Accreditation and program approval will be based more on educational outcomes. Testing programs will be put in place by discipline organizations, federal and state governments, corporations, and testing companies. Large corporations will develop their own approval systems. By 2025, there will not be one national accreditation system, although the U.S. Department of Education will provide a basic safety net for quality. (p. 37; see also Pond, 2003) Distance educators must plan to accommodate this emphasis on accountability if they are to maintain accreditation and meet consumer demands.
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Much of distance education programs’ success or failure can be attributed to how it is organized.
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the academically decentralized/administratively centralized model
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Changes in the institutional landscape may magnify competition among educational providers and allow new models and leaders to emerge.
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Knowledge proliferation may increase content-breadth demands on higher education, spreading distance education resources ever thinner and complicating development decisions.
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An NEA survey reported that faculty members’ top concern about distance education was that they will do more work for the same amount of pay, apparently a merited concern.
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As long as distance education contributions are not considered in tenure and promotion decisions, and as long as professors have their own, traditional ways of delivering their courses, many faculty members will be reluctant to participate in online courses (Oravec, 2003). Concerning this reluctance, Dunn has predicted that many faculty members will revolt against technological course delivery and the emerging expectations their institutions will have of faculty members. Dunn forecast that some of the resistance will even be manifest through unionization and strikes (Dunn, 2000). Some have suggested the labor-intensive and time-consuming demands required to develop online modules as reasons for faculty resistance (Brogden, 2002).
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The results of de Alva’s 2000 survey support this trend: governors rated “maintaining traditional faculty roles and tenure” as the least desirable characteristic of a twenty-first century university (p. 34).
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Faculty members tend initially to try to use their conventional classroom methods to teach at a distance and then become frustrated when attempts are unsuccessful (Dasher-Alston & Patton, p. 14). In Green’s (2002) survey of the role
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Distance education teams include administrators, instructional designers, technologists, and instructors/facilitators (Miller, 2001; Williams, 2003). The functions of instructors and facilitators then include being a “facilitator, teacher, organizer, grader, mentor, role model, counselor, coach, supervisor, problem solver, and liaison” (Riffee, 2003, p. 1; see also Roberson, 2002; Scagnoli, 2001). The role of faculty members in distance education requires “some specialized skills and strategies. Distance education instructors must plan ahead, be highly organized, and communicate with learners in new ways. They need to be accessible to students [and] work in teams when appropriate” (PSU, 1998, p. 4). Distance faculty members must be experts in maintaining communication, because there is increased demand for student interaction in distance learning (NEA, 2000). Finally, they may have to assume more administrative responsibilities than is true in a residential model (PSU, 1998).
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“Rather than incorporating the responsibility for all technology- and competency-based functions into a single concept of ‘faculty member,’ universities are disaggregating faculty instructional activities and [assigning] them to distinct professionals” (Paulson, 2002, p. 124). Doing this involves a “deliberate division of labor among the faculty, creating new kinds of instructional staff, or deploying nontenure-track instructional staff (such as adjunct faculty, graduate teaching assistants, or undergraduate assistants) in new ways” (Paulson, 2002, p. 126
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Online students are becoming an entirely new subpopulation of higher-education learners. They are “generally older, have completed more college credit hours and more degree programs, and have a higher all-college GPA than their traditional counterparts” (Diaz, 2002, pp. 1-2). For example, Diaz has noted that online students received twice as many A’s as traditional students and half as many D’s and F’s.
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One result of the highly competitive e-learning market will be institutions that specialize in meeting particular niches in the market (Gallagher, 2003). Morrison and Barone (2003, p. 4) observed, “We can see the beginnings of the trend toward the unbundling of courses, credits, services, and fee structures.” Dunn foresaw a similar trend, predicting that “courseware producers will sell courses and award credits directly to the end user and thus, through intermediation, bypass the institutional middleman” (Dunn, 2000, p. 37). The transition may also blur the distinction between two- and four-year colleges and universities (Carr, 1999). In this context of greater “portability,” more educational “brokers” (e.g., Western Governor’s University, Excelsior College, Charter Oak State College, etc.) will exist (Pond, 2003). Further, as de Alva has asserted, “Institutional success for any higher education enterprise will depend more on successful marketing, solid quality-assurance and control systems, and effective use of the new media than on production and communication of knowledge” (de Alva, 2000, p. 40).
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Trends that affect distance education. The part that shows how different online students are now is very interesting.
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Distance Learning: Promises, Problems, and Possibilities - 0 views
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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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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
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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.
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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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How Well Do Your Students Know Each Other? | Responsive Classroom - 0 views
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Great teachers work on building a sense of community in their classrooms all year long
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They understand that helping students build relationships with each other is a key to creating an optimal learning environment.
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You can support children's relationships in many ways. Let students share about their hobbies, interests, and passions at Morning Meeting or in connection with academic topics or assignments
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ry brainstorming lunch conversation topics with your class, assigning lunch partners, and then taking a few minutes for sharing what partners learned about each other after lunch.
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Arrival time can be another opportunity to check in with students and give them a few minutes to touch base with each other.
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Games can be a fast, fun, and effective way for a group to get to know each other better, too. Here are a few to try:
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This, That, Neither, Both
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Four Corners
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Venn Diagram
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Human Bingo
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How Well Do Your Students Know Each Other?
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shared by Alicia Fernandez on 19 Jun 14
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The Instructional Conversation: Teaching and Learning in Social Activity [eScholarship] - 0 views
escholarship.org/...5th0939d
teaching curriculum educational programs teaching methods learning student evaluations student teacher relationship
shared by Alicia Fernandez on 19 Jun 14
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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.