Group items tagged

Writing and Reading

It seems that a very informative post that does not bring in outside research to teach the class something will never receive a perfect score. That seems to be the essence of a perfect post. Search the web, search books, search resources, and bring these ideas back to the class to teach the class something.

have the students introduce themselves by their "medieval vocational personality."

Not only does this promote positive effects, it also reduces the negative effects usually present in non-collaborative groups such as the free-rider or hitchhiking effect, social loafing, and the sucker effect. The free-rider or hitchhiking effect (Kerr & Bruun, 1983) exists when ‘‘group members exert less effort as the perceived dispensability of their efforts for the group success increases’’ (p. 78). In other words, they feel that the group is doing enough and that they don’t have to contribute. Social loafing (Latane ́ , Williams, & Harkins, 1979) exists when group members exert less effort as the perceived salience of their efforts for the group success decreases. In other words, as the group size increases so does the anonymity and the non-participation. The social loafer differs from the free rider in that the former lacks the motivation to add to the group performance, while the latter tries to profit from others while minimizing essential contributions. Finally, the sucker effect (Kerr, 1983) exists when the more productive group members exert less effort as the awareness of co-members free-riding increases. That group refuse to further support noncontributing members (they refuse to be ‘suckers’) and therefore reduce their individual efforts” (p. 339-40)

Most five year olds are totally confident that they can draw, sing, and dance.  Tragically, within three or four years this child, if she is typical, will experience a crisis of confidence

She will no longer feel competent or creative. 

I didn’t like English

the one who will determine your grade

Edwards sees one final benefit. “My impression is that self-grading alleviates student anxiety and, subsequently, eases student-teacher conflict by demystifying the grading process and making students feel that they have control over their own evaluation.” (p. 75)

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.

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.

student self-assessment and personal progress charts is a work in progress.

Eisner (2003) claims that it is appropriate to take into account a learner’s frame of reference.

While, the educational value of using a social constructivist approach is supported in educational literature (Jonassen, 1998; Garrison & Anderson, 2003), individual constructivism and self-directed learning (Merriam & Cafarella, 1999) are also valid educational strategies

My role in the discussion forums is that of a "silent facilitator". I provide daily private feedback - corrective and supportive - to the student discussants.