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Diane Gusa

Make thinking visible « MCU Center for Teaching & Learning - 0 views

facdev.dodlive.mil/...comment-page-1

cognitive engagement thinking learning

shared by Diane Gusa on 07 Jun 11 - No Cached
  • Collins, Brown, and Holum suggested we adopt a model of cognitive apprenticeship as a teaching strategy.  This model encourages teachers and students to verbalize their thinking in order for the student to recognize gaps and to be brought to a more expert level of thinking. 
  • Modeling – This method requires the teacher to perform a task and to allow the student to observe and to build a mental model of the processes required to complete that task. Coaching – This method requires the student to perform a task while the teacher provides hints, feedback, and reminders to bring their performance closer to an expert performance. Scaffolding – This method requires the teacher to provide supports for the student to perform the task.  As the task is repeated and mastered less supports are provided to the student. Articulation – This method requires the teacher to pull out the student’s problem-solving processes through inquiry or by the student assuming the role of a critic to a set of activities. Reflection – This method requires the student to compare their own problem-solving processes with that of an expert. Exploration – This method requires the teacher to cultivate an environment of problem-solving independent of the expert
Danielle Melia

EBSCOhost: Exploring the Impact of Web-Based Learning Tools in Middle School Mathemati... - 0 views

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academic students teaching education technology online online education learning

shared by Danielle Melia on 28 Jun 12 - No Cached
  • Danielle Melia on 28 Jun 12
     
    This study examined the impact of Web-Based Learning Tools (WBLTs), also known as learning objects, in middle school mathematics and science classrooms. Survey, qualitative, and student performance data were collected from a sample of 18 teachers and 443 students. Teachers were very positive about the learning benefits, design of WBLTs, and increased engagement of their students. Students were moderately positive about these same features. Student learning performance with respect to remembering, understanding, applying and evaluating concepts increased significantly when WBLTs were used. Qualitative data suggested that a number of students enjoyed the visual supports, ease of use, and interactivity of WBLTs as well using technology to learn. Some students noted that the WBLTs used in class were not challenging enough and that the help features and the design of certain WBLTs were deficient. Overall, it is reasonable to conclude that WBLTs, if selected carefully, can be a positive and effective learning tool in a middle school environment. Reprinted by permission of the publisher.
Irene Watts-Politza

ScienceDirect.com - Computers & Education - Learning presence: Towards a theory of self... - 1 views

www.sciencedirect.com.libproxy.albany.edu/...S0360131510002095

CoI Shea 'learning presence

shared by Irene Watts-Politza on 18 Jul 12 - No Cached
  • This line of research indicated that the multivariate measure of learning represented by the cognitive presence factor could be predicted by the quality of teaching presence and social presence reported by learners in online courses. The relationship between these constructs is illustrated in Fig. 1 below.
  • Given the electronic, social, and “self-directed” nature of online learning, it seems imperative that we examine learner self- and co-regulation in online environments especially as they relate to desired outcomes such as higher levels of cognitive presence as described in the CoI framework.
    • Irene Watts-Politza
      Irene Watts-Politza on 18 Jul 12
       
      Is this an aspect of assessment that is adequately addressed?
  • We suggest that this constellation of behaviors and traits may be seen as elements of a larger construct “learning presence” (Shea, 2010).
  • ...19 more annotations...
  • self-efficacy can be viewed as a subjective judgment of one’s level of competence in executing certain behaviors or achieving certain outcomes in the future. Self-efficacy has been identified as the best predictor of college GPA and among the best predictors of college persistence through meta-analytic research (Robbins et al., 2004). Further, commenting on the state of the art in self-regulated learning research Winne suggested that self-regulation is contingent on positive self-efficacy beliefs, arguing that “learners must subscribe to a system of epistemological and motivational beliefs that classifies failure as an occasion to be informed, a condition that is controllable, and a stimulus to spend effort to achieve better” (Winne, 2005). This contrast of failure attribution as trait (e.g., “I’m just not good at math”) versus failure as occasion to be informed (“I can control, adapt, and learn from this”) is a classic view of maladaptive and adaptive self-efficacy beliefs.
  • In the current study we therefore examine the relationship between CoI constructs and elements of self efficacy in order to begin to investigate the larger theme of collaborative online learner regulation and learning presence.
  • Thus, self-efficacy is “concerned not with what one has but with belief in what one can do with whatever resources one can muster” (Bandura, 2007, p. 6).
  • Bandura has noted that slightly elevated efficacy can have a bigger impact on subsequent performance. Overestimating one’s capabilities to produce a behavior and outcome may boost performance and give rise to motivation to persist in face of obstacles and seatback, while the opposite is true for underestimating one’s capabilities, which may suppress productive goals, persistence and effort (Bandura, 2007). Thus there is an important connection between self-efficacy, effort, and subsequent performance.
    • Irene Watts-Politza
      Irene Watts-Politza on 19 Jul 12
       
      This has implications for course attrition rates.
  • Positive psychological and emotional states in the aftermath of successful execution of certain academic behaviors naturally lead to sense of competence and subsequently results in enhanced sense of efficacy.
    • Irene Watts-Politza
      Irene Watts-Politza on 19 Jul 12
       
      This is the "feeling of satsfaction" Lisa Martin referred to in her Module 3 posts on social presence.
  • We suggest here that elements within the CoI framework may serve as mechanisms for supporting self-efficacy. Specifically we conjecture that effective teaching presence and positive social presence should serve as sources of social persuasion and positive affect supportive of self-efficacy.
  • (Bandura, 1997). These and other studies have suggested that self-efficacy has a substantial role in predicting student engagement, motivation and performance ( [Bong, 2004], [Caraway et al., 2003], [Chemers et al., 2001], [Choi, 2005], [Smith et al., 2001] and [Vrugt et al., 2002]).
  • The participants in the study were a random sample of 3165 students from 42 two- and four-year institutions in New York State.
    • Irene Watts-Politza
      Irene Watts-Politza on 19 Jul 12
       
      SLN? See how many things you can learn with one really great data set?
  • Gaining knowledge about the reasons for learning and achievement of online students has attracted a great deal of attention among both researchers and practitioners. Understanding the factors that have an influence on the success of online education has significant implications for designing productive online communities.
  • Reviewing studies that investigated elements of online learner self-regulation
  • This ongoing project to document all instances of teaching, social, and cognitive presence in complete online courses also resulted in identification of learner discourse that did not fit within the model, i.e. could not be reliably coded as indicators of teaching, social, or cognitive presence ( [Shea, 2010] and [Shea et al., 2010]).
  • Additional work on the CoI model (Shea, Vickers, & Hayes, 2010) suggested that past research methods may have resulted in a systematic under representation of the instructional effort involved in online education.
  • These exceptions represent interesting data for refining and enhancing the model as they suggest that learners are attempting to accomplish goals that are not accounted for within the CoI framework.
  • In this paper we examine the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000) suggesting that the model may be enhanced through a fuller articulation of the roles of online learners. We present the results of a study of 3165 students in online and hybrid courses from 42 two- and four-year institutions in which we examine the relationship between learner self-efficacy measures and their ratings of the quality of their learning in virtual environments. We conclude that a positive relationship exists between elements of the CoI framework and between elements of a nascent theoretical construct that we label “learning presence”. We suggest that learning presence represents elements such as self-efficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner self-regulation.
  • the CoI framework attempts to articulate the social, technological, and pedagogical processes that engender collaborative knowledge construction. It therefore represents an effort to resolve the greatest challenge to the quality of online education
  • Learner discussions also included efforts to divide up tasks, manage time, and set goals in order to successfully complete group projects. As such they appeared to be indicators of online learner self and co-regulation, which can be viewed as the degree to which students in collaborative online educational environments are metacognitively, motivationally, and behaviorally active participants in the learning process (Winters & Azevedo, 2005).
  • the authors concluded that all the studies converged on advantageous outcomes for providing support for “metacognitive” learning strategies including self-reflection, self-explanation, and self-monitoring.
  • successfully orchestrating a dialogue demands fairly sophisticated skills. Conversational contributions need to be simultaneously parsed according to their disciplinary value, their location within the chain of collective argumentation, their relevance to the instructional goals, and their role as indicators of the student’s ongoing understanding. The outcome of this complex appraisal is a sense of the amount and quality of the guidance that specific contributions and the conversation as a whole require to support learning.” (Larreamendy-Joerns & Leinhardt, p. 591)
  • Zhao et al. also concluded that studies in which instructor interaction with students was medium to high resulted in better learning outcomes for online students relative to classroom learners.
  • Catherine Strattner on 18 Jul 12
     
    This article also addresses the relationships between each of the presences and proposes an additional presence- Learner Presence.
Danielle Melia

Archived: What Are Promising Ways to Assess Student Learning? - 0 views

www2.ed.gov/...pt3.html

online education teaching

shared by Danielle Melia on 18 Jul 12 - No Cached
  • Danielle Melia on 18 Jul 12
     
    New forms of student assessment are designed to demonstrate what students are learning and what they can do with their knowledge. Known variously as "alternative" or "more authentic" measures, these assessments require students to "perform" in some way--by writing, demonstrating, explaining, or constructing a project or experiment--so they are also called "performance-based" tests.
Alicia Fernandez

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 - No Cached
  • Alicia Fernandez on 19 Jun 14
     
    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.
Danielle Melia

Preparing Teachers to Teach Online - 0 views

home.sprynet.com/...TeachingOnline.htm

academic students teaching online education education online learning

shared by Danielle Melia on 29 Jun 09 - Cached
  • Online teaching effectiveness The following behaviors are associated with effective online teaching: n     providing timely and meaningful feedback, n     creating learning activities that engage students, n     keeping students interested and motivated, n     ensuring students interact with each other, and n     encouraging students to be critical and reflective. These behaviors constitute criteria for evaluation of online teaching. For each behavior there needs to be a definition of minimal acceptable performance as well as exemplary performance. To assess online teaching effectiveness, these behaviors need to be evaluated during the delivery of online classes. Most existing teaching evaluation does not assess these kinds of factors.
  • Online teaching
  • Online teaching effectiveness The following behaviors are associated with effective online teaching: n     providing timely and meaningful feedback, n     creating learning activities that engage students, n     keeping students interested and motivated, n     ensuring students interact with each other, and n     encouraging students to be critical and reflective. These behaviors constitute criteria for evaluation of online teaching. For each behavior there needs to be a definition of minimal acceptable performance as well as exemplary performance. To assess online teaching effectiveness, these behaviors need to be evaluated during the delivery of online classes. Most existing teaching evaluation does not assess these kinds of factors.
    • Kristina Lattanzio
      Kristina Lattanzio on 29 Jun 09
       
      Nessary characteristics to create a nurturing classroom environment. Feedback, both timely and meaningful, shows a dedicated instructor.
  • Danielle Melia on 29 Jun 12
     
    Online courses have become very popular in higher education and with the emergence of virtual schools are becoming common at the K-12 level (see Clark, 2001; Vail 2001). While most universities and colleges have established training programs to prepare their faculty to teach online, school systems are just beginning to address this need.  As McKenzie (2001) notes, preparing teachers to teach online needs to involve a lot more than the short workshops typical of inservice training. Hannum (2001) describes an extensive state-wide initiative in Colorado. The Concord Consortium and Illinois Online Network both have successful online teacher training programs. A number of online learning system vendors such as Apex Learning, Blackboard Inc., and eCollege also offer online teacher training programs, although these tend to be tailored to their systems.  
Diane Gusa

ScienceDirect - Educational Research Review : Peer assessment for learning from a socia... - 0 views

www.sciencedirect.com/...S1747938X08000420

Peer assessment review variables social learning interpersonal influence

shared by Diane Gusa on 01 Jul 11 - No Cached
  • Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features
  • Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features
  • Peer assessment is fundamentally a social process whose core activity is feedback given to and received from others, aimed at enhancing the performance of each individual group member and/or the group as a whole
  • ...5 more annotations...
  • . Peer assessment is fundamentally a social process whose core activity is feedback given to and received from others, aimed at enhancing the performance of each individual group member and/or the group as a whole
  • Peer assessment is fundamentally a social process whose core activity is feedback given to and received from others, aimed at enhancing the performance of each individual group member and/or the group as a whole
  • Peer assessment is fundamentally a social process whose core activity is feedback given to and received from others, aimed at enhancing the performance of each individual group member and/or the group as a whole.
  • although peer assessment is a social process, interpersonal variables have hardly been studied; more specifically, they were measured in only 4 out of 15 studies.
  • Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features
Jessica Backus-Foster

STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS - 1 views

www.cdl.org/...self_eval.php

increased motivation self-assessment evaluation

shared by Jessica Backus-Foster on 06 Jul 09 - Cached
  • Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future.
  • enhanced self-efficacy and increased intrinsic motivation
  • Do students self-evaluate fairly? Many teachers, parents, and students believe that if students have a chance to mark their own work they will take advantage, giving themselves higher scores regardless of the quality of their performance. We have found that students, especially older ones, may do this if left to their own devices. But, when students are taught systematic self-evaluation procedures, the accuracy of their judgment improves. Contrary to the beliefs of many students, parents, and teachers, students' propensity to inflate grades decreases when teachers share assessment responsibility and control (Ross, et al., 2000). When students participate in the identification of the criteria that will be used to judge classroom production and use these criteria to judge their work, they get a better understanding of what is expected. The result is the gap between their judgments and the teacher's is reduced. And, by focusing on evidence, discrepancies between teacher and self-evaluation can be negotiated in a productive way.
    • Jessica Backus-Foster
      Jessica Backus-Foster on 06 Jul 09
       
      this is what I was wondering
  • ...6 more annotations...
  • E. Is simply requiring self-evaluation enough, or do students have to be taught how to evaluate their work accurately? Students harbor misconceptions about the self-evaluation process (e.g., the role that evidence plays). As a result, self-evaluation is unlikely to have a positive impact on achievement if these misconceptions are not addressed by teaching students how to evaluate their work. Simply requiring self-evaluation is unlikely to have an effect on achievement. Students have to be taught how to evaluate their work accurately and need time to develop the appropriate skills.
    • Jessica Backus-Foster
      Jessica Backus-Foster on 06 Jul 09
       
      this is the important part...to really get the full benefits, we have to teach students the process and make them part of the process
  • G. What is the greatest challenge for teachers incorporating self-evaluation into their assessment repertoires? One of the greatest challenges for teachers is the recalibration of power that occurs when assessment decisions are shared. Data collected in one of our projects (Ross et al., 1998a) suggested that teachers found it difficult to share control of evaluation decision-making, a responsibility at the core of the teacher's authority. Such difficulty may be due to the fact that teaching students to be self-evaluators involves the implementation of fundamental changes in the relationship between teachers and students in the classroom. Changing root beliefs, behaviors and relationships is difficult and takes time. Accordingly, another challenge is time. Teachers need considerable time to work out how to accommodate an innovation that involves sharing control of a core teacher function with their existing beliefs about teacher and learner roles. As well, students need time to understand what self-evaluation is and how it relates to their learning, in addition to learning how to do it.
  • STAGE 1- Involve students in defining the criteria that will be used to judge their performance
  • STAGE 1- Involve students in defining the criteria that will be used to judge their performance.
  • STAGE 1- Involve students in defining the criteria that will be used to judge their performance.
  • STAGE 2- Teach students how to apply the criteria to their own work.
Catherine Strattner

Cuomo Signs Legislation on Public Disclosure of Teacher Evaluations | WKBW News 7: News... - 0 views

www.wkbw.com/...her-Evaluations-160266275.html

legislation public disclosure teacher performance

shared by Catherine Strattner on 01 Jul 12 - No Cached
  • The new law signed today by the Governor ensures that parents and the general public can assess how schools across New York are performing. The law requires school districts and BOCES to fully disclose their evaluation results to the public and require requires the State Education Department to post and make widely available important data that will allow the public to analyze and compare how schools are performing. School districts and BOCES will also be required to notify and fully disclose to parents and legal guardians the final specific ratings and composite evaluation scores of the teachers and principals to which their student is assigned.
  • Catherine Strattner on 01 Jul 12
     
    Legislation makes APPR ratings public in NY state.
  • Catherine Strattner on 01 Jul 12
     
    Article regarding public disclosure of teacher ratings in NY state.
Tina Bianchi

Courage in the Classroom: Exploring a New Framework Predicting Academic Performance and... - 0 views

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education learning teaching

shared by Tina Bianchi on 19 Jul 12 - No Cached
  • Tina Bianchi on 19 Jul 12
     
    The present study explored an hypothesized formulation of academic courage (defined as perseverance in the face of academic difficulty and fear) and its role in predicting academic performance (literacy and arithmetic) and various academic engagement measures (planning, task management, self-handicapping, disengagement, class participation, enjoyment of school, and positive academic intentions).
Lauren D

Online Discussion Boards & Rubrics - Pedagogy - Learning - Center for Online Learning, ... - 0 views

www.uis.edu/...rubrics.html

rubrics feedback education interaction social

shared by Lauren D on 19 Jun 12 - No Cached
  • Rubrics play a vital role in helping students identify their own strengths and weaknesses. If a students understand their weakness then the they can use rubric feedback to improve future performance.
  • Lauren D on 19 Jun 12
     
    Rubrics play a vital role in helping students identify their own strengths and weaknesses. If a students understand their weakness then the they can use rubric feedback to improve future performance.
Melissa Pietricola

Self-regulation of learning and ... - Google Books - 0 views

books.google.com/books

self-regulation student education

shared by Melissa Pietricola on 31 May 10 - Cached
    • Melissa Pietricola
      Melissa Pietricola on 31 May 10
       
      Areas of Self Regulation: motives methods performance outcomes environmental resources
  • Melissa Pietricola on 31 May 10
     
    Self-regulation of learning and performance: issues and Educational Applications, book
Joy Quah Yien-ling

Using Peer Feedback to Enhance the Quality of Student Online Postings: An Exploratory S... - 0 views

jcmc.indiana.edu/...ertmer.html

shared by Joy Quah Yien-ling on 19 Jun 10 - Cached
  • According to the authors, good feedback performs the following functions: clarifies what good performance is (goals, criteria, standards) facilitates the development of self-assessment and reflection delivers high quality information to students about their learning encourages teacher and peer dialogue around learning encourages positive motivational beliefs and self esteem provides opportunities to close the gap between current and desired performance provides information to teachers that can help shape teaching (p. 3).
  • According to Palloff and Pratt (1999), "the ability to give meaningful feedback, which helps others think about the work they have produced, is not a naturally acquired skill" (p. 123).
  • Joy Quah Yien-ling on 19 Jun 10
     
    "Using Peer Feedback to Enhance the Quality of Student Online Postings"
alexandra m. pickett

Social Studies Another Way - 0 views

melissapietricola.edublogs.org

shared by alexandra m. pickett on 09 Jun 10 - Cached
  • don’t use it as a source in research
    • Joan Erickson
      Joan Erickson on 09 Jun 10
       
      Look at what we do in etap, we pull research sources off of the web left and right. Does it make it OK for us to do?
  • . I’m thinking that by creating a mission video that emphasizes their own creativity as the goal that they will see that this is self-directed and endless in its possibilitie
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      fantastic idea!!
  • I notice that I don’t read everything on each direction page, so I’m sure my students won’t either.
  • ...15 more annotations...
  • Having to support my ideas is cumbersome, and it requires work
    • Joan Erickson
      Joan Erickson on 20 Jul 10
       
      Shoubang left a message on my blog saying the same thing: it is WORK. But we learn a lot from one another!
  • I was always annoyed in grad classes when people would just shoot off their mouths about random things, totally wasting class time on their own rants (usually at 9pm). This definitely alleviates that situation!
  • I don’t accept laziness or haphazard work, but I usually reject it with a smile and a joke
    • Joan Erickson
      Joan Erickson on 20 Jul 10
       
      Melissa, I want my son to have a teacher like you! I want to have a teacher who knows how to gracefully reject silly work !
  • At this point, I need stick notes to track down sticky notes
    • Joan Erickson
      Joan Erickson on 31 Jul 10
       
      melissa you are too funny!
  • I resisted activities where the students “taught” each other for fear that they would leave something out
    • Joan Erickson
      Joan Erickson on 31 Jul 10
       
      of course you would have that fear. I think every teacher has that concern when they use peer-learning activities. state exams put so much pressure on the teachers and the kids.
    • Melissa Pietricola
      Melissa Pietricola on 31 Jul 10
       
      They do, it is truly counterproductive!
  • I will be extremely busy
  • I am eliminating much of the homework requirements so students can work on the online course
  • It will be an enormous challenge for me to let students take the lead and not dominate the airspace. If I want my students to make it to that “performance” or “resolution” stage I see this stepping back as being essential. I want them to “Perform” in the sense that they build their learning into webpages. If I dominate their peer critiques, for example, they might as well become my webpages. The intent is for them to run wild with their creativity, and to step away from me as the direct instructor. He also discusses the steps groups take to make decisions, “forming, norming, storming, and performing.” Garrison emphasizes that groups not only need time, but also clearly stated goals to function productively. I am very familiar with his claim that, “groups do not naturally coalesce and move to integration and resolution phases.” I loathe group work for this very reason! I have avoided it much of my teaching career, afraid of losing control of the classroom and the content, and often seeing little progression in student learning when I do venture to use it. He goes on to argue that, “direction and facilitation is required to establish cohesion and ensure messages are developed.” I guess I assumed this, that you need to give clear directions, state your goals for the activity, and facilitate its progression. I’m concerned with how this will go online.
  • This reminds  me of Kelly as a “thread killer.”
  • time consuming
    • Joan Erickson
      Joan Erickson on 08 Aug 10
       
      me too. you mentioned about this in your earlier blog. Compposing a post felt like writing a mini-essay for me, I just couldn't produce a coherent, educated, and educational post in a matter of minutes. It is time-consuming to produce intelligent work.
    • Melissa Pietricola
      Melissa Pietricola on 09 Aug 10
       
      It is! I felt like I would wander through the Internet in a thousand directions, getting irritated with myself for being so scatterbrained. It took me forever!
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 13 Aug 10
       
      I agree! Takes forever - days and days to write. Blogging is agonizing!! But ultimately satisfying :-) We survived.
    • Joan Erickson
      Joan Erickson on 16 Aug 10
       
      wheeew! Now I feel better. For the longest time I thought it was due to my inadequacy that it took me days to pull research together and write up a coherent reply. If you two felt this way, who am I to complain?! Thanks!
  • By that I mean it keeps me thinking. I wake up in the middle of the night and wonder on it, it makes me uncomfortable, and it appears on my to-do list in the strangest way. One thing I think of is the idea of student-centered learning. Its not that this is new to me entirely, but it has been a bit of a shocker to learn how to do it effectively and how to readjust my thinking and teaching to make the student at the middle. The idea that my activities should be engaging has always been moderately important, but I’ve thought about it in the past as “entertaining.” I always came back to the thought that I wasn’t here to entertain my students, they get entertainment everywhere else.
  • But, as a student, I completely understand and empathize with the idea that they should be engaged and want to be a part of what they are learning. This is a new thought to me. That I should make the activities engaging (by using technology, by encouraging connections, and by making purposeful learning) not simply so students have fun, but so that they learn more!
  • whether I’d catch the next episode of the “Backyardigans.”
    • alexandra m. pickett
      alexandra m. pickett on 17 Aug 10
       
      i love backyardigans!! : )
  • It stimulated a different part of my brain and gave me an adult purpose to my day. Very important for my sanity and helpful for me as a mother, as well. I truly agree that being an educated woman makes us better caretakers for our children (especially our girls!)
  • The truth is, though, that it did help me to learn and it was a challenge I could meet.
Kristina Lattanzio

Developing aural and listening skill - 0 views

www.quincychan.com/ing_aural_and_listening_s.html

erceptive listening

shared by Kristina Lattanzio on 16 Jul 09 - Cached
  • Students will be able to play more musically, comment perceptively on performances, play or sing in tune, memorize music and sight read more fluently.
    • Kristina Lattanzio
      Kristina Lattanzio on 16 Jul 09
       
      adding music critique sessions in the performance class works to establish a more improved "ear" for music listening and awareness during performance.
Kristen Della

Assessing faculty work: enhancing individual and institutional performance - 0 views

www.lavoisier.fr/...notice.asp

faculty development faculty performance

shared by Kristen Della on 09 Jun 11 - No Cached
  • Kristen Della on 09 Jun 11
     
    Faculty Development.Faculty Performance.
Diane Gusa

Rubrics - 1 views

edtech.kennesaw.edu/...rubrics.htm

rubrics assessment learning teaching

shared by Diane Gusa on 13 Jul 11 - Cached
  • A rubric is an authentic assessment tool used to measure students' work. It is a scoring guide that seeks to evaluate a student's performance based on the sum of a full range of criteria rather than a single numerical score.
  • It is a formative type of assessment because it becomes an ongoing part of the whole teaching and learning process.
  • use a range to rate performance.
  • ...8 more annotations...
  • focus on measuring a stated objective
  • contain specific performance characteristics arranged in levels indicating the degree to which a standard has been met (Pickett and Dodge).
  • improve students' end products
  • provide the scaffolding necessary to improve the quality of their work and increase their knowledge.
  • help students become better judges of the quality of their own work.
  • allow assessment to be more objective and consistent.
  • force the teacher to clarify his/her criteria in specific terms.
  • provide students with more informative feedback about their strengths and areas in need of improvement.
Alicia Fernandez

Wasted on the Young? Comparing the Performance and Attitudes of Younger and Older US Ad... - 0 views

www.e-education.psu.edu/...%20DiBiase%20Kidwai%202010.pdf

online learning adult education traditional students non-traditional students adult learning theory

shared by Alicia Fernandez on 04 Jun 14 - No Cached
  • Alicia Fernandez on 04 Jun 14
     
    This study investigates the counter-intuitive observation that older students tend to thrive better than younger students in online classes. We use a variety of measures to compare performance and attitudes of undergraduates and continuing adult professionals in separate but nearly identical class sections led by the same instructor at a US university during the same nine-month study period. Findings are consistent with theoretical predictions about differences in readiness of younger and older adults for elf-directed learning experiences. Results also suggest that online educators should be proactive in stimulating younger students' participation in class discussions, and should find ways to evaluate explicitly the tacit learning that online discussion can foster.
cpcampbell88

Interview Skills Checklist - 0 views

www.merlot.org/...viewMaterial.htm

Module 4 Assignment

shared by cpcampbell88 on 29 Jul 14 - No Cached
  • cpcampbell88 on 29 Jul 14
     
    The Interview Skills Checklist was designed to informally assess a student's performance in the four main phases of an interview. These phases are a.
  • cpcampbell88 on 29 Jul 14
     
    The Interview Skills Checklist was designed to informally assess a student's performance in the four main phases of an interview. These phases are a.
Lauren D

Understanding Rubrics by Heidi Goodrich Andrade - 1 views

learnweb.harvard.edu/...rubricar.htm

rubrics feedback education critical_thinking Evaluation

shared by Lauren D on 19 Jun 12 - Cached
  • 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!”
  • Lauren D on 19 Jun 12
     
    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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