Skip to main content

Home/ ETAP640/ Group items tagged praise

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Diane Gusa

The Power (and Peril) of Praising Your Kids -- New York Magazine - 0 views

nymag.com/27840

praise education intelligence Learning school

shared by Diane Gusa on 27 Jun 11 - Cached
  • this self-awareness that he’s smart hasn’t always translated into fearless confidence when attacking his schoolwork. In fact, Thomas’s father noticed just the opposite. “Thomas didn’t want to try things he wouldn’t be successful at,” his father says. “Some things came very quickly to him, but when they didn’t, he gave up almost immediately, concluding, ‘I’m not good at this
  • Why does this child, who is measurably at the very top of the charts, lack confidence about his ability to tackle routine school challenges?
  • Carol Dweck and her team at Columbia (she’s now at Stanford) studied the effect of praise on students in a dozen New York schools.
  • ...1 more annotation...
  • the puzzles. The other choice, Dweck’s team explained, was an easy test, just like the first. Of those praised for their effort, 90 percent chose the harder set of puzzles. Of those praised for their intelligence, a majority chose the easy test. The “smart” kids took the cop-out.
diane hamilton

Choice Words - Stenhouse Publishers - 0 views

www.stenhouse.com/...viewprd.asp

choice words language

shared by diane hamilton on 25 Jul 12 - No Cached
  • diane hamilton on 25 Jul 12
     
    podcast of Peter Johnston talking about teachers' fear of mistakes and the dangers of viewing things as "right" and praising people as "smart"
Michael Lucatorto

In One Room, Many Advantages - WSJ.com - 0 views

online.wsj.com/...SB124631953965570969.html

shared by Michael Lucatorto on 16 Jul 11 - No Cached
  • In the 1960s, some liberals praised the one-room school of yore as "the precursor to group learning" and "open classrooms"
  • Decades after consolidation had obliterated one-room schools, researchers discovered their advantages. The child in the small school is not just a statistic on a government chart. She receives "individual attention and recognition." She works at her own pace. She has, most important, a place. As Mr. Zimmerman remarks, recent alternatives to "the large, alienating modern school," from charter schools to homeschooling, have sought to foster "the snug, communal aspects of the one-room school." But the one-room-school model entails community control, which liberals and conservatives alike resist if the "community" sings from the wrong hymnal.
  • By World War II, the little red schoolhouse whose razing had been a New Deal project became a symbol of homefront democracy. In the 1960s, some liberals praised the one-room school of yore as "the precursor to group learning" and "open classrooms" -- daily Bible reading not included. At the same time some conservatives extolled its alleged (and exaggerated) hickory-stick discipline.
Erin Fontaine

Teaching Students with Special Needs: Advice for Teachers (Grades K-12) - TeacherVision... - 0 views

www.teachervision.fen.com/...48460.html

shared by Erin Fontaine on 24 Jun 12 - Cached
  • A learning disabled student …
  • Use these appropriate strategies with learning disabled students:
  • Present tests and reading materials in an oral format so the assessment is not unduly influenced by lack of reading ability.
    • Erin Fontaine
      Erin Fontaine on 24 Jun 12
       
      You could try using voice to text service, set up chat sessions, even meet in person to conduct evaluations
  • ...7 more annotations...
  • frequent progress checks.
    • Erin Fontaine
      Erin Fontaine on 24 Jun 12
       
      Great way to utilize the Act. Report feature in Moodle
  • immediate feedback
  • Make activities concise and short
  • Learning disabled youngsters have difficulty learning abstract terms and concepts. Whenever possible, provide them with concrete objects and events—items they can touch, hear, smell, etc.
    • Erin Fontaine
      Erin Fontaine on 24 Jun 12
       
      This will be my hardest, how do you accomodate everyone, with every thing they need?
  • provide specific praising comments that link the activity directly with the recognition
  • offer information in both written and verbal formats
  • Create an atmosphere in which a true “community of learners” is facilitated and enhanced.
sherrilattimer

2001 Beder - 0 views

www.adulterc.org/...2001beder.htm

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

The Technology Source Archives - Seven Principles of Effective Teaching: A Practical Le... - 0 views

technologysource.org/...inciples_of_effective_teaching

e-learning seven-principles assessment teaching module 5 assignment

shared by Diane Gusa on 12 Jun 09 - Cached
  • Principle 5: Good Practice Emphasizes Time on Task Lesson for online instruction: Online courses need deadlines. One course we evaluated allowed students to work at their own pace throughout the semester, without intermediate deadlines. The rationale was that many students needed flexibility because of full-time jobs. However, regularly-distributed deadlines encourage students to spend time on tasks and help students with busy schedules avoid procrastination. They also provide a context for regular contact with the instructor and peers.
    • Kristina Lattanzio
      Kristina Lattanzio on 12 Jun 09
       
      Set clear deadlines for work to create comfortable online learning environments. Helps students keep themselves on task and enhances learning.
    • Diane Gusa
      Diane Gusa on 02 Aug 11
       
      I considered doing this, but was not sure...I noticed Alex did this when she would say "read Ian's post" or EXCELLENT! aand I wanted to check out what was said even more.
  • Allowing students to choose project topics incorporates diverse views into online courses.
  • ...4 more annotations...
  • Communicating high expectations for student performance is essential.
  • give challenging assignments.
  • communicate high expectations is to provide examples or models for students to follow, along with comments explaining why the examples are good.
  • publicly praising exemplary work communicates high expectations. Instructors do this by calling attention to insightful or well-presented student postings.
sherrilattimer

Report: Google Spending $1B on Internet Satellites - World Wide Web on Top Tech News - 0 views

www.toptechnews.com/...index.php

shared by sherrilattimer on 03 Jun 14 - No Cached
  • Search giant Google has been working on Internet expansion technologies for at least a few years and its latest project could involve spending $1 billion on 180 satellites, according to the Wall Street Journal. Just like the balloons in Google's Project Loon, the satellites would be used to extend Internet access to large groups of people in remote areas
  • Since Project Loon was first revealed and subsequently rolled out in a test run over New Zealand, many people have praised Google for its Internet expansion initiatives. The majority of people on earth do not have access to the Internet and with Project Loon ability to provide 3G-like speeds, people could at least get online for simple tasks if there is no ground-based Internet provider.
Jessica M

The Technology Source Archives - Seven Principles of Effective Teaching: A Practical Le... - 0 views

technologysource.org/...inciples_of_effective_teaching

Effective Online Advice

shared by Jessica M on 08 Aug 14 - No Cached
  • Learners should be required to participate (and their grade should depend on participation). Discussion groups should remain small. Discussions should be focused on a task. Tasks should always result in a product. Tasks should engage learners in the content. Learners should receive feedback on their discussions. Evaluation should be based on the quality of postings (and not the length or number). Instructors should post expectations for discussions.
  • Lesson for online instruction: Instructors need to provide two types of feedback: information feedback and acknowledgment feedback.
  • We found that instructors gave prompt information feedback at the beginning of the semester, but as the semester progressed and instructors became busier, the frequency of responses decreased, and the response time increased.
  • ...3 more annotations...
  • Similarly, we found that instructors rarely provided acknowledgement feedback
  • The rationale was that many students needed flexibility because of full-time jobs. However, regularly-distributed deadlines encourage students to spend time on tasks and help students with busy schedules avoid procrastination.
  • Lesson for online instruction: Challenging tasks, sample cases, and praise for quality work communicate high expectations.
1 - 10 of 10
Showing 20▼ items per page