Classroom Behavior
Your behavior in class, or the manner in which you conduct yourself, is also an ethical choice. One of the most common set of rules for interactions within a technologically-enabled environment is called Netiquette, which is important because “the distance imposed by computer networks disrupts our interactions so that people may become more vocal (mostly a good thing), but also more careless.” What I’ve noticed during class discussions is that students may forget that their classmates are people and can read, interpret, and misinterpret what has been posted. That’s why I remind students to read their messages aloud before posting them and consider both the content and possible tone of the messages. I also encourage students to find specific elements of their peers’ responses to focus on when they are posting messages – in other words, keep it academic, not personal.
Another ethical choice to make, concerning your classroom behavior, is related to the issue of cyber safety, which involves how you behave or act towards others online. Cyber safety for students “includes the language they use and the things they say, how they treat others, respecting people's property (e.g. copyright) and visiting appropriate websites.” Also related to cyber safety is cyber bullying. Forms of cyber bullying can include:
• “Insulting: Posting or spreading false information about a person that will cause harm to that person or that person’s reputation.
• Targeting: Singling someone out and inviting others to attack or make fun of her or him.
• Excluding: Pressuring others to exclude someone from a community (either online or offline).
• Harassment: Repeatedly sending someone nasty, mean and insulting messages.”
It is your responsibility as a student to act ethically in your class. Instructors know the importance of monitoring online interactions to ensure that students have a safe classroom environment to work in. For example, if I observe a message within the discussion board that may be perceived as threatening or hostile, I’ll address it right away with that student and should the problem continue I can file a Student Code of Conduct violation with the school.
2More
shared by Maria Guadron on 08 Jun 12
- No Cached
Ethical Behavior Guidelines for Online Students - Online College Courses - 1 views
www.onlinecollegecourses.com/...guidelines-for-online-students
cyberbullying prevention resilience online learning
![](/images/link.gif)
2More
In Teachers We Trust: An Interview with Finnish Education Expert Reijo Laukkanen | LFA:... - 0 views
-
And that's why we set objectives high, and we never set objectives in the way that they would prevent teachers [from using] their own capacity to broaden education. We only talk about the objectives, not the methods of education. Because teachers, if they have high-level education, should be given leeway enough to use their own innovation capacity.
-
And that's why we set objectives high, and we never set objectives in the way that they would prevent teachers [from using] their own capacity to broaden education. We only talk about the objectives, not the methods of education. Because teachers, if they have high-level education, should be given leeway enough to use their own innovation capacity.
1More
Practical Tips for Preventing Cheating on Online Exams - 0 views
1More
shared by Joan McCabe on 17 Aug 12
- No Cached
Taking on multitasking. - 0 views
ehis.ebscohost.com.libproxy.albany.edu/...pdfviewer
attention span multitasking social media technology
![](/images/link.gif)
1More
Plagiarism and international students in academic libraries - 0 views
-
Purpose - The purpose of this paper is to describe how plagiarism and the detection of plagiarism are interwoven with the education of international students. Design/methodology/approach - The literature searches encompassed articles on the issue of plagiarism as it affects students coming from abroad. Findings - There is a definite problem involved in the interaction of international students in a higher education setting and plagiarism. Research limitations/implications - Although no survey was done for this article, much of the information gathered regarding plagiarism is dependent on external surveys. These surveys may not always be answered truthfully despite anonymity. There is also a dearth of data on plagiarism and international students. There is some anecdotal data on the subject. Practical implications - Although plagiarism is a serious problem on academic campuses, libraries and librarians can offer substantial help in deterring and preventing plagiarism especially with regard to international students. Originality/value - Librarians, knowledgeable about citation style sheets and formats, can be very valuable to international students who lack the skills. Students can learn to improve their citation skills with the help of a librarian with good bibliographic skills.
2More
Self-Regulation-Research - 0 views
-
Current research indicates that some gifted students possess better self-regulated learning strategies than their peers, however gifted students may have done very well in school without using good self-regulation strategies because of a combination of their high abilities and/or an unchallenging curriculum. If learning is relatively easy for someone, less effort, organization and other self-regulated activities are expended. Social conditions or personal issues may prevent students from developing self-regulated learning strategies. For some students who already have some of these strategies, social or personal issues may prevent them from using them regularly, and thus, they need to be helped and encouraged to do so. Some gifted and talented students display perfectionism and need to learn to strive for excellence (their personal best) rather than perfection. Some talented students with high potential may find it difficult to learn self-regulation when it is not taught, modeled, or rewarded by the adults in their home and family. Even if students interact regularly with adults who demonstrate self-regulation, they may fail to use these skills themselves due to peer pressure or refuse to use the strategies their parents or teachers regularly employ at home or school. Compared with low achieving students, high achievers set more specific learning goals, use a variety of learning strategies, self-monitor more often, and adapt their efforts more systematically. The quality and quantity of self-regulation processes is crucial. We must recognize that one self-regulation strategy will not work for all students, and that the use of only a few strategies will not work optimally for a person on all tasks or occasions. It is important that students learn to use multiple self-regulatory learning skills rather than single strategies. They must also learn that their goals and their choice of self-regulation strategies have to be continually adjusted.
2More
Health Communicator's Social Media Toolkit - 0 views
-
Second Edition Now Available! The Enhanced and improved second edition of the Health Communicator's Social Media Toolkit [PDF - 2.42MB] now available.
1More
Turnitin: Home: Welcome to Turnitin - 0 views
57More
Relational Context of Teaching - 3 views
-
He continues that we can face the future with confidence if we know how to teach ourselves, read between the subjective lines of media, process the vast amount of information that will be available, work collaboratively, and reaching for resources that will expand our capacities – for example a resource like this course!!
-
I believe that anyone can conquer fear by doing the things he fears to do, provided he keeps doing them until he gets a record of successful experience behind him.
-
However, to be part of the social network and be actively involve citizens, each must become life-long learners.
-
... and like it or not life is now technology mediated. No matter who you end up being "when you grow up" if you are not comfortable with technology, can't assess/evaluate information, can't find information when you need it, you will be at a disadvantage.
-
I agree. I am concern for the students who are not exposed to this technology. In our district, the computer teacher was laid off, yet we kept all the coaches/sports. Adults, who are not on board with the technological needs of their students, are the ones making these decisions.
-
- ...25 more annotations...
-
Eleanor Roosevelt
-
June 21st,
-
What I would like is to have the option of posting and assessing it as NG (no grade)
-
Finally, I carefully considers there are no place where Alex might say “can you tell me more”
-
Since our blogs are shared work-spaces, we are suppose to engage in collaborative reflective discourses, creating a shared understanding, leading to collaborative knowledge
-
Dewey states: “I assume that amid all uncertainties there is one permanent frame of reference: namely the organic connection between education and personal experience. (Dewey 1939:25).
-
Dewey was a great believer in the connection between the educational system and the social community. "It was forgotten that to become integral parts of the child's conduct and chracter they must be assimilated; not as mere items of information, but as organic parts of his present needs and aims -- which in turn are social" (Dewey). In his book, The School and Society, he talks about the deep connection between home and school, between home and work, and the importance of the school as the connector.
-
-
pay attention
-
I had a doctor describe ADD very aptly to me. He said think about your child's surroundings as radio waves. Your child is picking up every radio wave that is out there and he does not have the ability to ignore any of it. When my son was 11 he described his inability to understand things in school like this: it's like I'm looking through a window that is foggy. I can see, but it's not clear enough to make sense.
-
This was a good explanation of ADD. Do you know that there is a college that is set up for ADD students? It is called Landmark College and it is a remarkable place!
-
-
then I go on an adventure and troll through the internet and my books to satisfy my desire to learn. I continue, immerse in my hyper-focus state of mind, until I feel that I have a deep understanding of whatever I am exploring.
-
This is a good thing; it's what online learning is all about. I realize it's probably frustrating to you because you focus so intensely on what you're doing, but I definitely see your presence in this course, so I wouldn't worry that you're not interacting enough. Just for the record, 12 posts is difficult for me as well when you consider how much research goes into each one.
-
-
I will investigate and use group Wikis
-
detailed rubric
-
I need to create a rubric for my "Book Club" forum. Any suggestions for where to start? Do I reinvent the wheel, or are there sites that have pre-fabricated rubrics that can be tweaked to fit my needs?
-
Hi Donna, Whenever youi can do not reinvent the wheel. I am going to post either today or tomorrow a post on building a rubric. First I need to see what Alex wants us to do
-
-
plan on using Alex’s rubric for my instructional design,
-
-
Hey diane, sometimes I never know when I am ready to write. I thought I had the pattern down. Read the material, take notes, reflect and research on what interests or inspres me, but this module I was not ready to blog and i started writing something, and some crazy stuff just came out. It might have been the two best blog posts of the semester.
-
-
-
-
While i agree with you I think I would not push myself sometimes if I wasnt forced. I might have chosen to slack instead of worked when I was tired or busy with life. Do you think you can use different models of teaching with different students in the same class?
-
I agree with Ian...it reminds me of doing sports in high school. If my coach didn't push us harder and harder we wouldn't ever have been successful! Alex is our coach and we can either choose to step up to the plate and work our butts off or we can sit on the bench and let the game, or in this case the learning, pass us by!
-
-
-
I am saddened and concern for the positivist, behaviorist methods she employs and models. I
-
poor grade.
-
This is the second time you've brought up this issue. The way I see, Alex is the instructor, and she has designed a course with rubrics. I really don't see that the rubrics are that difficult to understand. I understand you wanting to get an "A" but if you want the "A" you have to work hard for it. If your life circumstances prevent you from doing what she considers the fair amount of work, that's not her problem. I don't feel an instructor should change the syllabus or rubrics for every student that complains about the work load, unless the instructor has received numerous complaints. I think that perhaps you have a lot on your plate right now, atleast that's the feeling I get from reading some of your posts. I can understand that, I've been through a lot myself this semester. However, it's unfair to expect Alex to change the point system just for you. May I suggest something: Clearly you are a hard working student, but circumstances are obviously preventing you from putting in the amount of work needed to earn an "A." Just accept that and work toward a "B" which is a perfectly acceptable grade. Take the pressure off of yourself. It's just a grade. A year or two from now it won't matter. All that will matter is that you learned about online teaching and came away with a robust course that you can teach. I think that's a good deal.
-
Donna My comment is a pedagogical one and not an attack on Alex. The point I may not be making clearly, why the number 12? I am not the only student who has stated that a post takes several hours. Does Alex require this? No. Why I take this time is because of the quality I expect to bring to the discussion forum. I was not posting prior knowlege, but new understandings. Learning takes time and the #12 does not seem to recognize this time. I again do not see "choice" in this rubric. I agree the knowlege is the goal, and I have no problem with what I have learned and will continue to learn. However, with the exception of the last grading I have not gotten a "B" but failed every discussion forum except the last. Yes I was teaching a summer online course. I also have home responisblilites. These were stresses, but not obstacles. According to the expectations we were expected to do ~ 45 hours in class work and 100+ hours building our course. I don't know about you but the class work I have done over 150 hours just in class work. Finally, why do I bring this argument up for a second time. It is not for Alex to change; but for you all in this class to not simply copy and use Alex's rubric in your own courses. That is why I speak out.
-
Again if I had scrolled down I would have seen that 12 posts were not required.
-
-
In the future I will build my course off line,
-
when a student finally understands that their discussions need to encompass teaching, cognitive engagement, and social presence, then the discussion forum truly becomes a awesome learning tool!!!!!!
-
Alex, my Shifu, has diligently pushed me down the road of online pedagogy. There were many times when I landed hard and bounced a few times. However, just like the panda, I too will become capable in my bumbling ways. I too realize there is no secret ingredients in 21st century teaching….it still is best practices in education with technology embedded in it.
-
I have changed in many ways as a result of this class. I am now and will continue to be a blogger, and use blogs as one way to facilitate learning for my students. I understand the Community of inquiry approach, and have now created a rubric for my discussion forums that reflect the elements of teacher, cognitive, and social presence. I was fortunate to be teaching online as I took this class, and I observed my discussion forums going from conversations to dialogue that exhibit depth of learning. I have observed the pedagogy of my professor and will incorporate similar ways of interacting with my students, using the tools that web 2.0 affords me. I have moved from having little enthusiasm for online learning to embracing it as an essential medium for learning.
-
I knew I needed this course to become the better online teacher, what I didn’t know was the transformative change that I would experience this summer.
-
ulnerability, especially with the knowledge that their efforts will be evaluated by their instructor.
10More
DailyTech - Obama Reveals National Wi-Fi Plans, Claims it Will Cut Deficit by $10B USD - 0 views
-
According to President Obama, $5B USD of the funding will be used to expand wireless coverage from 95 percent of Americans to 98 percent of Americans. Most of these 3 percent live in impoverished or remote areas that don't make sense for the profit-driven telecoms to come to. That said, these regions often perform vital functions to our nation's economy like food-growing.
-
According to President Obama, $5B USD of the funding will be used to expand wireless coverage from 95 percent of Americans to 98 percent of Americans. Most of these 3 percent live in impoverished or remote areas that don't make sense for the profit-driven telecoms to come to. That said, these regions often perform vital functions to our nation's economy like food-growing.
-
The benefits of the public safety network are obvious. The government will be able to prevent some of the loss of life and property that occurred in events like Hurricane Katrina. And the public will be less likely to endure the fear and uncertainty that it did on the infamous 9/11 attacks in 2001.
- ...7 more annotations...
-
the National broadband plan will be executed over the next 10 years, with much of its success criteria targeting improvements at the five year mark.
-
Under the proposal a "one-time investment" of $5B USD would also be added to the pool. This investment would go towards expanding rural 4G wireless coverage.
-
Under the proposal a "one-time investment" of $5B USD would also be added to the pool. This investment would go towards expanding rural 4G wireless coverage.
-
Under the proposal a "one-time investment" of $5B USD would also be added to the pool. This investment would go towards expanding rural 4G wireless coverage.
-
Under the proposal a "one-time investment" of $5B USD would also be added to the pool. This investment would go towards expanding rural 4G wireless coverage.
-
Under the proposal a "one-time investment" of $5B USD would also be added to the pool. This investment would go towards expanding rural 4G wireless coverage.
-
Also, it's hard to argue that the government should take no action to try to expand wireless and broadband availability. Much like high-speed rail, the U.S.'s competitors are spending to expand this infrastructure, and if the U.S. doesn't keep up, it risks becoming a second-class power. And the private sector, due its focus on profits, has expressed little interest in preventing this from happening. So at the end of the day the government has to step in, but the questions are "in what way?" and "how much?"
24More
Small Town Girl in the Big Cyber City - 1 views
-
My original goal was to get an A in the class, and every other class until I reached my objective of my Master’s w/ a 4.0. Now my goal is to become a teacher that is there for my students, who isn’t assuming any good or bad about them, who’s only goal is to help them grow and learn, (and hopefully to get at least a B in this class.)
-
Again, I find myself writing for a college professor rather than a middle school student. Even this past September, I handed out my “course syllabus” to each of my classes. Looking back now I wonder if they knew it was one of my course information documents or is they were trying to figure out how to clap out the syllables.
-
Why did I need to call it a syllabus? That wasn’t for them, it was for me.
- ...14 more annotations...
-
I want them to know that I understand that some activities will suck and be difficult and that they’ll want to rip their hair out but that I also know which activities are the most fun and how rewarding and accomplished they will feel when it’s all said and done.
-
I really don’t know why I do things the way I do. Is it from years of routine as to this is how it needs to be done? Is it from no one stopping and helping me break these habits?
-
I was predispositioned to not question, to memorize and regurgitate information. I was scared that I was passing this trait on to my students.
-
After Alex asked me to think about how this may hold true in my daily life and routine I realized I really don’t speak up any where let alone in class.
-
I think I’m just scared.
-
This is a brilliant self-reflection. Now what are you going to do about it? There is NOTHING wrong with being shy, or an introvert ( http://www.diigo.com/user/alexandrapickett/introvert ) WATCH this NOW! http://www.ted.com/talks/susan_cain_the_power_of_introverts.html You need to get MAD and use that anger to get over the fear that is preventing you from doing/being/experiencing. Anger is a powerful force that can help you stop focusing on yourself -when you flip it to use it to advocate for those less powerful than you - your students!
-
Oh, I'd love to get angry and actually stand up for myself and others. Unfortunately that only seems to happen with a few glasses of wine in me. Not too feasible in the classroom, lol. That should be my next goal, find strength without liquid courage!
-
-
Ya know Alex, I love you and all and this class has been amazing but I honestly think you are killing my laptop!!
-
Well no more soul searching I have a course to design. Best of wishes to all my fellow classmates as we begin to wrap up this amazing journey!
-
Lisa, I can’t believe how amazing your course is! I want to take it!!
-
Less than 24 hours later this article appeared in my inbox. At first I was really aggravated by this article because it seemed like it was ripping to shreds everything I have been working at this summer and I felt like he was sitting at home with an “I told you so” smirk. This quote just floored me “In terms of learning on the college level, the Department of Education looked at thousands of research studies from 1996 to 2008 and found that in higher education, students rarely learned as much from online courses as they did in traditional classes.” Really, what study? Everything that we have read seems to be in the complete opposite direction of this statement! I agree that for some there will be a financial obstacles and internet issues like we’ve all had but that’s where as a teacher we come into play and offer solutions and options. Upon reading it for a second time I feel that this article and any other article discrediting online teaching should be looked at as a challenge! I am strong and passionate about this endeavor of mine and no article or fuddy duddy teacher is going to come in the way of that. Well I hope you all have an amazing weekend. I will be attempting to cool my boiling blood as I sit by the calming cool waters of the Kinzua Dam with a delicious glass of Riesling.
-
That article prompted response from the online learning community. Here is a particularly excellent articulate and respectful response: http://www.insidehighered.com/blogs/technology-and-learning/open-letter-professor-edmundson
-
: ) ammunition for your challenge: http://slneducation.edublogs.org/2010/02/16/online-learning-vs-classroom-instruction/
-
-
As this class come to an end and I look back at where I was in May, I can only say I wish I knew then what I know now. This class has given me so much academically, personally and technologicially, lol. In only a short time I feel like I have grown so much as person and as a teacher.
2More
Definition of Social Work | IFSW - 0 views
-
Send me updates var fnames = new Array();var ftypes = new Array();fnames[0]='EMAIL';ftypes[0]='email'; try { var jqueryLoaded=jQuery; jqueryLoaded=true; } catch(err) { var jqueryLoaded=false; } var head= document.getElementsByTagName('head')[0]; if (!jqueryLoaded) { var script = document.createElement('script'); script.type = 'text/javascript'; script.src = 'http://ajax.googleapis.com/ajax/libs/jquery/1.4.4/jquery.min.js'; head.appendChild(script); if (script.readyState && script.onload!==null){ script.onreadystatechange= function () { if (this.readyState == 'complete') mce_preload_check(); } } } var script = document.createElement('script'); script.type = 'text/javascript'; script.src = 'http://downloads.mailchimp.com/js/jquery.form-n-validate.js'; head.appendChild(script); var err_style = ''; try{ err_style = mc_custom_error_style; } catch(e){ err_style = '#mc_embed_signup input.mce_inline_error{border-color:#6B0505;} #mc_embed_signup div.mce_inline_error{margin: 0 0 1em 0; padding: 5px 10px; background-color:#6B0505; font-weight: bold; z-index: 1; color:#fff;}'; } var head= document.getElementsByTagName('head')[0]; var style= document.createElement('style'); style.type= 'text/css'; if (style.styleSheet) { style.styleSheet.cssText = err_style; } else { style.appendChild(document.createTextNode(err_style)); } head.appendChild(style); setTimeout('mce_preload_check();', 250); var mce_preload_checks = 0; function mce_preload_check(){ if (mce_preload_checks>40) return; mce_preload_checks++; try { var jqueryLoaded=jQuery; } catch(err) { setTimeout('mce_preload_check();', 250); return; } try { var validatorLoaded=jQuery("#fake-form").validate({}); } catch(err) { setTimeout('mce_preload_check();', 250); return; } mce_init_form(); } function mce_init_form(){ jQuery(document).ready( function($) { var options = { errorClass: 'mce_inline_error', errorElement: 'div', onkeyup: function(){}, onfocusout:function(){}, onblur:function(){} }; var mce_validator = $("#mc-embedded-subscribe-form").validate(options); $("#mc-embedded-subscribe-form").unbind('submit');//remove the validator so we can get into beforeSubmit on the ajaxform, which then calls the validator options = { url: 'http://ifsw.us4.list-manage2.com/subscribe/post-json?u=2ba1006fc5fe4f46217ba1378&id=f1659bc18d&c=?', type: 'GET', dataType: 'json', contentType: "application/json; charset=utf-8", beforeSubmit: function(){ $('#mce_tmp_error_msg').remove(); $('.datefield','#mc_embed_signup').each( function(){ var txt = 'filled'; var fields = new Array(); var i = 0; $(':text', this).each( function(){ fields[i] = this; i++; }); $(':hidden', this).each( function(){ var bday = false; if (fields.length == 2){ bday = true; fields[2] = {'value':1970};//trick birthdays into having years } if ( fields[0].value=='MM' && fields[1].value=='DD' && (fields[2].value=='YYYY' || (bday && fields[2].value==1970) ) ){ this.value = ''; } else if ( fields[0].value=='' && fields[1].value=='' && (fields[2].value=='' || (bday && fields[2].value==1970) ) ){ this.value = ''; } else { this.value = fields[0].value+'/'+fields[1].value+'/'+fields[2].value; } }); }); return mce_validator.form(); }, success: mce_success_cb }; $('#mc-embedded-subscribe-form').ajaxForm(options); }); } function mce_success_cb(resp){ $('#mce-success-response').hide(); $('#mce-error-response').hide(); if (resp.result=="success"){ $('#mce-'+resp.result+'-response').show(); $('#mce-'+resp.result+'-response').html(resp.msg); $('#mc-embedded-subscribe-form').each(function(){ this.reset(); }); } else { var index = -1; var msg; try { var parts = resp.msg.split(' - ',2); if (parts[1]==undefined){ msg = resp.msg; } else { i = parseInt(parts[0]); if (i.toString() == parts[0]){ index = parts[0]; msg = parts[1]; } else { index = -1; msg = resp.msg; } } } catch(e){ index = -1; msg = resp.msg; } try{ if (index== -1){ $('#mce-'+resp.result+'-response').show(); $('#mce-'+resp.result+'-response').html(msg); } else { err_id = 'mce_tmp_error_msg'; html = ' '+msg+''; var input_id = '#mc_embed_signup'; var f = $(input_id); if (ftypes[index]=='address'){ input_id = '#mce-'+fnames[index]+'-addr1'; f = $(input_id).parent().parent().get(0); } else if (ftypes[index]=='date'){ input_id = '#mce-'+fnames[index]+'-month'; f = $(input_id).parent().parent().get(0); } else { input_id = '#mce-'+fnames[index]; f = $().parent(input_id).get(0); } if (f){ $(f).append(html); $(input_id).focus(); } else { $('#mce-'+resp.result+'-response').show(); $('#mce-'+resp.result+'-response').html(msg); } } } catch(e){ $('#mce-'+resp.result+'-response').show(); $('#mce-'+resp.result+'-response').html(msg); } } } Definition of Social Work Definition* The social work profession promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well-being. Utilising theories of human behaviour and social systems, social work intervenes at the points where people interact with their environments. Principles of human rights and social justice are fundamental to social work. Commentary Social work in its various forms addresses the multiple, complex transactions between people and their environments. Its mission is to enable all people to develop their full potential, enrich their lives, and prevent dysfunction. Professional social work is focused on problem solving and change. As such, social workers are change agents in society and in the lives of the individuals, families and communities they serve. Social work is an interrelated system of values, theory and practice. Values Social work grew out of humanitarian and democratic ideals, and its values are based on respect for the equality, worth, and dignity of all people. Since its beginnings over a century ago, social work practice has focused on meeting human needs and developing human potential. Human rights and social justice serve as the motivation and justification for social work action. In solidarity with those who are dis-advantaged, the profession strives to alleviate poverty and to liberate vulnerable and oppressed people in order to promote social inclusion. Social work values are embodied in the profession’s national and international codes of ethics. Theory Social work bases its methodology on a systematic body of evidence-based knowledge derived from research and practice evaluation, including local and indigenous knowledge specific to its context. It recognises the complexity of interactions between human beings and their environment, and the capacity of people both to be affected by and to alter the multiple influences upon them including bio-psychosocial factors. The social work profession draws on theories of human development and behaviour an
3More
Ebook Trends: Info Pros Perspectives - 1 views
-
What we’re using now to facilitate the delivery of electronic content is broken. The current methods are very ex
-
e’re broke: How many of you have indoor basketball courts in your library? Overdrive does. 300% is as bad as it’s gonna get: It’s going to get worse before it gets better. It has to be so bad that the public starts to roar. If gas prices went up 300% there would be riots in the street The publishers are forcing us to prevent you from owning these. Sarah has talked to the publishers – they actually don’t care.
19More
The Myth of Learning Styles - 0 views
-
. While many of those scientists seek to discover general principles of learning, we all acknowledge that there are differences among students. Understanding these differences and applying that understanding in the classroom can improve everyone's education
-
First, whether we call it talent, ability, or intelligence, people vary in their capacity to learn different areas of content
-
Second, and often intertwined with ability, students differ in their interests. If a student loves the piano, or basketball, or chess, or the biology of frogs, that student will no doubt learn material related to that subject faster than another one who does not share that fascination.
- ...15 more annotations...
-
Many students will report preferring to study visually and others through an auditory channel. However, when these tendencies are put to the test under controlled conditions, they make no difference—learning is equivalent whether students learn in the preferred mode or not
-
The emphasis on learning styles, we think, often comes at the cost of attention to these other important dimension
-
Finally, some students have specific learning disabilities, and these affect their learning in specific ways.
-
The proof that the learning-styles theorist must find is that for some sort of content—whether it be math, poetry, or dodgeball—changing the mode of presentation to match the learning styles helps people learn. That evidence has simply not been found.
-
Third, learning-styles theory has succeeded in becoming “common knowledge.” Its widespread acceptance serves as an unfortunately compelling reason to believe it
-
Teachers should take into account the differences in learners' abilities. And adjusting a lesson not just to be appropriately pitched at the students' level of ability but to take into account their background knowledge and interests is surely an important first step in fostering learning.
-
if a student believes she is a visual learner and therefore disengages and daydreams when a lecturer turns off the PowerPoint and tells a story, this will prevent her from learning the concept through a compelling narrative. And while these beliefs may not have as direct an impact on performance reviews as they do in K-12 settings, a belief in learning styles occasionally shows up in student evaluations of teaching:
-
(can the auditory learner learn geography through hearing it? Can the visual learner become better at music by seeing it?)
-
While such evidence of learning styles would serve as a proof that they exist, the lack of evidence does not prove definitively that they do not exist
-
econd, learning-styles theory is sometimes offered as a reason to include digital media in the classroom.
-
. We shouldn't congratulate ourselves for showing a video to engage the visual learners or offering podcasts to the auditory learners. Rather, we should realize that the value of the video or audio will be determined by how it suits the content that we are asking students to learn and the background knowledge, interests, and abilities that they bring to i
-
Assessment of student interest can also be a useful tool for deciding how to approach the material in a given class
-
Students differ in their abilities, interests, and background knowledge, but not in their learning styles. Students may have preferences about how to learn, but no evidence suggests that catering to those preferences will lead to better learning. As college educators, we should apply this to the classroom by continuing to present information in the most appropriate manner for our content and for the level of prior knowledge, ability, and interests of that particular set of students.
8More
shared by lkryder on 16 Jun 14
- No Cached
Minding the Knowledge Gap - 0 views
www.aft.org/...christodoulou.cfm
facts knowlege short term memory long term memory schema thinking learning
![](/images/link.gif)
-
In the meantime, I've written a book, from which this article is drawn, about all that I've learned from my research. In my book, I focus on what I identify as seven myths, or widely held beliefs, that dominate our educational practice. I start with the myth that teaching facts prevents understanding, because this (along with my second myth, that teacher-led instruction is passive) is the foundation of all the other myths I discuss. These myths have a long pedigree and provide the theoretical justification for so much of what goes on in schools. Taken together, all seven myths actually damage the education of our pupils. But here, let's focus on facts and the role knowledge has in our understanding.
-
Why Is It a Myth? My aim here is not to criticize true conceptual understanding, genuine appreciation of significance, or higher-order skill development. All of these things are indeed the true aim of education. My argument is that facts and subject content are not opposed to such aims; instead, they are part of it. Rousseau, Dewey, and Freire were wrong to see facts as the enemy of understanding. All the scientific research of the last half-century proves them wrong. The modern bureaucrats and education experts who base policy and practice on their thinking are wrong too, and with less excuse, as they have been alive when evidence that refutes these ideas has been discovered. Rousseau was writing in the 18th century; Dewey at the turn of the 20th; Freire in the 1970s. Research from the second half of the 20th century tells us that their analyses of factual learning are based on fundamentally faulty premises.
-
If we want pupils to develop the skills of analysis and evaluation, they need to know things. Willingham puts it this way:23 Data from the last thirty years lead to a conclusion that is not scientifically challengeable: thinking well requires knowing facts, and that's true not just because you need something to think about. The very processes that teachers care about most—critical thinking processes such as reasoning and problem solving—are intimately intertwined with factual knowledge that is stored in long-term memory (not just found in the environment).
- ...3 more annotations...
-
The main reason they do not work is because of a misguided, outdated, and pseudoscientific stigma against the teaching of knowledge. The evidence for the importance of knowledge is clear. We have a strong theoretical model that explains why knowledge is at the heart of cognition. We have strong empirical evidence about the success of curricula that teach knowledge. And we have strong empirical evidence about the success of pedagogy that promotes the effective transmission of knowledge. If we fail to teach knowledge, pupils fail to learn.
-
By neglecting to focus on knowledge accumulation, therefore, and assuming that you can just focus on developing conceptual understanding, today's common yet misguided educational practice ensures not only that pupils' knowledge will remain limited, but also that their conceptual understanding, notwithstanding all the apparent focus on it, will not develop either. By assuming that pupils can develop chronological awareness, write creatively, or think like a scientist without learning any facts, we are guaranteeing that they will not develop any of those skills. As Willingham and others have pointed out, knowledge builds to allow sophisticated higher-order responses. When the knowledge base is not in place, pupils struggle to develop understanding of a topic.
-
In a lot of the training material I read, these knowledge gaps were given very little attention. Generally, the word "knowledge" was used in a very pejorative way. The idea was that you were supposed to focus on skills like analysis, evaluation, synthesis, and so forth. Knowledge was the poor relation of these skills. Of course, I wanted my pupils to be able to analyze and evaluate, but it seemed to me that a pupil needed to know something to be able to analyze it. If a pupil doesn't know that the House of Lords isn't elected, how can you get him to have a debate or write an essay analyzing proposals for its reform? Likewise, if a pupil doesn't know what the three branches of government are in the United States, how can she understand debates in the papers about the Supreme Court striking down one of Congress's laws?
-
From American Educator, AFT - A Union of Professionals Teaching facts is critical to developing higher order thinking skills. An excellent case is made and the origins of our disdain for teaching facts in the works of Rousseau, Dewey, Freire and others is examined.
-
I think this article compliments some earlier discussions I saw on Bloom's Taxonomy in our class and also some of the discussions I saw on Common Core. I would be interested in what the K-12 folks think about this article.
1More
shared by Maree Michaud-Sacks on 13 Jun 13
- No Cached
DO ONLINE STUDENTS DREAM OF ELECTRIC TEACHERS? - 0 views
www.adesignmedia.com/...athyoverefficientcy_scorza.pdf
online learning teaching instruction faculty ETAP640
![](/images/link.gif)
1More
The Effects of Netiquette and ICT Skills on School-bullying and Cyber-bullying: The Two... - 0 views
9More
The Technology Source Archives - Online Drop Rates Revisited - 0 views
- ...5 more annotations...
-
successful online students exhibited a higher average GPA prior to enrollment in the online course (avg. GPA = 3.02) than unsuccessful students (avg. GPA = 2.25).
-
Successful students' independent styles of learning were significantly, negatively related (p < .01) to their collaborative and dependent learning styles. That is, their preference for independence was not tied to needs for external structure and guidance from their teacher or a need to collaborate with their classmates.