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sschwartz03

The Flipped Classroom: Turning the Traditional Classroom on its Head - 2 views

www.knewton.com/flipped-classroom

flipped classroom

shared by sschwartz03 on 05 Jun 12 - No Cached
  • What’s a flipped classroom — and why now? Share your thoughts in the comments below and subscribe to our monthly newsletter to find out when we release our next infographic.
  • Amy M on 05 Jun 12
     
    An infographic for the flipped classroom.
  • ...1 more comment...
  • Ryan Mulligan on 01 Jun 13
     
    Here is a model for online learning that some of us could use for our online classrooms. It was brought up in one of Celeste's posts so I took a deeper look and if you have students who will do homework it could be effective.
  • Celeste Sisson on 02 Jun 13
     
    Described the concept of a "flipped" classroom, why it was developed and where it has had success.
  • Liz Keeney on 05 Jun 13
     
    A visual model of the Flipped Classroom education model.
Elena Buttgereit

Retention in Online Classes - Webinar - 0 views

events-na3.adobeconnect.com/...event_landing.html

Learning Education teaching Online technology HigherEd etap640 webinar retention

shared by Elena Buttgereit on 05 Jun 14 - No Cached
  • Elena Buttgereit on 05 Jun 14
     
    Inside HigherEd is putting on this Webinar June 10th and it's free if any of you are interested in watching!
George Dale

sharing what i know » Blog Archive » "why do i have to blog???" - 0 views

etap640.edublogs.org/...why-do-i-have-to-blog

shared by George Dale on 03 Jun 14 - No Cached
  • I didn’t teach them anything. They chose to learn or not.
    • George Dale
      George Dale on 03 Jun 14
       
      This is the crux of it all...and really hard to effect (particularly in high school it seems).
cpcampbell88

Using Audio Feedback to Promote Teaching Presence - Spectrum Newsletter Spring 2009 - 0 views

www.facdev.niu.edu/...audio.shtml

shared by cpcampbell88 on 12 Jul 09 - No Cached
  • Social presence is defined as, “The ability of participants in the community of inquiry to project their personal characteristics into the community, thereby presenting themselves to the other participants as ‘real people’
  • Social presence is the pathway whereby cognitive presence is developed.
  • As faculty and students cultivate social presence in a course through meaningful dialogue, deepened analysis and application of course concepts can take place.
  • ...5 more annotations...
  • These roles need not be limited to simply the instructor, as students can also exhibit teaching presence in the course through such activities as leading group discussion assignments of collecting and sharing instructional resources
  • Yet, textual feedback, particularly in the context of a blended or online course, can lack rich detail and tone.
  • As textual forms of communication dominate current electronic communications, opportunities to engage auditory and kinesthetic learners ought to be cultivated.
  • Students perceived audio feedback to be more effective than text-based feedback for conveying nuance. Audio feedback was associated with feelings of increased involvement and enhanced learning community interactions. Audio feedback was associated with increased retention of content. Audio feedback was associated with the perception that the instructor cared more about the student.
  • Ice, Swan, Kupczynski, and Richardson (2008) studied the impact of asynchronous audio feedback in an online course and noted the following:
  • Kristina Lattanzio on 12 Jul 09
     
    Community of Inquiry (COI) whereby three key elements crucial to the success of any learning endeavor are highlighted: cognitive presence, social presence, and teaching presence. Figure 1 illustrates the integration of these elements of the learning environment.
Alicia Fernandez

Quest to Learn | Institute of Play - 6 views

www.instituteofplay.org/...quest-to-learn

shared by Alicia Fernandez on 15 Aug 13 - No Cached
    • Alicia Fernandez
      Alicia Fernandez on 22 Jul 14
       
      One of our colleagues in this program, Rebecca Grodner, is an English teacher at this school. I was fascinated when she mentioned that the school's philosophy was to reframe failure as iteration. I have made that my personal instructional mantra. She developed the Design Inquiry Cycle and shared this tool for inquiry-based learning in the UAlbany Knilt Wiki. This is the link, http://tccl.rit.albany.edu/knilt/index.php/Lesson_3:_The_Design_Inquiry_Cycle. I plan on using and adaptation of this model in my course's writing module.
sherrilattimer

FILLING THE TOOL BOX - 0 views

www.fno.org/toolbox.html

learning assessment questioning inquiry

shared by sherrilattimer on 03 Jul 14 - Cached
  • If on the other hand, they are used to information questions, they may ask, "Which states joined the Confederacy? What were the six main causes of the war? What happened at Shiloh? Who was the Union commander at Shiloh? When did the war end?"
  • If you ask many tantalizing and divergent questions in your classroom, your students are likely to model after your behavior for example, "What would have happened if Lincoln was shot in the first month of the war? Why did Lincoln only free the slaves in the rebel states? How did it feel to be a woman in the path of Sherman's army?"
  • The four rules of brainstorming: 1. all contributions are accepted without judgment; 2. the goal is a large number of ideas or questions; 3. building on other people's ideas is encouraged; 4. farout, unusual ideas are encouraged.
  • ...7 more annotations...
  • And why do we bother with a time-consuming activity like developing a typology of questions? Because once students have the labels, you can lead them to practice each type of question thoughtfully. You can show a film and ask each student to think of three "why?" questions to share with the class at its conclusion. You may assign a story to read and ask for three "inference" questions. Suddenly the students can reach into their questioning tool box and carefully select the saw for sawing and the plane for planing.
  • When questions are nurtured, admitting a lack of knowledge is rewarded. It is the first step in learning and problem-solving
  • Unlike answers, questions carry little risk because the activity has made it acceptable to identify what it is that you do not know.
  • Some questions deserve 10 seconds of thought. Others require days or even months. Great questions span centuries of human civilization (i.e., "why are we here?" "How do we know?" "Can we know?" "How can we know if we know?").
  • The more typical classroom activity involves concealing what it is that you do not know.
  • Research into wait-time for American classrooms paints a distressing picture. Many teachers wait less than two seconds for the answer to each question and ask hundreds of questions per hour. These types of questions are generally recall questions demanding little thought.
  • Unlike many textbook publishers, reporters like to ask questions that flow from or stimulate curiosity, because unlike schools, televisions do not have captive audiences. A reporter will ask the victim how he or she is feeling, the rock star why he or she used drugs and the politician why he or she betrayed his or her constituents. Sometimes we are offended by the boundary lines of decency that curiosity compels these people to cross, so a recent rock song portrayed the phenomenon as "We love dirty laundry." We should expect considerably more sensitivity from our students, yet the model can work powerfully for us as we explore the issues surrounding any human event being studied in a classroom.
  • sherrilattimer on 03 Jul 14
     
    Classroom strategies to engender student questioning.
efleonhardt

TeachersFirst - Rubrics to the Rescue: Involving Students in Creating Rubrics - 0 views

www.teachersfirst.com/...involving-students.cfm

rubrics assessment collaboration

shared by efleonhardt on 07 Jul 14 - No Cached
  • have a better understanding of the standards, gradations, and expectations of the assignment
  • sharing a rubric and reviewing it step-by-step to ensure that they understand the standards, gradations, and expectations
  • with the purpose and layout of a rubric, ask them to assist you in designing a rubric for the next class assignment.
  • ...1 more annotation...
  • tudents feel more empowered and their learning becomes more focused and self-directed.
Jessica M

http://jolt.merlot.org/vol5no2/sadera_0609.pdf - 0 views

jolt.merlot.org/...sadera_0609.pdf

Community Online

shared by Jessica M on 16 Aug 14 - No Cached
    • Jessica M
      Jessica M on 16 Aug 14
       
      They suggested  that communities include "a sense of shared purpose, trust, support, and collaboration--i.e., a sense of  community-[that] is an essential element in the development of quality online learning environments" 
    • Jessica M
      Jessica M on 16 Aug 14
       
       Interaction influences learning and knowing, and it is especially important in distance  education because it helps reduce feelings of isolation and contributes to the student success in online environments 
Diane Gusa

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

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

self-evaluation assessment education research blog module 4

shared by Diane Gusa on 09 Jul 11 - 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. W
  • 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. W
  • 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
  • ...14 more annotations...
  • Self-evaluation is a potentially powerful technique because of its impact on student performance through enhanced self-efficacy and increased intrinsic motivation
  • STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS By Carol Rolheiser and John A. Ross
  • 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
  • STAGE 1- Involve students in defining the criteria that will be used to judge their performance.
  • One teacher resolved the conflict by redefining her metaphor of assessment from that of "fair judgment" to providing a ‘"window into a student's mind" (p. 309),
  • Alternate assessment must be transparent (Fredericksen & Collins, 1989), meaning that the criteria for appraisal, the population from which tasks are drawn, the scoring key and interpretive schemes must be visible to students, even when the teachers who devised these procedures have an imperfect grasp of them
  • Involving students in determining the evaluation criteria initiates a negotiation
  • If students have been involved in a negotiation in Stage 1, the criteria that result will be an integrated set of personal and school goals.
  • - Give students feedback on their self-evaluations.
  • Teachers need to help students recalibrate their understanding by arranging for students to receive feedback (from the teacher, peers, and themselves) on their attempts to implement the criteria.
  • 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).
  • Students will learn more because (i) self-evaluation will focus student attention on the objectives measured, (ii) the assessment provides teachers with information they would otherwise lack, (iii) students will pay more attention to the assessment, and (iv) student motivation will be enhanced.
  • Our own research and that of others substantiate these four arguments.
  • Positive self-evaluations encourage students to set higher goals and commit more personal resources to learning tasks (Bandura, 1997; Schunk, 1995).
  • Diane Gusa on 09 Jul 11
     
    By Carol Rolheiser and John A. Ross
Sue Rappazzo

30 THINGS WE KNOW FOR SURE ABOUT ADULT LEARNING - 2 views

honolulu.hawaii.edu/...adults-3.htm

education learning adult_learning

shared by Sue Rappazzo on 03 Jul 10 - Cached
  • Information that conflicts sharply with what is already held to be true, and thus forces a re-evaluation of the old material, is integrated more slowly.
  • Adults prefer self-directed and self-designed learning projects over group-learning experience
  • Self-direction does not mean isolation. Studies of self-directed learning indicate that self-directed projects involve an average of 10 other people as resources, guides, encouragers and the like. But even for the self-professed, self-directed learner, lectures and short seminars get positive ratings, especially when these events give the learner face-to-face, one-to-one access to an expert.
  • ...9 more annotations...
  • The learning environment must be physically and psychologically comfortable
  • Adults have something real to lose in a classroom situation. Self-esteem and ego a
  • Adults have expectations, a
  • Adults bring a great deal of life experienc
  • Instructors who have a tendency to hold forth rather than facilitate can hold that tendency in check--or compensate for it--by concentrating on the use of open-ended questions to draw out relevant student knowledge and experience.
  • New knowledge has to be integrated with previous knowledge; students must actively participate in the learning experience.
  • The key to the instructor role is control. The instructor must balance the presentation of new material, debate and discussion, sharing of relevant student experiences, and the clock.
  • The instructor has to protect minority opinion, keep disagreements civil and unheated, make connections between various opinions and ideas, and keep reminding the group of the variety of potential solutions to the problem. The instructor is less advocate than orchestrator.
  • Integration of new knowledge and skill requires transition time and focused effort on application. Learning and teaching theories function better as resources than as a Rosetta stone. A skill-training task can draw much from the behavioral approach, for example, while personal growth-centered subjects seem to draw gainfully from humanistic concepts. An eclectic, rather than a single theory-based approach to developing strategies and procedures, is recommended for matching instruction to learning tasks.
alexandra m. pickett

The Artist's Toolkit - 0 views

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

Module 4 Assignment art terms vocabulary animations

shared by alexandra m. pickett on 09 Aug 14 - No Cached
  • The site is interactive, annimated, and allows users to create works based on the tools that they've learned about.
    • lkryder
      lkryder on 14 Aug 14
       
      I will use this to help students understand the vocabulary of formal aspects of art works. This is designed for kids but it is fun to use and the animations are actually overlaying real works of art. Exactly the deconstruction of what we will be doing in class all semester. I think it helps make the connection better than a simple text explanation from me.
    • alexandra m. pickett
      alexandra m. pickett on 17 Aug 14
       
      for some reason when i view this sticky, it does not recognize you as the one that left the sticky. Down at the bottom of the sticky it should say "group Highlight by LKR, share to group ETAP640." i don't understand why that happens. However, I know that this is you.
  • lkryder on 09 Aug 14
     
    I bookmarked this a while back in diigo but might not have used the merlot entry address, but instead bookmarked the actual tool itself in loco
  • lkryder on 17 Aug 14
     
    I bookmarked this a while back in diigo but might not have used the merlot entry address, but instead bookmarked the actual tool itself in loco
  • alexandra m. pickett on 17 Aug 14
     
    I bookmarked this a while back in diigo but might not have used the merlot entry address, but instead bookmarked the actual tool itself in loco
efleonhardt

Promoting Student Self-Assessment - ReadWriteThink - 0 views

www.readwritethink.org/...ent-self-assessment-30102.html

selfassessment

shared by efleonhardt on 18 Aug 14 - No Cached
  • Student Created Rubrics: Ask students to contribute to the creation of a rubric that defines success. A reading response task, a multi-modal presentation, or a group discussion leads to higher levels of learning when students are included in defining success.
  • Nameless Voice: Ask students to anonymously submit sample work to share with the class. Sample paragraphs on the overhead, a visual vocabulary card, or a ticket out the door quick write can all be samples of student work that the class or individual students can use. Ask students to write or discuss how the nameless voice is similar or different to their understanding
Jessica M

https://tspace.library.utoronto.ca/bitstream/1807/30005/1/The%20Reliability%2c%20Validi... - 0 views

tspace.library.utoronto.ca/...ity%20of%20Self-Assessment.pdf

Self-Evaluate Self-Assess

shared by Jessica M on 18 Aug 14 - No Cached
    • Jessica M
      Jessica M on 18 Aug 14
       
       Most frequently heard is the claim that involving students in the assessment of their work, especially giving them opportunities  to contribute to the criteria on which that work will be judged, increases student engagement in assessment tasks. 
    • Jessica M
      Jessica M on 18 Aug 14
       
      Other teachers argue that self-assessment has distinctive features that warrant its use. For example, self-assessment provides information that is not easily determined, such as how much effort students expended in preparing for the task.
    • Jessica M
      Jessica M on 18 Aug 14
       
      Still others argue that students learn  more when they know that they will share  responsibility for the assessment of what they have learned. 
lkryder

Mind Mapping Software - Create Mind Maps online - 0 views

www.diigo.com/...3b278c7dff0653101eb0634e8d1792

shared by lkryder on 10 Jul 14 - No Cached
  • Education
    • lkryder
      lkryder on 10 Jul 14
       
      This is the most amazing collaborative tool I've seen. Mindmaps and images and files and sharing and an education discount if you find you really like it and use up your 3 maps in the free version.
Jessica M

ASSESSING TEACHING PRESENCE IN A COMPUTER CONFERENCING CONTEXT - 0 views

auspace.athabascau.ca/...ssessing_teaching_presence.pdf

Teacher Presence Online

shared by Jessica M on 14 Jul 12 - No Cached
    • Jessica M
      Jessica M on 18 Jul 14
       
      "The teacher shares responsibility with each individual student for  attainment of agreed upon learning objectives. The teacher supports and encourages participation  by modeling appropriate behaviors, commenting upon and encouraging student responses,  drawing in the less active participations, and curtailing the effusive comments of those who tend  to dominate the virtual space. "
  • Maria Guadron on 14 Jul 12
     
    "Teaching presence begins before the course commences as the teacher, acting as instructional designer, plans and prepares the course of studies, and it continues during the course, as the instructor facilitates the discourse and provides direct instruction when required"
  • Alicia Fernandez on 17 Jul 14
     
    Assessing teaching presence in online courses
Joy Quah Yien-ling

MODELS FOR ACTIVITIES AND COLLABORATION IN WIKI ENVIRONMENTS IN ACADEMIC COURSES - 1 views

webcache.googleusercontent.com/search

collaboration model for online cooperative learning online learning model

shared by Joy Quah Yien-ling on 11 Jul 10 - Cached
  • Cooperation (1): the simplest collaborative model (Dillenbourg, 1999; Schneider et. al, 2003) and the basis for all the other models.   In this model, most of the work is performed individually. Every student creates a Wiki page, writing and editing only his/her page and share his/her product with his peers.
  • Collaboration and Cooperation (2): in this model, the degree of collaboration is higher than in the previous model, because all students are required to work together on the same content, in groups or as one group, and to edit and improve it together (Dillenbourg, 1999; Schneider et. al, 2003).
  • Cooperation, Collaboration and  Peer-Assessment (3): in the final model,  the most complex of all, collaboration is implemented with respect to all dimensions: product, process and assessment. Students work in groups or alone, upload information to Wiki, edit each other’s products and provide peer feedback about the parts that they did not write (Dominick, Reilly & McGourty, 1997; Morgan & O’reilly, 1999).
  • Joy Quah Yien-ling on 11 Jul 10
     
    The article proposes three models for cooperation in Wiki environments. But this is also salient for online collaboration.
alexandra m. pickett

North Country noodlings | Just another Edublogs site - 1 views

rhondamatrix.edublogs.org

shared by alexandra m. pickett on 14 Jun 14 - No Cached
  • If I could just sit on their shoulder, and see what’s on their screens, so I could say something like “See that button in the middle? Click it.”
    • alexandra m. pickett
      alexandra m. pickett on 14 Jun 14
       
      have you tried screen share tools like http://join.me or http://quickscreenshare.com/ : ) ??
  • Jun12
  • Ciao!
  • ...2 more annotations...
  • And I really liked online teaching – still do – because it allows me to reach students on a personal level.
  • I can’t help but fear, deep down, that the students just don’t care. And I hate feeling that way.
alexandra m. pickett

Feedback on ETAP 640 Blogs II - YouTube - 1 views

www.youtube.com/watch

shared by alexandra m. pickett on 17 Oct 19 - No Cached
    • alexandra m. pickett
      alexandra m. pickett on 17 Oct 19
       
      example sticky note.
  • Feedback on ETAP 640 Blogs II
  • #etap640 2013 Blog feedback for Ryan, Matt, Mary and Luke - also examples of diigo highlighting and sticky notes
  • ...9 more annotations...
  • Feedback on ETAP 640 Blogs II
  • notes
  • 2013 Blog feedback for Ryan, Matt, Mary and Luke - also examples of diigo highlighting and sticky notes
  • 2013 Blog feedback for Ryan, Matt, Mary and Luke - also examples of diigo highlighting and sticky notes
  • Feedback on ETAP 640 Blogs II
  • Feedback on ETAP 640 Blogs II
  • back for Ryan, Matt, Mary and Luke - also examples of diigo highlighting and sticky notes
  • This is a comment.
    • alexandra m. pickett
      alexandra m. pickett on 17 Oct 19
       
      Example of a comment using the sticky notes feature and a highlight.
  • 1This is a comment.
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