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Having familiar, collegial, and multiple points of contact helps them develop and maintain the confidence they need to be successful teachers. And, mentoring is a proven-effective strategy for support, improvement, and community building.

. Adjuncts who know that they are working for a professional organization are more likely to feel a sense of pride in their affiliation, and feel accountable to the institution.

These required training opportunities allow new adjuncts to actively learn about FCCJ's instructional culture, and build community with other instructors. They actively discuss their teaching experiences, best practices, learn new strategies for teaching online, and apply those strategies to the courses they are currently teaching.

In the online environment, Virtual Adjuncts need to know clearly what the institution's expectations are of them, and whether they are meeting those expectations. There is very little continuity among contemporary online programs, and each institution has its own instructional priorities, goals, constituencies, and definitions of excellence. Many adjuncts teach simultaneously at multiple institutions, and so it is important to define expectations clearly.

Peer-based sharing is the most effective model for the professional learning community

Maria Puzziferro-Schnitzer

They are responding in German to a question in German. They do not know the answers beforehand, as they are each holding cards with their new identities written on them; hence, there is an authentic exchange of information.

The teacher sets up the exercise, but because the students' performance is the goal, the teacher must step back and observe, sometimes acting as referee or monitor.

8) Scaffolding creates momentum

in Chapter 4, "Students in Resonance," the work gathers speed. The drive toward meaning is accelerated. The essential question and its subsidiary questions create suction, drive, urgency and motivation.

"They're training themselves. We're just the facilitators; we're just guiding them through it."

"Our students have been taught a one-dimensional literacy, and literacy isn't one-dimensional — it's three-dimensional," she said. "They need to be able to know what all those dimensions and facets are."

I believe if I didn’t have this opportunity to reflect, it would have been a thought but I would not have acted on it. At first I thought blogging and journaling was just busy work and I wasn’t too excited to do them, but I have found great benefit from thinking about how I learn, why I learn and how I can use this to improve my contributions as an educator and student and that deflated feeling is going away with every week that passes and it is renewing my faith in education and where it is headed.

The course was developed in a way that the harder you work and the more you participate the better the experience and the more you will get out of it. I can guarantee that all of us were nervous and scared the first time we entered this course. The first day we knew that it was going to be a challenging, but we have made it to the end with a lot of rewarding experiences and a lot of lessons learned along the way.

design.

module 1

  In this class, i had to wrap my head that I have to design a course that the student is responsible for their learning with me as a facilitator. 

 I have so many ideas that I have learned from this course that I want to implement them all into my class.  But, I really need to stand back and reflect.  The most I got from this class is all the information that everybody shared on diigo.com and in their discussions.  I am very proud of everybody’s  contribution to my education and their own.  I loved how everybody had a share in the teaching presence and how Alex facilitated the learning.  This was an an excellent example of an effective student-centered learning environment.

. Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. 2. Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society. 3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuses. 4. Use content-specific tools, software, and simulations to support learning and research. 5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. 6. Design, develop, publish, and present products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside of the classroom. 7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside of the classroom. 8. Select and use appropriate tools and technology resources to accomplish a variety of task and solve problems. 9. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving. 10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. I do believe that these standards should assist the students in either online or face-to-face class to succeed with learning.  I am actually going to observe and take notes of my 8th graders to see how many standards that they can achieve. I had a great summer learning and being challenged to do my best at learning.

Integrating peer-to-peer collaboration

Design steps

See also

Gamification, by contrast, doesn't rely on internal motivation. Instead, it's using the oldest tricks in the book: providing instantaneous feedback, egging on the competition, and rewarding even tiny steps of progress.