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Maria Guadron

Critical Thinking - Center for Innovation in Research and Teaching - 0 views

  • Profile of a Critical ThinkerHow do you know if your students are thinking critically? What is the profile of a critical thinker?  The following table provides an overview of the skills, strategies and thought-processes that distinguish critical thinking.
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    "Profile of a Critical Thinker How do you know if your students are thinking critically? What is the profile of a critical thinker? The following table provides an overview of the skills, strategies and thought-processes that distinguish critical thinking."
Irene Watts-Politza

Tips on How to Create Killer Blog Posts Using Your Web TVs - 1 views

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    Lisa, I thought this might help in future with developing web presence for Uzuri. Catherine, would this be helpful with your metacognition website?
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    Thanks Irene! I like the idea of using my webcam to answer frequently asked question as mentioned in this video. I'm also thinking I could film an short informational video about Club Uzuri to attach to the facebook page. What else were you thinking?
Amy M

Test-Taking Strategies that Work, Teaching Tips of the Week, Teaching Today, Glencoe On... - 0 views

shared by Amy M on 06 Jul 12 - Cached
  • Test-Taking Strategies that Work
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    OER for standardized test taking
Gary Bedenharn

Inspiring Teachers - Articles - Classroom Community: Building a Solid Foundation - Empo... - 0 views

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    Bringing the classroom into an environment conclusive to a community for learning.
Amy M

Motivating Your Students: Teaching Advice & Tips (Grades K-12) - TeacherVision.com - 0 views

  • Offer differentiated instruction. Be aware that you'll have students of differing abilities in your classroom. Don't make the mistake of crafting a single lesson for everybody—without taking into consideration the different ability levels.
  • Students should have multiple opportunities to set their own academic goals.
  • trust and respect
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    motivating students with flexible learning
Catherine Strattner

Tips for Time Management in Online Learning: End Procrastination & Start Improving Your... - 0 views

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    Another good time management article.
Catherine Strattner

Illinois Online Network: Instructional Resources : Pointers and Clickers : Facilitating... - 1 views

  • Make the chunks or pieces of information small enough to appeal to and be processed by those who have only 15 to 30 minutes a day to log in. These small pieces of information can quickly be processed by the student who can then return later to finish other assignments. There can be more than one chunk of information per unit or module, but the unit itself should be broke into manageable chunks.
  • An online syllabus should also contain information relating to the length of time a given assignment is anticipated to take for the average student.
  • With an engaging course in which many students are active participants, the number of messages posted within any course discussion forum can quickly grow. When such a case presents itself, it is a good idea to give specific minimum (and maximum if necessary) requirements concerning the number of posts each student is required to submit. For example, in an ice-breaking activity, you could require each student to post responses to 2 other student posts chosen by selecting the student above and below that student in a listing of students sorted by some criteria such as alphabetically by login. When minimum requirements and other guidelines are given, students know how much work is expected of them for the assignment, ensuring that they will allocate enough time to do an adequate job and enabling them able to prioritize their time. Even an active student can have a busy week in which he/she must schedule time to properly meet this minimum requirement.
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  • Also, many would argue that students (and people in general) have a naturally inquisitive nature. To bring out this potential in one's students, try building "discovery" activities into the course. Ask students to find a new site or pose a question of their own on a weekly basis. Any activity that involves the students will aid in their motivation.
  • If a student is beginning to lag behind the rest of the course, or the student is not making the required posts, direct items specifically to that student. When prompting higher order thinking, provide a list of students that you would like to respond to the question. Always be sure that such lists include active students as well to take the pressure off the lagging student as having to be the first one to post a response.
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    I highlighted time management strategies in the text but when it posted here, it was messed up...It looked fine in my library, but not here. Sorry, it should still be highlighted when you get there.
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    Excellent tips on facilitating online learning skills.
Irene Watts-Politza

Teachers' Invisible Presence in Net-based Distance Education | Hult | The International... - 0 views

  • The stance taken in this paper, then, is constructivist – that conversation is learning in the making.
  • Any conversation, that is, draws on heteroglossia (Bakhtin’s neologism) – pools of different ideas whose elements, when exchanged, foster learning. According to Bakhtin, every utterance has a double significance. It is an expression of a 'unitary [common] language' used to conduct the conversation and, at the same time, it builds on the 'social and historical' differences embedded in the heteroglossia (1981, p. 272).
    • Irene Watts-Politza
       
      This is what happens in a discussion thread.
  • Yuri Lotman,
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  • described conversations as multi-authored texts rather than as multi-voiced heteroglossia (see Bakhtin, 1994,
  • texts “fulfill at least two basic functions:
  • fulfilled best when the codes of the speaker and the listener most completely coincide and, consequently, when the text has the maximum degree of univocality” (1988, p. 34). The generation of new meanings occurs when there are differences between the speaker and the listener. Texts used in educational exchanges cease:
  • online adult education is not the delivery of texts but, rather, the creation and insertion of ‘thinking devices’ into conversation.
  • For this article we have concentrated on teacher and student views of teachers’ role orientations in online courses.
  • our intention has been to identify and clarify teaching ‘saliences’ that have emerged in online adult education in Sweden. In a wider sense, however, our analysis is also a response to the question: ‘Whatever happened to teaching in the learning society?’
  • the posting data support the claim that the teachers adopted an initiating role.
  • Greater activity:
  • Greater influence on topic:
  • Faster response times:
  • When asked about their views, all students felt that teachers played a central role in supporting Net-based learning. Indeed, some of them suggested that moderation in online settings of adult education is more important than in face-to-face settings.
  • Orientations to Teaching
  • Activity Orientation
  • In this perspective, teachers gave students tasks that activated them and, thereby, fostered their understanding of subject matter.
  • offered students tips about articles, books and Internet sites
  • Some students spoke about being activated by stimulating tasks that led them to engage with the Web and libraries, with one of them adding ‘seeking by your self is a pre-condition for learning.’ Active searching also meant that students came into contact with information which extended their learning beyond the task itself.
  • None of the teachers, however, was entirely satisfied with their dialogic or conference practice. Levels of engagement, dialogue, and initiative-taking were not as high as they had hoped. In response, they tried to promote conversation by encouraging students to react to each other’s postings, by organising tasks where cooperation and interaction was needed, or by introducing new aspects and questions when discussion faltered.
  • Further, teachers reported that they also tried to act as models of good behaviour by giving swift replies to student postings and by making their own postings appropriate yet concise.
  • In contrast to the teachers most of the student group were satisfied with the course conversations.
  • A few
  • felt that sharing different aspects of the subject matter with the teacher and fellow students raised fresh questions. It made them reach beyond the book, evoking learning and thinking along new pathways. Even if they thought that well-chosen tasks were the most effective way of fostering dialogue, they also expected the course leader to participate fully, developing new themes if student postings declined, and remaining alert to student proposals that might enhance the interchange of ideas and knowledge.
  • Many students emphasised the importance of teaching that corroborated or validated their learning.
  • None of the teachers, however, spontaneously offered this view as their primary role or orientation. Nevertheless, when asked whether they had any correspondence with students through private mailboxes rather than ‘conferences’ and ‘cafes,’ some of them said that they occasionally responded privately to correct misinterpretations.
  • This task raises many questions about teaching, highlighting the difference, for example, between instructionist and constructionist paradigms for learning (Wilensky, 1991). Would a too well-planned course be instructionist, thus constraining student influence and the pursuit of democracy? In their postings, teachers in this study felt that there was no necessary contradiction – that well-planned courses could, indeed, strengthen student influence. Nevertheless, busy distance education students, according to the teachers, often appreciate instructionist courses with clearly stated activities and tasks, even if the students are left with limited opportunities to ‘construct their own relationships with the objects of knowledge’ (Wilensky, 1991, p. 202).
  • Teacher’s invisible presence is exemplified in taking a stand-by role and/ or being reluctant to intervene. ‘The [teachers’] silence should be deafening,’ one teacher recommended. Although most of the teachers agreed that well-planned courses do not inhibit course dialogue, the fact that in their own online course deliberations they set aside time to discuss this issue may reflect ambivalence in their stance. The question of when and how teachers should intervene remains impossible to resolve, except in practice.
  • three different aspects of teaching,
  • a second conclusion – that the promotion of learning in an open environment requires an animating or steering presence. Such teaching, however, is not a process of instruction. And for this reason the word teacher may no longer be appropriate. In English, the word tutor is commonly used in adult education, because it has connotations of ‘supervision’ and ‘guardianship’ as well as ‘instruction’ (see Oxford English Dictionary). More recently, Salmon has suggested ‘e-moderating,’ but even moderation carries instructionist connotations – to exercise a controlling influence over; to regulate, restrain, control, rule (OED) – that may not be appropriate to all forms of liberal education. In the context of mainland Europe, the word pedagogue may be appropriate since, etymologically, pedagogue denotes someone engaged in 'drawing out.'
  • Intellectual development, however, can be an intra- as well as an inter-personal phenomenon. That is, learning may not come directly from teachers but rather from their absent or invisible presence. Online pedagogues, therefore, can be present in different ways. They may be present in person, participating in learning conversations. They may constitute an absent presence that, nonetheless, is embodied in the learning resources directed towards students (e.g., the selected readings or activities). Or pedagogues may exist merely as inner voices, inherited from the language of others, that (invisibly) steer the desires, self-regulation, and self-direction of learners. Indeed, this last pedagogic position ‘auto-didacticism,’ has always been central to the post-Enlightenment ideals of liberal adult education.
    • Irene Watts-Politza
       
      Here's the money.
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    Swedish study of university student and professor attitudes toward satisfaction with and definition of teacher presence in online adult learning. Implications for course design with respect to knowing one's audience.
Erin Fontaine

Virtual Fieldtrips in the Elementary School Classroom - 0 views

shared by Erin Fontaine on 21 Jun 12 - No Cached
  • inclu sion
  • Inexpensive
  • Accessibility
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  • First, virtual fieldtrips can be used to explore a destination that the class will actually explore in the next few weeks.
  • Inexpensive
  • Second, a classroom of elementary school students can take a virtual fieldtrip to a location that would otherwise be inaccessible to them. The virtual fieldtrip is useful for students of all ages, but elementary aged children can benefit even more from virtual field trips.
  • Advantages of Virtual Fieldtrips:
  • pensive.
  • I believe field trips, both real and virtual, should encourage students to socialize during the field trip.
  • Virtual fieldtrips are usually free of charge or very inexpensive.
  • Safety
  • Disadvantages of Virtual Field Trips:
  • Lack of Sensory Experience.
  • Inability to Ask Questions
  • Lack of an Updated Experience
  • Inex pensive
  • evaluation during the virtual fieldtrip.
  • sion of a worksheet
  • reinforces the educational element
  • follow up activities that add enrichment to their experience
  • submit questions to the makers of the virtual field trip, discuss the trip they took with their parents and siblings, and compare the information they learned from the field trip with information they read in magazines and books.
  • large degree of student flexibility and choice
  • Tips for Effective Implementation of Virtual Fieldtrips:
Kelly Gorcica

Literacy Corner | OER Commons - 0 views

    • Kelly Gorcica
       
      This resource is great to help broaden a teachers scope of literacy.  There are many parts to explore.
    • Kelly Gorcica
       
      In each activity you can click to find out more information about how it is helping the student. They address how students are hitting the Language Strand, Skills, Theme and Type. It is easy to understand for both a teacher and a parent.
    • Kelly Gorcica
       
      It is easy to find different activities to try just by looking through the different stands.
    • Kelly Gorcica
       
      I like the section that discusses home to school connections. Many times it is hard for teachers to continue their students learning at home. This site gives great tips and tricks for teachers to give to parents to help them help their students.
    • Kelly Gorcica
       
      I plan on using this resource in my course as a tool for my students to explore some activities they can implement in their classroom involving literacy. The choice will be theirs on what they choose to use if they choose to use any. I plan on adding this to my module that ties in technology. I think it would be a good fit there.
Diana Cary

6 Best Business Presentation Software and PowerPoint Alternatives - 0 views

Luke Fellows

Social Media in the Classroom - Resources and Tips and Ideas - WeAreTeachers - 0 views

  • Should We “Like” Social Media in the Classroom?
  • Using Social Media to Boost Creativity
  • 10 Ways to Use Instagram in the Classroom
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  • Making Meaning With Social MediaHow sharing work online
  • 7 Social Media Icebreakers
  • Social Media on Pinterest
  • 5 Ways to Engage Parents Online
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    more F2F and K-12 specific but some good ideas.
dkiesel

http://www.scholastic.com/teachers/article/15-stress-busting-tips-teachers - 0 views

Some things to do to reduce stress for teachers who are also stressing students?

teaching

started by dkiesel on 11 Jun 14 no follow-up yet
efleonhardt

elearn Magazine: Transition from Tradition: 9 Tips for successfully moving your face-to... - 1 views

  • Try and make similar assignments as regular as possible, but don't try and fill up every day.
  • erms of what would fit on a phone screen for students to read while they're waiting in line for a latte.
  • Short virtual lectures of 10 minutes or less used to orient students to the course, to introduce a module, or to demonstrate how to solve a particular style of problem are efficient teaching tools that students can access again and again.
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  • reate assignments that are challenging yet relevant to them
  • give it early and often
  • As the first activity in your course, create a short orientation video using one of the programs mentioned above to show them how and where to find materials, calendars, quizzes, assignments, discussion boards, e-mail, announcements, drop boxes, etc.
  • Create a mandatory orientation module that has your syllabus, orientation video, and short exercises that let them practice turning in assignments, similar to what they'll see later down the road
  • . Let students help each other out
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