Group items tagged

Figure 1Six types of parent involvementType 1:ParentingAssist families with parenting skills, family support, understanding child and adolescent development, and setting home conditions to support learning at each age and grade level. Assist schools in understanding families' backgrounds, cultures, and goals for children.Type 2:CommunicatingCommunicate with families about school programs and student progress. Create two-way communication between school and home.Type 3:VolunteeringImprove recruitment, training, activities, and schedules to involve families as volunteers and as audiences at the school. Enable educators to work with volunteers who support students and the school.Type 4:Learning at HomeInvolve families with their children in academic learning at home, including homework, goal setting, and other curriculum-related activities. Encourage teachers to design homework that enables students to share and discuss interesting tasks with parents.Type 5:Decision MakingInclude families as participants in school decisions, governance, and advocacy activities through school councils and improvement teams, committees, and parent organizations.Type 6:Collaborating with the CommunityCoordinate resources and services for families, students, and the school with community groups, including businesses, agencies, cultural and civic organizations, and colleges and universities. Enable all to contribute service to the community.

Compare Similar Documents

Make a Movie Review

Turn a Logo into a Tagxedo

ne out of ten 13- to 17-year-olds have used some form of social media

68% of all teens say Facebook is their main social networking site

51% visit social networking sites daily

Know that students have a variety of learning styles. student-centered instruction is not a panacea; some students will, in fact, simply work better with a faculty-centered instruction approach. But the times they are, indeed, changing, and by placing more of the learning process on the students you offer students more options to explore and expand their own learning capabilities.

is Badging in the Virtual Teacher Incubator? Badges in the Virtual Teacher Incubator (VTI) are a type of open assessment that strive to capture life-long learning, educational experiences, and skill development.  Badges are designed to keep the philosophies of open education and assessment in mind: educational practices, assets, and resources that are accessible, student-centered, shared, remixable, and innovative (Butcher, 2011, pp. 6-7).   Thus, badges in the Virtual Teacher Incubator are focused on the individual needs of novice, mentee teachers and experienced, veteran teachers.  

are Badges Issued and Displayed? Since badges do not have to be associated with a college or university, and therefore, can represent achievements outside of the classroom, badge earners in the VTI can earn and display their badges in a variety of ways beyond a degree or transcript.

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.

This becomes a problem in education if you have a policy, as my school, of no electronic devices on during school hours. I think this subject can be a huge debate among educators, but encourage for an online course.  

it just can’t be reading and discussions, so there needs to be virtual activities and videos to help them visualize the concept that we are learning about.

I kept falling off the second floor of the  building and running into walls,

The focus of this paper is teaching presence, which has been defined as “the design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile outcomes” (Garrison et al., 2000).

Instructor teaching presence is hypothesized to be an indicator of online instructional quality.  Empirical research has supported this view with evidence indicating strong correlations between the quality of teaching presence and student satisfaction and learning (Bangert, 2008; Picciano, 2002; Shea, Pickett, & Pelz, 2003)

First, there is a need to revisit two of the original three teaching presence elements.

fostering student engagement or creating effective student interactions with faculty, peers, and content.

rapport

One way that Bain identified highly effective teachers was by how they treated their students

, mad

However, I also have learned that we cannot assume that everyone of a certain age is a digital native. Working at a community college, I have students with a large variety of academic and technological experiences. Some students have very limited access to technology.

Here are strategies for providing feedback in the Virtual Classroom

Clearly communicate exactly how participants will be graded.

Set evening hours if most of your students work during the day.