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Diane Gusa

Scaffolding - 0 views

en.wikipedia.org/...Instructional_scaffolding

Education teaching

shared by Diane Gusa on 26 Jun 10 - Cached
  • According to Vygotsky, students develop higher-level thinking skills when scaffolding occurs with an adult expert or with a peer of higher capabilities
    • Joan Erickson
      Joan Erickson on 26 Jun 10
       
      hmmm, I'm not convinced. BTW, is it called "tutoring"?
  • Conflicts would then take place between students allowing them to think constructively at a higher level
    • Joan Erickson
      Joan Erickson on 26 Jun 10
       
      Show me research, pleaes!
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 03 Jul 10
       
      May include worksheets, additional links to materials, assessment rubrics, tutorials, question pronpts, exemplars, FAQs, and other pre-prepared material.
  • Diane Gusa on 07 Jun 11
     
    Instructional scaffolding is the provision of sufficient support to promote learning when concepts and skills are being first introduced to students. These supports may include the following: * Resources * A compelling task * Templates and guides * Guidance on the development of cognitive and social skills
Joy Quah Yien-ling

Definition of Affordance - 0 views

en.wikipedia.org/Affordance

shared by Joy Quah Yien-ling on 24 Jun 10 - Cached
  • An affordance is a quality of an object, or an environment, that allows an individual to perform an action.
alexandra m. pickett

If I'm talking, you should be taking notes. - 0 views

nvanhoose.edublogs.org

shared by alexandra m. pickett on 07 Jun 11 - No Cached
  • , 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.
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      Hi Nicole, I worry about the same thing. I guess the more we make them work, the less likely we are to do too much leading.
  • ...16 more annotations...
  • June 20th,
  • it is concrete, born before me with a structure and a real plan
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Thank you Alex! I would never have been able to create this course without Alex laying out the modules as she did. Like you, I am starting to feel the course coming together in a very organic way.
  • I am fully committed to the idea of self-discovery and peer-teaching within my online course, but I also feel that I have a lot to add and I can’t keep all of this information to myself
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      You don't have to choose one; you can facilitate from afar, yet still be a presence in your course. In fact, your students will need feedback from you in order to know that they are on track. Self-discovery, peer teaching, and instructor presence are not mutually exclusive, thank goodness.
  • h-ha moments are coming regularly now. The challenge is now enjoyable.
  • The a
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Yay! All the time and effort becomes worthwhile.
  • not necessarily because it meets a learning objective
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      There have been times when I have had to stop and ask myself, "why am I looking to this particular technology?" If I can't attach it to a learning objective, I let it go.
  • . The first time I implement something I cannot always anticipate all of the issues, but after a run through I can plan for those problems and be proactive in preventing them.
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      I think this process is not only natural in teaching, but expected - especially in the online environment. We ask for student feeback so that we can improve the course. In this way, it is constantly evolving.
  • . Students will need to find a community setting for 15 hours of either observation of a child, or volunteering in working directly with children
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Great idea, and as a former supervisor of both a before-school and after-school program, you can observe a lot at one of these programs. Kids play, study, socialize, etc. Lots to learn through observation and probably with permission, your students might be able to interact with the kids as well.
  • July 4th,
  • I am going to give up more control and expect more self-directed learning from my students, not only online, but in my f2f courses too! I am going to put more emphasis on discussion boards than I had previously anticipated.
  • I am thinking about what I feel is working for me as a student and what is not, so I can include or not include those things in my course.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I think this is difficult for us because no matter how much we include in order to get students interacting, in the end it is out of our hands. Well, not completely -- we can always facilitate the discussion from behind the scenes if we need to, but you see what I mean.
  • Now my perspective had drastically changed—I am instead asking myself how do I get the students to the information? How will I devise learning activities that will assist them in their search for knowledge and understanding? It is not my responsibility to spoon feed them, but to teach them how to spoon feed themselves.
  • conceptualizing some of the activities for my course
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I struggled with this as well. Still not sure if I have enough substantial learning activities for my course. It wasn't until I actually started creating the learning activities that I realized I was rather naive about the entire process. Like you, I had this vague idea. I finally had to sit down and figure out what I wanted my students to be doing and then creating activities that met those objectives.
  • despite the extensive conversations that we have had.
  • Giving up control and trusting students to learn. I don’t need to give them the information, just provide the opportunity for them to discover it for themselves, and trust that they will do it. Everyone says this works, I can’t wait to see it happen!
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 11
       
      brilliant!! : ) just made my day !!
  • Not only has my expectation for online teaching changed, but I also am trying to apply some of these ideas to my f2f courses.  I want students to take more responsibility for their learning. I want them to learn from each other, and to discover knowledge instead of waiting for it to be fed to them. I want to build more community into my courses, so students feel that they can share and learn from others and take risks in class. I also want students to learn what they are interested in learning, or what they need to learn depending on where they are in their understanding of the content.
Diane Gusa

Taxonomy of Learning Theories « E-Learning Provocateur - 0 views

ryan2point0.wordpress.com/...taxonomy-of-learning-theories

learning theory mind experience taxonomy

shared by Diane Gusa on 15 Jun 11 - Cached
  • In 1956, George Miller reported that the “span of immediate memory” is limited to the magical number 7±2 items. From this, he deduced that the amount of information that could be processed at any one time could be increased by “chunking” it.
  • In 1977, Richard Anderson extended the work of earlier theorists such as Frederic Bartlett and Jean Piaget. His Schema Theory of Learning maintains that within long-term memory (or more specifically, declarative memory), knowledge is arranged in a hierarchical network of constructs called “schemas”. 
Kristen Della

Democratic Education - 0 views

en.wikipedia.org/...Democratic_education

democratic Education

shared by Kristen Della on 16 Jun 11 - Cached
  • Kristen Della on 16 Jun 11
     
    Democratic Education basics.
Diane Gusa

Students Becoming Curators of Information? | Langwitches Blog - 0 views

langwitches.org/...coming-curators-of-information

collaboration e-learning socialmedia WEB2.0 education students 21stcenturylearning curators

shared by Diane Gusa on 16 Jun 11 - No Cached
  • Digital Curation is defined in Wikipedia as: the selection, preservation, maintenance, collection and archiving of digital assets. Digital curation is generally referred to the process of establishing and developing long term repositories of digital assets for current and future reference by researchers, scientists, historians, and scholars
  • Curators are people or organizations that do the hard work of sifting through the content within a particular topic area or “meme” and pulling out the things that seem to make most sense. This effort involves significantly more than finding and regurgitating link
  • How can this concept of “curation” of information be brought into the “classroom” (
  • ...4 more annotations...
  • be great curators for their own network
  • find and connect to great curators
  • Quality” curation takes higher level thinking skills.
  • Curation requires the ability to organize, categorize, tag and know how to make the content available to others and to be able to format and disseminate it via various platforms.
Diane Gusa

Immediacy in the Classroom - 0 views

serc.carleton.edu/...immediacy.html

education Teaching immediacy research db5

shared by Diane Gusa on 12 Aug 11 - Cached
    • Diane Gusa
      Diane Gusa on 12 Aug 11
       
      Can a icon or exclamation point do the same?
  • ocial psychologist Albert Mehrabian has been credited with defining the concept of immediacy in terms of his "principle of immediacy," which states "people are drawn toward persons and things they like, evaluate highly, and prefer; and they avoid or move away from things they dislike, evaluate negatively, or do not prefer" (Mehrabian, 1971).
  • Verbal Behaviors Calling on students by name Uses terms like "we" and "us" to refer to the class Allows for small talk and out of class conversations Gives feedback to students Asks students how they feel about things Allows students to call him/her by first name
  • ...6 more annotations...
  • Immediacy is Positively Correlated with:
  • Student cognitive learning (Chesebro & McCroskey, 2001; Christophel, 1990; Kelley & Gorham, 1988; Titsworth, 2001), though a smaller relationship was found than for affective learning.
  • Perceived instructor competence, caring and trustworthiness (Thweatt, 1999
  • Positive student evaluations (Moore, Masterson, Christophel, & Shea, 1996)
  • Student attendance and participation (Rocca, 2004)
  • Non-verbal immediacy includes behaviors such as smiling, gesturing, eye contact and having relaxed body language. Verbal immediacy refers to calling the students by name, using humor and encouraging student input and discussion.
Kristen Della

Definition of Archetype - 0 views

en.wikipedia.org/Archetype

Archetype

shared by Kristen Della on 16 Jul 11 - Cached
Kristen Della liked it
  • Kristen Della on 17 Jul 11
     
    As humans, we are all so different, yet so much alike. It is interesting to think that all people can possibly be characterized into 7 or 8 archetypes.
Kristen Della

Definition of the Scientific Method - 0 views

en.wikipedia.org/...Scientific_method

scientific method reflection

shared by Kristen Della on 17 Jul 11 - Cached
Kristen Della liked it
  • Kristen Della on 17 Jul 11
     
    The scientific method is something that I have used (and taught about) in sociology. It is interesting to see how it applies to education and online learning.
Kristen Della

Definition of Solidarity - 0 views

en.wikipedia.org/Solidarity

Sociology Emile Durkheim Solidarity

shared by Kristen Della on 17 Jul 11 - Cached
  • Kristen Della on 17 Jul 11
     
    Again, solidarity is a concept that I have taught about in my sociology courses, but not something I would have ever connected to online learning - until now! WOW!
Diane Gusa

Describing the Habits of Mind - 0 views

www.ascd.org/...ribing-the-Habits-of-Mind.aspx

habits of mind module 4 db

shared by Diane Gusa on 16 Jul 11 - Cached
Kristen Della liked it
  • h, cultivate, observe, and assess. The intent is to help students get into the habit of behaving intelligently. A Habit of Mind is a pattern of intellectual behaviors that leads to productive actions.
  • Persisting
  • Success seems to be connected with action. Successful people keep moving. They make mistakes, but they never quit. —Conrad Hilton
  • ...28 more annotations...
  • Managing Impulsivity
  • Listening with Understanding and Empathy
  • Highly effective people spend an inordinate amount of time and energy listening (Covey, 1989).
  • Senge, Roberts, Ross, Smith, and Kleiner (1994) suggest that to listen fully means to pay close attention to what is being said beneath the words—listening not only to the "music" but also to the essence of the person speaking; not only for what someone knows but also for what that person is trying to represent
  • our inclination and ability to find problems to solve.
  • Thinking Flexibly
  • Flexible thinkers display confidence in their intuition
  • They tolerate confusion and ambiguity up to a point, and they are willing to let go of a problem, trusting their subconscious to continue creative and productive work on it. Flexibility is the cradle of humor, creativity, and repertoire. Although many perceptual positions are possible—past, present, future, egocentric, allocentric, macrocentric, microcentric, visual, auditory, kinesthetic—the flexible mind knows when to shift between and among these positions
  • Thinking About Thinking (Metacognition)
  • Striving for Accuracy
  • Whether we are looking at the stamina, grace, and elegance of a ballerina or a carpenter, we see a desire for craftsmanship, mastery, flawlessness, and economy of energy to produce exceptional results
  • Questioning and Posing Problems
  • Generative listening is the art of developing deeper silences in oneself, slowing the mind's hearing to the ears' natural speed and hearing beneath the words to their meaning
  • Applying Past Knowledge to New Situations
  • Thinking and Communicating with Clarity and Precision
  • Gathering Data Through All Senses
  • Creating, Imagining, Innovating
  • Creative people are open to criticism. They hold up their products for others to judge, and they seek feedback in an ever-increasing effort to refine their technique. They are uneasy with the status quo. They constantly strive for greater fluency, elaboration, novelty, parsimony, simplicity, craftsmanship, perfection, beauty, harmony, and balance.
  • Responding with Wonderment and Awe
  • Taking Responsible Risks
  • Finding Humor You can increase your brain power three to fivefold simply by laughing and having fun before working on a problem. —Doug Hall
  • Thinking Interdependently
  • Collaborative humans realize that all of us together are more powerful, intellectually or physically, than any one individual
  • Working in groups requires the ability to justify ideas and to test the feasibility of solution strategies on others
  • t also requires developing a willingness and an openness to accept feedback from a critical friend. Through this interaction, the group and the individual continue to grow. Listening, consensus seeking, giving up an idea to work with someone else's, empathy, compassion, group leadership, knowing how to support group efforts, altruism—all are behaviors indicative of cooperative human being
  • Remaining Open to Continuous Learning
  • Intelligent people are in a continuous learning mode
  • They are invigorated by the quest of lifelong learning. Their confidence, in combination with their inquisitiveness, allows them to constantly search for new and better ways. People with this Habit of Mind are always striving for improvement, growing, learning, and modifying and improving themselves. They seize problems, situations, tensions, conflicts, and circumstances as valuable opportunities to learn (Bateson, 2004).
  • Kristen Della on 18 Jul 11
     
    Have you every heard of habitus? http://en.wikipedia.org/wiki/Habitus_(sociology)
Diane Gusa

Engaging students by answering their needs. - 0 views

en.wikipedia.org/...Choice_theory

theory Choice creating an alternative way

shared by Diane Gusa on 04 Jul 11 - Cached
  • Survival (food, clothing, shelter, breathing, personal safety and others) and four fundamental psychological needs: Belonging/connecting/love Power/significance/competence Freedom/autonomy, and Fun/learning
  • Survival (food, clothing, shelter, breathing, personal safety and others) and four fundamental psychological needs: Belonging/connecting/love Power/significance/competence Freedom/autonomy, and Fun/learning
  • . All we can give another person is information.
  • ...3 more annotations...
  • also believed in the importa
  • An example of Choice Theory and education are Sudbury Model schools
  • tudents of all ages determine what they will do, as well as when, how, and where they will do it.
  • Diane Gusa on 04 Jul 11
     
    also see Sudbury school
alexandra m. pickett

Supporting the Spectrum - Building a Bridge between Families and Schools - 1 views

hkurto.edublogs.org

blend13 etap640 via:packrati.us blend13Q4

shared by alexandra m. pickett on 11 Jun 13 - No Cached
  • Reflections of Module 1  
    • alexandra m. pickett
      alexandra m. pickett on 11 Jun 13
       
      BRILLIANT!! : )
  • The one thing that I did not realize before entering online courses is how it would impact my writing.
  • In addition we as instructors should continue our learning process.
  • ...7 more annotations...
  • It is important to create an online community to shift the course from a teacher centered course to a student centered course. We want to facilitate our courses and guide content, but let the students dig deep to provide a rich and diverse experience that has meaning to the participants.
  • So what have I learned? I have learned who I am as a learner, and what I appreciate in a professor. I have learned that I need to let my voice and personality be known to my students because that is how we will connect and become emotionally connected to our course. I reflect on Professor Pickett’s introduction by her daughter. I immediately connected and realized that there was a human being behind the words, and she was relatable. This course is challenging and pushes my abilities, but the interaction with students and the professor helps me know that I am not a lone, and gives me space to evaluate my goals and reflect on what my presence is in our class and in developing the course.
    • Hedy Lowenheim
      Hedy Lowenheim on 30 Jul 13
       
      Hey Heather Thanks for reminding me of this tool. It looks very cool! Lucky you to go on vacation, must have been tricky. I have been in the same predicament, being enrolled in a course and being on vaca. Definitely a challenge, you just have to be very, very disciplined. But all of us have that in common. Hedy
  • When I read the post prompt of “Where are you?” I know that Professor meant in the course, but I immediately had a flash of Carl Sagan’s Pale Blue Dot. “The significance of our lives and our fragile planet is then determined only by our own wisdom and courage (Sagan,2011) .”
    • alexandra m. pickett
      alexandra m. pickett on 09 Aug 13
       
      so, you may think this course is about online teaching, but it is really about changing the world. : ) I need you to help me. Together we can do more than alone. "where are you?" is a multilayered question.
  • What I have realized in this course, is that teaching presence and social presence and cognitive presence come together to create meaningful learning environments for students and teachers. We want to facilitate this in our classrooms but also in our schools, buildings and districts. We want to create shared spaces where teachers are working together connecting, asking questions, working together to find solutions. When we look at the Seven Principles of Effective teaching, all of these principles are centered around communication and interaction. It is about forming relationships and understanding each other. It is about connecting, creating and understanding.
  • This course held a mirror up to the learner in me. Inside I want to connect with others. The social element in learning is vital. I want to connect, I want to be validated and I want to feel safe in my learning spaces. I want to learn from someone who is passionate about their subject and teaching. I want to be inspired and I want to feel like I am making a contribution. All of these elements have been present in our discussion forum. We have exchanged ideas, thoughts and we have been able to thoughtfully disagree.
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