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Contents contributed and discussions participated by Diane Gusa

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Diane Gusa

YouTube - An anthropological introduction to YouTube - 0 views

www.youtube.com/watch

socialmedia youtube multi-modal web2.0

shared by Diane Gusa on 27 Jun 11 - Cached
  • Diane Gusa on 27 Jun 11
     
    The web is not linking information, it is about linking people across time and space
Diane Gusa

Multimodal Learning Blog - 0 views

mmcglynnstewart.wordpress.com

learning information map Active-learning.pdf multi-modal

shared by Diane Gusa on 27 Jun 11 - No Cached
  • As Siegel (2006) points out, “children have always engaged in what are now called multimodal literacy practices” (pg.65) Children naturally talk about, dramatize and draw ideas that they are reading and writing about. Furthermore, using multiple modes or sign systems can provide new and deeper meaning (Siegel, 2006, pg. 71)
  • Research to date shows that when curricular changes include multimodality, those youth who experience substantial success are the very ones who’ve been labeled “struggling reader” or “learning disabled” (Siegel, 2006, pg. 73)
  • Many progressive pedagogies such as constructivism, experiential learning and inquiry learning emphasize the importance of building upon students’ experiences, knowledge, skills and interests (Rowsell, Kosnik & Beck, 2009.)
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  • In his recent video, An Anthropological Introduction to Youtube,  Michael Wesch (2008) persuasively outlines the ways in which the world has changed through new media, and how education can and should harness the potential of this new world.
Diane Gusa

Multimodal Learning Through Media: What the Research Says « PRACTICES - 0 views

practices.accelerationincontext.net/...h-media-what-the-research-says

learning information map Active-learning.pdf

shared by Diane Gusa on 27 Jun 11 - No Cached
  •  that students learn more when teachers present material through multiple modes and media rather than in just a single mode.
  • The data shows that students of all ages retain more verbal information — textual or oral — when educators supplement it with visual and multimedia examples.
Diane Gusa

ON COURSE: The One-Minute Paper - 0 views

www.oncourseworkshop.com/awareness012.htm

One-Minute teach information map Active-learning.pdf

shared by Diane Gusa on 27 Jun 11 - No Cached
  • : A “one-minute paper” may be defined as a very short, in-class writing activity (taking one-minute or less to complete) in response to an instructor-posed question, which prompts students to reflect on the day’s lesson and provides the instructor with useful feedback.
  • What was the most important concept you learned in class today? Or, “What was the ‘muddiest’ or most confusing concept covered in today’s class?
  • more as a student-centered reflection strategy designed to help students discover their own meaning in relation to concepts covered in class, and to build instructor-student rapport
  • ...7 more annotations...
  • *For you, what interesting questions remain unanswered about today’s topic?
  • In your opinion, what was the most useful idea discussed in today’s class?
  • *What do you think was the most important point or central concept communicated during today’s presentation?  
  • *What relationship did you see between today’s topic and other topics previously covered in this course?
  • Minute papers can provide a “conceptual bridge” between successive class periods
  • Minute papers are a more efficient way to promote writing-across-the curriculum than the traditional term paper.
  • Minute papers can function as an ongoing learning log or learning journal for the course.
Diane Gusa

Teaching Creativity - 0 views

www2.goshen.edu/...tc.html

creativity teaching socratic questioning education

shared by Diane Gusa on 27 Jun 11 - Cached
  • Most five year olds are totally confident that they can draw, sing, and dance.  Tragically, within three or four years this child, if she is typical, will experience a crisis of confidence
  • She will no longer feel competent or creative. 
  • When allowed to do what we want to do, we are most likely to revert to whatever we previously found enjoyable and/or successful.
    • Diane Gusa
      Diane Gusa on 27 Jun 11
       
      I have experienced this with my students, but now I also understand that they need more confidence to be risk-takers
  • ...11 more annotations...
  •   In order to force a new idea to the surface, an artist might reverse the order of work, change the medium, change the scale, forbid a certain common component in the work, and so on.  These are limitations to jog or jump start the creative impulse.
  • In creative teaching, assignment limitations provide a way to change the student's habits of work
  • people have developed problem solving habits that lack confidence in their own ability to bring any life experience or judgement to the situation.
  • a society that values conformity above indiviual creativity and choice making probably should teach drawing as a series of prescribed symbols rather than teaching actual observation, thinking, feeling, and interpretation skills.
  • True creativity happens when intuitive imagination brings forth the previously unknown and unimagined
  • When we show an end product in order to help explain something, we risk that students will not be challenged to think creatively
  • To teach process, we avoid posting charts that gives answer unless the students themselves have invented the charts.
  •   The scientific method says that questions must be answered experimentally and the results are repeatable.
  • the scientific method takes more time in the short run, but if a student learns that they can design experiments to solve their own problems, they have learned not only the scientific method, they have learned one of the important components of artistic thinking and artistic behavior. Ultimately, time is saved because students have learned to figure out how to answer their own questions. They are empowered.
  • Teach creativity by giving TIME FOR THE CREATIVE PROCESS Assign HOMEWORK OF THE MIND
  • The creative process includes preparation, incubation, insight, elaboration, and evaluation.
Diane Gusa

Socratic questioning - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Socratic_questioning

socratic questioning wikipedia creativity

shared by Diane Gusa on 27 Jun 10 - Cached
  • When teachers use Socratic questioning in teaching, their purpose may be to probe student thinking, to determine the extent of student knowledge on a given topic, issue or subject, to model Socratic questioning for students, or to help students analyze a concept or line of reasoning.
  • To deeply probe student thinking, to help students begin to distinguish what they know or understand from what they do not know or understand
  • To foster students' abilities to ask Socratic questions
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  • Socrates himself thought that questioning was the only defensible form of teaching
Diane Gusa

Welcome to CIRGE » Intellectual Risk-taking - 0 views

depts.washington.edu/...intellectual-risk-taking

Risk-taking intelligence Learning education

shared by Diane Gusa on 27 Jun 11 - No Cached
  • Intellectual risk-taking is not an end in itself; it is a means to foster innovative, potentially transformative research. It is also a way to prepare doctoral graduates to respond flexibly to change in rapidly changing times.
  • Interdisciplinarity is inherently risky—yet essential to production of new knowledge.
  • Understanding risk and communicating risk brings different domains of knowledge together
Diane Gusa

The Power (and Peril) of Praising Your Kids -- New York Magazine - 0 views

nymag.com/27840

praise education intelligence Learning school

shared by Diane Gusa on 27 Jun 11 - Cached
  • this self-awareness that he’s smart hasn’t always translated into fearless confidence when attacking his schoolwork. In fact, Thomas’s father noticed just the opposite. “Thomas didn’t want to try things he wouldn’t be successful at,” his father says. “Some things came very quickly to him, but when they didn’t, he gave up almost immediately, concluding, ‘I’m not good at this
  • Why does this child, who is measurably at the very top of the charts, lack confidence about his ability to tackle routine school challenges?
  • Carol Dweck and her team at Columbia (she’s now at Stanford) studied the effect of praise on students in a dozen New York schools.
  • ...1 more annotation...
  • the puzzles. The other choice, Dweck’s team explained, was an easy test, just like the first. Of those praised for their effort, 90 percent chose the harder set of puzzles. Of those praised for their intelligence, a majority chose the easy test. The “smart” kids took the cop-out.
Diane Gusa

Affective Domain - 0 views

serc.carleton.edu/...affective

affective domain Learning cognitive

shared by Diane Gusa on 27 Jun 11 - Cached
  • Yet the affective domain can significantly enhance, inhibit or even prevent student learning.
  • includes factors such as student motivation, attitudes, perceptions and values.
Diane Gusa

Center of Learning: Summary - 0 views

www.intime.uni.edu/...principles.html

education learning process 21st student

shared by Diane Gusa on 27 Jun 11 - No Cached
  • The nature of the learning process: McCombs and Whisler (1997) defined the learning process as a natural one of pursuing personally meaningful goals.  This process is active, volitional, and internally mediated.
  • It is a process of discovering and constructing meaning from information and experience, filtered through each learner’s unique perceptions, thoughts, and feelings (p. 5
  • Motivational influences on learning: These influences reflect the importance of learner beliefs, values, interests, goals, expectations for success, and emotional states of mind in producing either positive or negative motivations to learn.
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  • The continuing impulse to learn  is characterized by "intense involvement, curiosity and a search for understanding as learners experience learning as a deeply personal and continuing agenda” (Oldfather, 1992, p. 8).
  • Thus a student-centered curriculum teaches each learner to select and sequence his own activities and materials (individualization); arranges for students to center on and teach each other (interaction); and interweaves all symbolized and symbolizing subjects so that the student can effectively synthesize knowledge structures in his own mind (integration). (Moffett & Wagner, 1992, p. 21)  
  • students develop a sense of their active roles as producers – not only consumers of knowledge. They perceive themselves as competent knowers and learners
Diane Gusa

Metacognitive Skills - 0 views

education.calumet.purdue.edu/...edpsy7_meta.htm

meta-cognition learning process

shared by Diane Gusa on 27 Jun 11 - No Cached
  • Metacognition refers to learners' automatic awareness of their own knowledge and t
  • Metacognition refers to learners' automatic awareness of their own knowledge and their ability to understand, control, and manipulate their own cognitive processes.2
  • Metamemory
  • ...7 more annotations...
  • Metacomprehension. T
  • Self-Regulation.
  • metacognition often has important affective or personality component
  • Learners with good metacognitive skills are able to monitor and direct their own learning processes.
  • They establish a motivation to learn a metacognitive process.
  • They focus their attention on what it is that they or someone else does that is metacognitively useful. T
  • Students typically learn metacognitive skills while they are involved in learning something else
Diane Gusa

Types of Learning - 0 views

www.uwsp.edu/...typesofl.htm

learning types curriculum

shared by Diane Gusa on 27 Jun 11 - Cached
  • Acquisition is the conscious choice to learn. Material in this category is relevant to the learner. This method includes exploring, experimenting, self-instruction, inquiry, and general curiosity. Currently, acquisition accounts for about 20% of what we learn.
  • Emergence is the result of patterning, structuring and the construction of new ideas and meanings that did not exist before, but which emerge from the brain through thoughtful reflection, insight and creative expression or group interactions
Diane Gusa

Wilson psychomotor domain - 0 views

www.uwsp.edu/...psychomo.htm

psycho-motor domain objectives curriculum gendered lives

shared by Diane Gusa on 27 Jun 11 - No Cached
  • Psychomotor objectives
  • are concerned with the physically encoding of information, with movement and/or with activities where the gross and fine muscles are used for expressing or interpreting information or concepts.
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