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Contents contributed and discussions participated by Diane Gusa

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Diane Gusa

Texas Tech University - Teaching, Learning and Technology Center - 0 views

www.tltc.ttu.edu/...definition.asp

module 4 assignment service learning soc of genedered lives

shared by Diane Gusa on 09 Jul 11 - No Cached
  • Service-learning is a pedagogy that links academic study and civic engagement through thoughtfully organized service that meets the needs of the community
  • Service learning courses provide rigorous and enhanced academic learning by interconnecting community action and critical reflection
  • Service learning courses provide relevant and meaningful service by placing students in projects that are tailored to address community and societal needs.
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  • Service learning courses provide purposeful civic learning by creating a learning environment where students can acquire the knowledge, skills, and values to make an explicitly direct contribution to themselves and their communities, both local and global, through civic participation.
  • Course options ensure that no student is required to participate in a service placement that creates a religious, political, and/or moral conflict for the student.
  • Diane Gusa on 09 Jul 11
     
    One activity in my online course will be service learning. I called this activity Social Justice Project. I believe that part of online learning is to get our students away from the computer!
Diane Gusa

Online Community of Learners - 1 views

www.sonoma.edu/...onlinecommunity.html

module 4 assignment

shared by Diane Gusa on 09 Jul 11 - Cached
  • have the students introduce themselves by their "medieval vocational personality."
  • Diane Gusa on 09 Jul 11
     
    What medieval vocational personality are you? I am a Dreamer-Minstrel: You can always see the "Silver Lining" to every dark and dreary cloud. Look at the bright side is your motto and understanding why everything happens for the best is your goal. You are the positive optimist of the world who provides the hope for all humankind. There is nothing so terrible that you can not find some good within it. On the positive side, you are spontaneous, charismatic, idealistic and empathic. On the negative side, you may be a sentimental dreamer who is emotionally (academically?)impractical. Interestingly, your preference is just as applicable in today's corporate kingdoms.
Diane Gusa

Student Self Assessment - 0 views

www.duq.edu/...student-self-assessment.cfm

student Self-grading assessment blog module 4 Learning teaching

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  • Student Self-AssessmentIntentionally involving your students in the assessment process helps students to become lifelong learners.  Peter Senge (2000) says, “A cornerstone of lifelong learning is the capacity for objective self-assessment – the ability to judge for yourself how well you are doing.”  Similarly, William McKeachie (2011) relates the importance of helping students become lifelong learners to faculty members who intentionally involve students in self-assessment:“After the course is over, students will not be able to depend on you to assess the quality of their learning.  If one of your goals is the development of lifelong learning skills, students need practice in self-assessment.
  • To encourage students to learn from past tests, faculty can assign a worksheet that asks students to look at more than the grade on the returned exam.  “Exam wrappers direct students to review and analyze their performance (and the instructor’s feedback) with an eye toward adapting their future learning” (Ambrose, et al, 2010).
  • Questions on an exam wrapper for a physics course might include the following:
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  • Student Check Sheet for Literary Critical Essay
  • McKeachie, W. J., & Svinicki, M. D. (2005). McKeachie's teaching tips:  strategies, research and theory for college and university teachers. Boston: Houghton Mifflin.
Diane Gusa

Harvard Gazette: Self-grading gets an 'A' from researchers - 0 views

news.harvard.edu/...12-grades.html

Self-grading harvard researchers self-evaluation module 4 blog assignment

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  • A recent study conducted by Philip Sadler, the director of the Science Education Department at the Harvard-Smithsonian Center for Astrophysics, and his Harvard Graduate School of Education student Eddie Good examined the impact of peer-grading and self-grading. Sadler and Good wanted to determine whether the grades that students award themselves can actually replace their teacher's grades and whether any additional learning results when students grade tests.
Diane Gusa

STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS - 1 views

www.cdl.org/...self_eval.php

self-evaluation assessment education research blog module 4

shared by Diane Gusa on 09 Jul 11 - Cached
  • Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future. W
  • Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future. W
  • Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future
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  • Self-evaluation is a potentially powerful technique because of its impact on student performance through enhanced self-efficacy and increased intrinsic motivation
  • STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS By Carol Rolheiser and John A. Ross
  • Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future
  • STAGE 1- Involve students in defining the criteria that will be used to judge their performance.
  • One teacher resolved the conflict by redefining her metaphor of assessment from that of "fair judgment" to providing a ‘"window into a student's mind" (p. 309),
  • Alternate assessment must be transparent (Fredericksen & Collins, 1989), meaning that the criteria for appraisal, the population from which tasks are drawn, the scoring key and interpretive schemes must be visible to students, even when the teachers who devised these procedures have an imperfect grasp of them
  • Involving students in determining the evaluation criteria initiates a negotiation
  • If students have been involved in a negotiation in Stage 1, the criteria that result will be an integrated set of personal and school goals.
  • - Give students feedback on their self-evaluations.
  • Teachers need to help students recalibrate their understanding by arranging for students to receive feedback (from the teacher, peers, and themselves) on their attempts to implement the criteria.
  • when students are taught systematic self-evaluation procedures, the accuracy of their judgment improves. Contrary to the beliefs of many students, parents, and teachers, students' propensity to inflate grades decreases when teachers share assessment responsibility and control (Ross, et al., 2000).
  • Students will learn more because (i) self-evaluation will focus student attention on the objectives measured, (ii) the assessment provides teachers with information they would otherwise lack, (iii) students will pay more attention to the assessment, and (iv) student motivation will be enhanced.
  • Our own research and that of others substantiate these four arguments.
  • Positive self-evaluations encourage students to set higher goals and commit more personal resources to learning tasks (Bandura, 1997; Schunk, 1995).
  • Diane Gusa on 09 Jul 11
     
    By Carol Rolheiser and John A. Ross
Diane Gusa

Amazon.com: The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life, 10... - 0 views

www.amazon.com/...ref=pd_bxgy_b_img_b

courage teach exploring landscape life books Teacher module 4 blog

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  • Diane Gusa on 08 Jul 11
     
    An inspiration book that talks to my teacher's soul.
Diane Gusa

Trusting our Deeper Knowing by Parker J. Palmer.pdf (application/pdf Object) - 0 views

www.manoa.hawaii.edu/...0by%20Parker%20J.%20Palmer.pdf

Palmer.pdf Deeper knowing module 4 blog Economic 2008

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  • Diane Gusa on 08 Jul 11
     
    Michael: book? 1964, Merton published Seeds of Destruction in which he prophesied ―the fire next time, a conflagration of the races rooted in white ignorance, indifference and injustice.
Diane Gusa

Course: Alternative Education: History and Future - 0 views

ualbany.mrooms.net/...view.php

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    • Diane Gusa
      Diane Gusa on 08 Jul 11
       
      Micheal This has been an interest of mine for decades. I am really interested in how this all goes.
Diane Gusa

IMAeco: Evaluation - 1 views

ualbany.mrooms.net/...view.php

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    • Diane Gusa
      Diane Gusa on 08 Jul 11
       
      Ahhh I see the answer to my question.
Diane Gusa

IMAeco: Activities - 0 views

ualbany.mrooms.net/...view.php

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    • Diane Gusa
      Diane Gusa on 08 Jul 11
       
      I am curious why you are using twitter. I am still considering twitter myself. I posted on diigo using twitter as a notetaking forum.
    • Diane Gusa
      Diane Gusa on 08 Jul 11
       
      Is the essay a final summative evaluation?
Diane Gusa

IMAeco: Objectives - 0 views

ualbany.mrooms.net/...view.php

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    • Diane Gusa
      Diane Gusa on 08 Jul 11
       
      I plan on "doing" your class (to the extent that I can) so I can be a more knowledgeable citizen.
Diane Gusa

Course: Economic Collapse 2008 - 0 views

ualbany.mrooms.net/...view.php

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    • Diane Gusa
      Diane Gusa on 08 Jul 11
       
      I so love this graphic!!! :)
Diane Gusa

Teachers as experts in . . . inquiry? « Fires in the Mind - 0 views

firesinthemind.org/...teachers-as-experts-in-inquiry

Inquiry learning performance db

shared by Diane Gusa on 08 Jul 11 - No Cached
  • Browse: Home / Featured Posts / Teachers as experts in . . . inquiry? Teachers as experts in . . . inquiry? A study just published in Science magazine sure makes one think twice about how we deliver “content knowledge” the classroom. The method by which a course is taught, it indicates, may be even more important than the instructor’s background. In a college physics class, listening to a lecture by a highly experienced and respected professor yielded fa
  • a control group performed more than twice as well when their teachers—a research associate and a graduate student—used discussions, active learning, and assignments in which students had to grapple with both new and old information.
  • “deliberate practice,
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  • These students had time to synthesize and incorporate new ideas from the lecture into their prior knowledge and experiences.
  • ombined in-class practice and frequent formative assessments (such as pretests) with an emphasis on real-world applications.
Diane Gusa

Tweeting at conference - 0 views

ascd.typepad.com/blog

education Inservice module 4 tweets

shared by Diane Gusa on 08 Jul 11 - Cached
  • Front-Row Tweets I get a good start on reflecting on my conference learning from the tweets I've posted to Twitter during the conference. This is how I take notes: I'm constantly processing the information as I hear it, tweeting the ideas I find valuable, which at the same time adds them to an archive of my tweets that I can review and reflect on later. Tweeting at conferences has also helped me build an incredible professional learning network, which is the greatest source of my own professional development year-round. My conference tweets are a chance to give back to the incredible educators in my PLN who share great ideas and resources with me daily. I know it's not for everyone, but I highly recommend it!
  •  "the force that forges the meaningful connections at the heart of every great classroom," as Duncan suggests. They are, however, being asked to produce more with less, each and every school year. 
Diane Gusa

IIER 20(2): Khine and Hayes - Investigating women's ways of knowing: An exploratory stu... - 0 views

www.iier.org.au/khine.html

ways knowing study learning module 4 assignment

shared by Diane Gusa on 07 Jul 11 - No Cached
  • Personal epistemological beliefs, one's beliefs about the nature and acquisition of knowledge, and their role in the learning process have become a focus of a growing body research in recent years. Studies show that a person's epistemological beliefs play an important role in their intellectual development as well as in learning specific subjects (Hofer, 2008)
  • Baxter Magolda (1992) describes ways of knowing as being "related to, but not dictated by gender" (p.8)
  • Their subjects described five ways of knowing - received knowledge, subjective knowledge, constructed knowledge, procedural knowledge, all similar to those of Perry, and silence. From their data Belenky et al. distilled these five epistemological positions down to focus on two: preprocedural and procedural knowing, which corresponded to 'relativism' in Perry's scheme. In 1986 this work culminated in the publication of "Women's ways of knowing: The development of self, voice and mind".
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  • Importantly, they saw that CK and SK scores were not related to performance and thus concluded that 'ways of knowing' were more reflective of a learning style or approach rather than a reflection of ability or intellectual capacity (Gallotti et al., 1999)
  • Research in personal epistemology looks into ways of knowing, focusing on the nature of knowledge (certainty, structure and source of knowledge) and beliefs about learning (speed and ability to learn). The exploration of different learning or cognitive styles and in particular the relationship between gender and epistemological beliefs in tertiary education contexts is an area of much current research focus.
  • Students' separate knowing and connected knowing scores, however, did predict preferences for different kinds of teaching.
  • Separate knowing scores were always higher in males whereas females had always higher connected knowing scores. The connected and separate knowing scores of males were not significantly different, whereas females typically showed significantly higher connected scores.
  • , learning occurs in different ways for different people in different situations, and may be affected by the learning styles of others who are present. According to Gallotti et al. (1999), students tend to prefer teachers whose style reflects their own. Schommer-Aikens and Easter (2006) find it likely that teachers' personal epistemological paradigms would impact on their decisions about forms of instruction, curriculum and evaluation. Should this be the case, an awareness on the part of the teacher and the learners of the predominant or favoured ways of knowing within a learning context might be seen as a useful tool in designing classroom activities which take into account student diversity.
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