These methods include active learning, in which students solve
problems, answer questions, formulate questions of their own, discuss, explain,
debate, or brainstorm during class; cooperative learning, in which
students work in teams on problems and projects under conditions that assure
both positive interdependence and individual accountability; and inductive teaching and learning, in which students are first presented with challenges (questions or problems) and learn the course material in the context of addressing the challenges. Inductive methods include inquiry-based learning, case-based instruction, problem-based learning, project-based learning, discovery learning, and just-in-time teaching
a place to view and share educational material made of small knowledge chunks
called modules that can be organized as courses, books, reports, etc.
Anyone may view or contribute:
authors create and collaborate
instructors rapidly build and share custom collections
learners find and explore content
On February 1, 2012, Connexions launched its groundbreaking initiative OpenStax College™. OpenStax College is a non-profit organization committed to improving student access to quality learning materials. Our free textbooks are developed and peer reviewed by educators to ensure they are readable, accurate, and meet the scope and sequence requirements of your course. Through our partnerships with companies and foundations committed to reducing costs for students, OpenStax College is working to improve access to higher education for all. OpenStax College is an initiative of Rice University and is made possible through the generous support of several philanthropic foundations.
Connexions® is a registered
trademark of Rice University.
Setting up rigid and realistic goals based on the learner's competence, therefore, is more effective than setting easy goals.
Performance goal: I want to avoid mistakes so I can get a good grade.
Mastery goal: Understanding the class materials is more important than earning a high grade, and that's why I work hard to learn. My performance is better than it was at the beginning of the semester.
Table 1. Classroom structure and instructional strategies supporting a mastery goal
Structure
reasonable challenge
Bandura pointed out that negative messages have an even greater effect on lowering efficacy expectations than do positive messages to increase it.
Successful experience: It is the teachers' responsibility to help learners achieve academic success by providing challenging, yet attainable tasks . Successful experience is the most important source of fostering self-efficacy.
attributional theories
Challenge: Design challenging activities which convey the message to the learners that they have competitive skills. It is essential to find a balance between learner competence and the difficulty of the goals. Overly difficult goals are unlikely to increase learner motivation to continue the task if the learners perceive they will never reach the goal. Likewise, goals that are too easily attained do not sufficiently challenge learners to encourage skill development.
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
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
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
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),
STAGE 1- Involve students in defining the criteria that will be used to judge their performance.
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).
First read the instructions on "How to participate in a Discussion..." Then enter the first discussion. When you are ready to respond, use the “Reply to This” link to create your response.
(Discussion Hint: What are some issues about the online teaching and learning environment that are of concern to you at this stage? What asp
PowerPoint is a fun program to work with and, from my experience, the students are eager to learn about it. I encourage you to download the free presentation template that I created for my teaching engagement from Office Online (link is below) to use as a starting point.
Teach grade school students how to use PowerPoint 2007.
According to Vygotsky (1978), much important learning by the child occurs through social interaction with a
skillful tutor. The tutor may model behaviors and/or provide verbal instructions for the child. Vygotsky refers to this as co-operative or collaborative dialogue. The child seeks to understand the actions or instructions provided by the tutor (often the parent or teacher) then
internalizes the information, using it to guide or regulate their own performance.
The more knowledgeable other (MKO) is somewhat self-explanatory; it refers to someone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept.
This is an important concept that relates to the difference between what a child can achieve independently and what a child can achieve with guidance and encouragement from a skilled partner.
That brings me to my first question for Alex: Was our reaction typical? In other words, do students normally begin the course feeling the way we were feeling?
Were the VoiceThread introductions and the “opening” of the course two weeks prior to the actual start date a means for getting some specific information about who we would be as your students? Also, did you use this information to make any alterations to the course?
Opening the course 2 weeks before is a good practice on a number of fronts... one it gives the early birds something to do, it helps students work through technical difficulties prior to the start of the course, it helps students decide if the course is for them AND it gives me some preliminary view of the students who may be part of the class community that term. It also really helps me prep by knowing what the background is of the students, what their expectations are, and what their disciplines are. I can begin to collect and tag resources based on the interests, expectations, and disciplines of the students.
Use the “Save” option to bookmark a page. bookmarking saves a link to the page in your online Diigo library, allowing you to easily access it later.
Highlighting can also be accomplished from the context pop-up. After the Chrome extension is installed, whenever you select text on a webpage, the context pop-up will appear, allowing you to accomplish text-related annotation.
Highlight Pop-up Menu – After you highlight some text, position your mouse cursor over it and the highlight pop-up menu will appear.
The highlight pop-up menu allows you to add notes to, share, or delete the highlight.
Sticky Note
Click the middle icon on the annotation toolbar to add a sticky note to the page. With a sticky note, you can write your thoughts anywhere on a web page.
The authors
(Collins, Brown, & Holum,
1991; Collins, Brown,
& Newman,1989) as well as other researchers (Herrington
& Oliver, 2000) have refined this model to the Belief
that useable knowledge is Best gained in learning environments
featuring the following characteristics:
Authentic
context that allows for the natural complexity of the
real world
Authentic
activities
Access
to expert performances and the modeling of processes
Multiple
roles and perspectives
Collaboration
to support the cooperative construction of knowledge
Coaching
and scaffolding which provides the skills, strategies
and links that the students are initially unable to
provide to complete the task
Reflection
to enable abstractions to Be formed
Articulation
to enable tacit knowledge to Be made explicit
The goal of learning, therefore, is to engage
learners in legitimate peripheral participation in communities
of practice (Lave and Wenger 1991). Through community, learners
interpret, reflect, and form meaning. Community provides the
setting for the social interaction needed to engage in dialogue
with others to see various and diverse perspectives on any
issue. Community is the joining of practice with analysis
and reflection to share the tacit understandings and to create
shared knowledge from the experiences among participants in
a learning opportunity (Wenger 1998).
The goal
of cognitive apprenticeship is to address the problem of inert
knowledge and to make the thinking processes
of a learning activity visible to both the students and the
teacher. T
The concept of podcasting was proposed by Tristan Louis in October, 2000 and then it was carried out by Dave Winer, the author of the RSS format.
Winer defined a new element called enclosure which passed the address of a media file to the RSS aggregator and then, he succeeded in enclosing a Grateful Dead song in his weblog on January, 2001.
The climate of East Asia is both similar to and different
from that of Europe and the United States
Rice, the primary cereal crop grown in East Asia,
Chinese civilization
(written script, Confucian thought, and Buddhism that had
come to China from India) spread northward to the Korean
peninsula and then to the islands of Japan, and southward
to what is today northern Vietnam
Chinese civilization first developed along the major river systems of
the Yellow River (Huang He) and then the Yangzi (Chang Jiang) in eastern
China.
Over the course of Chinese history, nomadic
peoples from China's border regions have often intruded upon the settled,
agricultural civilization of "core" China
Japan is an island country composed of four main islands and thousands
of smaller ones
Japan has been able so consciously and deliberately
to borrow and adapt innovations from other civilizations and to forge
a strong cultural identity.
The Japanese islands lack
most of the natural resources necessary to support an
industrialized economy. These resources must be imported.
This link has consise and standards based information on the geography of East Asia that will be valuable in the final project.
Chinese characters have
no set pronunciation; the sound attached to each can vary depending on the dialect.)
Therefore, all literate Chinese could communicate through writing.
An Introductory Guide to
Pronouncing Chinese.
Several
of these philosophic schools have had lasting impact on Chinese civilization
and political order, among them, Confucianism, Legalism, and Daoism.
Leading philosophers in the early history of each school, and the texts
associated with them, include:
Confucianism
- Confucius (c. 551-479 BCE) Analects
- Mencius (371-289 BCE) Mencius
- Xun Zi (Hsun Tzu) (298-238) Xunzi
Legalism
- Han Fei Zi (Han Fei Tzu) (d. 233) Han Feizi
- Li Si (Li Ssu) (d. 208) who Became the Prime Minister of Qin
Daoism (Taoism)
- Lao Zi (Lao Tzu) "Old Master" (c. 500) Daodejing,
also known as Laozi
- Zhuang Zi (Chuang Tzu) (c. 369-286) Zhuangzi
Other schools of thought mentioned from this period
are those of Mozi (5th c. BCE), whose philosophy is often called that
of "universal love," and the School of Yin and Yang and
the Five Agents.
China at the Time of Confucius
After the displacement of the Western Zhou (c.1100-771) and the movement
of the Zhou capital eastward, China was divided into a number of small
states competing for power (771-221 BCE). Many philosophic schools of
thought emerged during this period of political and social turmoil,
a period known as that of the "100 Schools of Thought." Several
of these philosophic schools have had lasting impact on Chinese civilization
and political order, among them, Confucianism, Legalism, and Daoism.
Leading philosophers in the early history of each school, and the texts
associated with them, include:
Confucianism
- Confucius (c. 551-479 BCE) Analects
- Mencius (371-289 BCE) Mencius
- Xun Zi (Hsun Tzu) (298-238) Xunzi
Legalism
- Han Fei Zi (Han Fei Tzu) (d. 233) Han Feizi
- Li Si (Li Ssu) (d. 208) who Became the Prime Minister of Qin
Daoism (Taoism)
- Lao Zi (Lao Tzu) "Old Master" (c. 500) Daodejing,
also known as Laozi
- Zhuang Zi (Chuang Tzu) (c. 369-286) Zhuangzi
Other schools of thought mentioned from this period
are those of Mozi (5th c. BCE), whose philosophy is often called that
of "universal love," and the School of Yin and Yang and
the Five Agents.
For their final project students will need to address the category of belief systems by taking an indept look at their civilizations religions and philosophies. Since this is a regents based course this will be important as the exam often addresses this topic, especially in relation to the three major philosophies of China
Warring States Period (475-221 BCE). Confucius
was alive at the end of the Spring and Autumn Period and argued for
a restoration of the social and political order of the earlier Western
Zhou period.
Essential components of Chinese civilization that are evident in the
Zhou period include the Chinese notion of the ruler as the "Son
of Heaven" who rules with the Mandate of Heaven.
Important terms to know for the class about ancient China
The Warring States Period
The Mandate of Heaven
The climate of East Asia is both similar to and different
from that of Europe and the United States.
Since
rice produces a much higher yield per acre than does a
crop such as wheat, it can support a much greater
population per acre than does wheat. Climate,
agriculture, and population size are closely related in
East Asia where large population densities have existed
throughout history.*
Students should be able to identify how food supply is related to population growth.
Chinese civilization
(written script, Confucian thought, and Buddhism that had
come to China from India) spread northward to the Korean
peninsula and then to the islands of Japan, and southward
to what is today northern Vietnam -- engendering dialogue
and exchange among the four countries of the East Asian
cultural sphere
The west and north of what is China today are dominated by mountains,
steppe lands, plateaus, and deserts.
China's writing system (referred to as Chinese "characters")
first appears in the Shang dynasty on tortoise shells and cattle bones
(called "oracle bones") used for divination. Written language
is a central determinant of the development of civilization; the Chinese
writing system was the first developed in East Asia.
Although there are many mutually unintelligible dialects in China, there is only one
system of writing — a major unifying factor in Chinese history. (Chinese characters have
no set pronunciation; the sound attached to each can vary depending on the dialect.)
Therefore, all literate Chinese could communicate through writing.
Qin Shi Huangdi (Ch'in Shih Huang-ti), or the First Emperor of Qin,
rules for a very short time (221-206 BCE) But lays the foundation for
China's imperial structure and Begins construction of the Great Wall
for defense to the north. At his death, an army of life-sized terra
cotta warriors is Buried near his tomb. (These terra cotta warriors
were first discovered in 1974 and have Been the subject of exhibitions,
magazine articles, and Books since that time.
The Qin follows the Legalist proposals for state order and establishes
a centralized bureaucracy and a finely detailed law code with specified
punishments for each crime.
How do you think the establishment of a uniform law code improved Chinese civilization? Remember Hammurabi's Code.
The Chinese and Roman empires trade through intermediates on the
overland route through Central Asia, the "Silk Road." Chinese silk was an
especially prized commodity in Rome, as silk production (sericulture) was known only to
the Chinese.
Look up "Monopoly". How did China's silk trade represent this term?
It is during this period that
Buddhism is introduced into China from India, following trade routes.
the civil service examination system,
Note the pattern of territorial pressure and incursions from China's
north by nomadic groups, who are attracted by the wealth of the settled,
agricultural civilization of China. The most illustrative examples are
those of the Mongols, who conquer China and establish the Yuan dynasty
(1279-1368 CE), and of the Manchus, who again conquer China and establish
the last dynasty, the Qing, that rules for 300 years (1644-1911 CE).
Each of these invaders rules through the Chinese bureaucracy, leading
to the expression that China "sinicizes its conquerors."
This site is designed as a resource site for teachers of world history, world geography, and world cultures. It provides background information and curriculum materials, including primary source documents for students.
The material is arranged in 14 topic sections. The topics and the historical periods into which they are divided follow the National Standards in World History and the Content Outline for the Advanced Placement Course in World History.
Description by Merlot
Dunn
and Griggs (2000) offer us another definition:
“Learning style addresses the biological
uniqueness and developmental changes that make one person learn differently from
another. Individuals do change in the way they learn…Similarly, developmental
aspects relate to how we learn but, more predictable, follow a recognizable
pattern.” (p. 136)
The Dunn
and Dunn Learning-Style Model is a comprehensive and extensive model that
incorporates many internal and external factors in the learner’s environment
to create an optimal learning experience.
Kolb’s Experiential Learning Mode
ccording
to Kolb, the learning cycle involves four processes that must be present for
learning to occur
Concrete Experience:
Feeling/Sensing; being involved in a new experience
Reflective Observation:
Watching; developing observations about own experience
Abstract
Conceptualization: Thinking; creating theories to explain observations
Diverger:
combines preferences for experiencing and reflecting
Assimilator:
combines preferences for reflecting and thinking
Converger:
combines preferences for thinking and doing
Accommodator:
combines preferences for doing and experiencing
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.
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
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
Teachers' Domain: Pizza Toppings - 1 views
www.teachersdomain.org/...vtl07.math.data.rep.pizzatopp
Module 4 Assignment Pizza Venn Diagram Video Cyberchase OER teachers domain
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In order to organize the preferences, bianca draws a Venn Diagram and then arranges the pizza toppings according to the diagram.
Catherine Strattner
on 21 Jul 12
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I will be using this video as a resource for students to view prior to engaging in discussion on 2-set and 3-set venn diagrams.
<div class="cArrow"> </div><div class="cContentInner">I will be using this video as a resource for students to view prior to engaging in discussion on 2-set and 3-set venn diagrams.</div>
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Victoria Keller
on 21 Jul 12
This is a great motivation to use for your course on venn-diagrams!! As an added note the pizzeria John's is in NYC and is a franchise from NJ.
<div class="cArrow"> </div><div class="cContentInner">This is a great motivation to use for your course on venn-diagrams!! As an added note the pizzeria John's is in NYC and is a franchise from NJ.</div>
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Pizza Toppings | OER Commons - 0 views
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Module 4 Assignment Pizza Venn Diagram Video OER Cyberchase
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Catherine Strattner
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Great video on a practical use of Venn diagrams- will use in my course as a resource for viewing prior to engaging in discussion on 3-set Venn diagrams.
<div class="cArrow"> </div><div class="cContentInner">Great video on a practical use of Venn diagrams- will use in my course as a resource for viewing prior to engaging in discussion on 3-set Venn diagrams.</div>
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Alex, I did complete this assignment as instructed. Not sure why you didn't see it as it is tagged appropriately... let me know if there is some issue on my end that needs to be fixed. Thanks- Catherine