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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

Why I do what I do | JJ Wagner - 0 views

jaytiger8.edublogs.org/...why-i-do-what-i-do

shared by Diane Gusa on 02 Jul 11 - No Cached
  • I didn’t like English
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      We are complete opposites. I love English because I love to write and find it easy to explain why I like something I've read, how it makes me feel emotionally, etc. Writing is as natural as breathing for me. That being said, I don't understand math beyond the basics. Stats was a VERY difficult course for me, and quite frankly if it hadn't been curved I don't think I would have passed. I do understand that math is a lot more concrete; however, it still doesn't make sense to me. Like I always say, everybody is good at something.
  • discussion online.
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Try thinking about the posts as small research projects that you share with our class. If you have to respond to a comment, again - think of it as a short research assignment. You're still collaborating, but it will feel less social/personal.
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      Hi Jerry, I think the test question is reflective of the discpline. In education and sociology I am looking for application and synthesis of the material. In math I think doing the problem is like a math essay, is it not? I hate that my grandson, gifted in math (he would convert fractions in his head at age 4) but he is only feed in school on repetitive worksheets on computation...any suggestions what I can do this summer to feed his gift? Diane
Diane Gusa

Student Self Assessment - 0 views

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

student Self-grading assessment blog module 4 Learning teaching

shared by Diane Gusa on 09 Jul 11 - No Cached
  • 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:
  • ...2 more annotations...
  • 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.
alexandra m. pickett

IMAeco: Evaluation - 1 views

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

shared by alexandra m. pickett on 08 Jul 11 - No Cached
    • Diane Gusa
      Diane Gusa on 08 Jul 11
       
      Ahhh I see the answer to my question.
  • my mentor calls them “Rock Stars”
  • ***While this assignment specifically is not graded
Michael Lucatorto

Teaching Standardized Courses: Advantages and Disadvantages | Faculty Focus - 0 views

www.facultyfocus.com/...s-advantages-and-disadvantages

standardized

shared by Michael Lucatorto on 23 Jun 11 - Cached
  • Yet there are those who feel “standardized” means “canned” — with no input from the teacher, and no opportunities for instructors to fully leverage their expertise, much less infuse their teaching style into the course.
  • In fact, she says, teaching an online course with some standardized content can carry with it certain instructor benefits, including: Allows you to spend less time preparing your online course Lets you focus your energies on teaching the course Enables you to teach a wider range of courses Gives your course a professional look and feel, with multimedia components that appeal to today’s students
  • Despite the many benefits of standardized courses, however there are some pitfalls that need to be addressed, including the potential for: A poor fit between course design and the instructor’s teaching style, in some cases there may be irreconcilable differences Lack of ownership and engagement Loss of interest after repeating the same content semester after semester Disagreement with aspects of course content
  • ...1 more annotation...
  • “You’ll want to thoroughly familiarize yourself with the course you are going to teach, because if you don’t understand the content, approach, and principles of that course, you will find it hard to be an effective instructor,” Ko says. “Also find out what you can add or change in the course, whether that is your own commentary, additional resources, assignments, or discussion questions. Or it may be that your unique contribution will be in providing feedback and facilitating interaction in the class.”
  • Michael Lucatorto on 23 Jun 11
     
    Despite the many benefits of standardized courses, however there are some pitfalls that need to be addressed, including the potential for: A poor fit between course design and the instructor's teaching style, in some cases there may be irreconcilable differences Lack of ownership and engagement Loss of interest after repeating the same content semester after semester Disagreement with aspects of course content
Diane Gusa

The Application of Learning Style Theory in Higher Education Teaching - 0 views

www2.glos.ac.uk/...kolb2.htm

education Intelligence Multiple learningTheory Learning Styles

shared by Diane Gusa on 29 Jun 11 - Cached
  • A learning style is: "A complexus of related characteristics in which the whole is greater than its parts. Learning style is a gestalt combining internal and external operations derived from the individual's neurobiology, personality and development, and reflected in learner behaviour" (Keefe & Ferrell 1990, p. 16).
  • general tendency towards a particular learning approach displayed by an individual.
  • Riding & Cheema (1991), from an extensive review of the literature, conclude there are only two principal styles "families", the holist-analytic, and the verbaliser-imager. These two broad groupings relate to the type of cognitive activities normally ascribed to the two hemispheres of the brain. Curry (1983) suggests there are three different perspectives on styles: those relating to a preference for a particular instructional approach, those relating to the individual's intellectual approach to assimilating information independently of the environment, and those relating to the individual's intellectual approach to assimilating information with the environment.
  • ...26 more annotations...
  • Dunn, Deckinger, Withers & Katzenstein (1990), who found that teaching students based on their diagnosed learning style did significantly increase their achievement level (see also Napolitano 1986).
  • Research indicates learning style is not a stable construct, so one may alter instructional style to meet a learning style that will itself change, requiring a further change in instructional strategy.
  • Researchers have failed to address the question of how it is possible to achieve a tailoring of instructional approaches on anything other than an individual level.
  • What may be possible is to promote an educational environment developed for flexibility at the individual student level.
  • What is required is a stimulus-stimulus approach, where the student and the lecturer are actively involved in both learning and the mechanics of the learning process, the aim being to facilitate learner empowerment by developing in students a critical awareness of material studied and the delivery and structure of the material. Learners can then tailor flexible education strategies to their requirements to optimise the quality of the learning experience.
  • his ability of an individual to actively select from a personal style or skills portfolio, is part of what can be termed self-directed learning
  • In an educational setting, a self-directed learner no longer operates as a passive receiver of information, but takes responsibility for the achievement, and ultimately setting, of learning outcomes. In essence, the traditional lecturer-student divide becomes increasingly blurred, as the learner begins to pro-actively structure the programme to match their own learning attributes.
  • facilitator, and finally to that of a resource to be tapped
  • lecturer's role
  • Under such an approach, higher education ceases to be simply something that is done to people, and becomes a platform from which individuals can go on to, in effect, educate themselves
  • "causer of learning".
  • This approach will tend to create learned helplessness in people
  • Higher education should be concerned with not only enhancing learning in a specific situation, but should also constitute a catalyst for further self-initiated development of the individual, above and beyond the contents and aims of a particular course. T
  • The lecturer must avoid removing traditional barriers to self-direction, such as a rigid programme structure, only to erect new barriers through the use of prescriptive self-direction strategies imposed on the student.
  • allow the individual the freedom to define and devise learning strategies, and to make mistakes. T
  • The role of the lecturer must be essentially non-interventionist, unless the student seeks guidance
  • as people may still not choose to direct their own learning due to: a lack of belief in their own ability, a failure by them to recognise that self-direction is needed or preferable, the setting of an inappropriate learning goal(s) that fails to act as a motivator, and previous learning and education experiences.
  • That educational system primarily tends to concentrate on didactic approaches that often view learning as being of secondary importance to memory, where information acquisition and subsequent information regurgitation predominate.
  • This will require that the lecturer breaks down barriers to learning and self-direction that may be present. This covers: those barriers created by the student during the course (wrong choice of learning approach, poor motivation, lack of confidence), those barriers that the course itself may indirectly create (lack of flexibility, lack of direction and guidance, poor structure), and those barriers that the student brings to the course (reason for attending the course, poor learning skills, previous bad learning experiences).
  • In the initial stages of a programme, the lecturer will need to ensure the existence of an appropriate control structure, as students undergo the transition from being other-directed in their learning by external influences, to being self-directed.
  • caffold structure
  • clearly communicated and understood aims and objectives for the students at regular intervals.
  • allows students to progressively take control of their learning,
  • but that also offers sufficient guidance and direction in the early stages to prevent individuals from becoming lost.
  • The application of learning style theory in higher education teaching
    • Diane Gusa
      Diane Gusa on 29 Jun 11
       
      This would take a very brave instructor to do this. However, I know of colleges (Goddard for one) that does exactly this in their graduate program.
Donna Angley

Foster Critical Thinking Using the Socratic Method - 0 views

tilt.colostate.edu/...tip53.pdf

Socratic Method questioning

shared by Donna Angley on 30 Jun 11 - No Cached
  • Donna Angley on 30 Jun 11
     
    The article summarizes a talk given by Political Science professor Rob Reich, on May 22, 2003, as part of the center's Award Winning Teachers on Teaching lecture series. Reich, the recipient of the 2001 Walter J. Gores Award for Teaching Excellence, describes four essential components of the Socratic method and urges his audience to "creatively reclaim [the method]
Diane Gusa

Ian August - Alex has teacher presence. - 1 views

ualbany.mrooms.net/...discuss.php

ETAP640amp2011 online instructor 4 post

shared by Diane Gusa on 06 Jul 11 - No Cached
  • In this course we are experiencing our teachers presence in our discussions and that is a large part of her presence in the course. She is guiding our learning by questioning our thoughts, and asking for data to back up our opinions. And we are taking part in each students learning process, by reading their posts and reading Professor Picketts response.
Diane Gusa

Notes on the Meaning of Education (1) « Calliope - 0 views

calliopemuse.wordpress.com/...notes-on-musel-education

Socrates educare educere education bringing out

shared by Diane Gusa on 21 Jun 11 - No Cached
  • Well, my art of midwifery is in most respects like theirs; but differs, in that I attend men and not women; and look after their souls when they are in labour, and not after their bodies: and the triumph of my art is in thoroughly examining whether the thought which the mind of the young man brings forth is a false idol or a noble and true birth
  • I ask questions of others and have not the wit to answer them myself
  • therefore I am not myself at all wise, nor have I anything to show which is the invention or birth of my own soul, but those who converse with me profit
  • ...1 more annotation...
  • It is quite dear that they never learned anything from me; the many fine discoveries to which they cling are of their own making.
Kristen Della

THE ROLE OF COMMITMENT TO PEDAGOGICAL QUALITY: THE ADOPTION OF INSTRUCTIONAL TECHNOLOGY IN HIGHER EDUCATION - 0 views

eric.ed.gov/ED504055.pdf

shared by Kristen Della on 03 Jul 11 - No Cached
  • Kristen Della on 03 Jul 11
     
    This study examined the importance of faculty's commitment to pedagogical quality (CPQ) in predicting instructional technology adoption. A customized electronic survey of 27 questions was developed and implemented to four higher educational institutions and yielded 104 usable surveys. Data were analyzed with SPSS using correlation and backward stepwise regression methods. Results indicated CPQ is related to instructional technology adoption. Beliefs about instructional technology and categorical variables (academic title, years taught in higher education, and tenure status) affect both CPQ and faculty adoption of instructional technology independently. Intrinsic and extrinsic motives, and teaching in health-related courses also predict adoption
Kristen Della

What Is Authoritative Parenting? - 0 views

psychology.about.com/...authoritative-parenting.htm

Parenting styles Authoriative

shared by Kristen Della on 03 Jul 11 - No Cached
  • Kristen Della on 03 Jul 11
     
    Question: What Is Authoritative Parenting? During the 1960s, developmental psychologist Diana Baumrind described three different types of parenting styles based on her researcher with preschool-age children. One of the main parenting styles identified by Baumrind is known as the authoritative parenting style.
efleonhardt

What is Interdisciplinary Teaching? - 0 views

serc.carleton.edu/...what.html

interdisciplinary teaching

shared by efleonhardt on 01 Jun 14 - No Cached
  • Interdisciplinary instruction entails the use and integration of methods and analytical frameworks from more than one academic discipline to examine a theme, issue, question or topic.
Teresa Dobler

Multitasking: Switching costs - 0 views

www.apa.org/...multitask.aspx

multitasking

shared by Teresa Dobler on 01 Jun 14 - No Cached
  • takes a toll on productivity
  • tries to perform two tasks simultaneously, switch . from one task to another, or perform two or more tasks in rapid succession
    • Teresa Dobler
      Teresa Dobler on 01 Jun 14
       
      There are different "varieties" of multitasking. I have read elsewhere that you can't actually do two things at once, so when you are multitasking, you are, by definition, switching rapidly between two competing tasks. But the question still remains, is it bad to be consistently switching between two tasks?
  • switch cost -- one attributable to the time taken to adjust the mental control settings (which can be done in advance it there is time), and another part due to competition due to carry-over of the control settings from the previous trial (apparently immune to preparation).
    • Teresa Dobler
      Teresa Dobler on 01 Jun 14
       
      Research found that you are less productive when switching between tasks.
  • ...3 more annotations...
  • As tasks got more complex, participants lost more time
  • often the need to remember where you got to in the task to which you are returning and to decide which task to change to
    • Teresa Dobler
      Teresa Dobler on 01 Jun 14
       
      Another reason why switching is harder: you have to remember details about the other task, otherwise you have to rethink about them when you switch back, which takes up time.
  • relatively small, sometimes just a few tenths of a second per switch, th
efleonhardt

101questions - 0 views

www.101qs.com

Dan Meyer questions math

shared by efleonhardt on 02 Jun 14 - No Cached
  • efleonhardt on 02 Jun 14
     
    Dan Meyer
sherrilattimer

DailyTech - Obama Reveals National Wi-Fi Plans, Claims it Will Cut Deficit by $10B USD - 0 views

www.dailytech.com/...article20887.htm

obama broadband internet access

shared by sherrilattimer on 02 Jun 14 - No Cached
  • According to President Obama, $5B USD of the funding will be used to expand wireless coverage from 95 percent of Americans to 98 percent of Americans.  Most of these 3 percent live in impoverished or remote areas that don't make sense for the profit-driven telecoms to come to.  That said, these regions often perform vital functions to our nation's economy like food-growing.
  • According to President Obama, $5B USD of the funding will be used to expand wireless coverage from 95 percent of Americans to 98 percent of Americans.  Most of these 3 percent live in impoverished or remote areas that don't make sense for the profit-driven telecoms to come to.  That said, these regions often perform vital functions to our nation's economy like food-growing.
  • The benefits of the public safety network are obvious.  The government will be able to prevent some of the loss of life and property that occurred in events like Hurricane Katrina.  And the public will be less likely to endure the fear and uncertainty that it did on the infamous 9/11 attacks in 2001.
  • ...7 more annotations...
  • the National broadband plan will be executed over the next 10 years, with much of its success criteria targeting improvements at the five year mark.
  • Under the proposal a "one-time investment" of $5B USD would also be added to the pool.  This investment would go towards expanding rural 4G wireless coverage.
  • Under the proposal a "one-time investment" of $5B USD would also be added to the pool.  This investment would go towards expanding rural 4G wireless coverage.
  • Under the proposal a "one-time investment" of $5B USD would also be added to the pool.  This investment would go towards expanding rural 4G wireless coverage.
  • Under the proposal a "one-time investment" of $5B USD would also be added to the pool.  This investment would go towards expanding rural 4G wireless coverage.
  • Under the proposal a "one-time investment" of $5B USD would also be added to the pool.  This investment would go towards expanding rural 4G wireless coverage.
  • Also, it's hard to argue that the government should take no action to try to expand wireless and broadband availability.  Much like high-speed rail, the U.S.'s competitors are spending to expand this infrastructure, and if the U.S. doesn't keep up, it risks becoming a second-class power.  And the private sector, due its focus on profits, has expressed little interest in preventing this from happening.  So at the end of the day the government has to step in, but the questions are "in what way?" and "how much?"
kasey8876

Online Nation: Five Years of Growth - 0 views

files.eric.ed.gov/...ED529699.pdf

Online Learners

shared by kasey8876 on 04 Jun 14 - No Cached
  • kasey8876 on 04 Jun 14
     
    Five Years of Growth in Online Learning represents the fifth annual report on the state of online learning in U.S. higher education. This year's study, like those for the previous four years, is aimed at answering some of the fundamental questions about thenature and extent of online education, supported by the Alfred P. Sloan Foundation.
abeukema

Aristotle's Lantern: On Questioning and Perplexity - 0 views

www.philosophy-of-education.org/...younisaristotleaporias.pdf

perplexity education etap640

shared by abeukema on 04 Jun 14 - No Cached
  • abeukema on 04 Jun 14
     
    (some reflections in the context of Higher Education in the 21st Century)
kasey8876

Class Differences:Online Education in the United States, 2010 - 0 views

files.eric.ed.gov/...ED529952.pdf

Online Education

shared by kasey8876 on 04 Jun 14 - No Cached
  • kasey8876 on 04 Jun 14
     
    Class Differences: Online Education in the United States, 2010 represents the eighth annual report on the state of online learning in U.S. higher education. The survey is designed, administered and analyzed by the Babson Survey Research Group with support from Alfred P. Sloan Foundation. This study is aimed at answering some of the fundamental questions about the nature and extent of online education.
efleonhardt

Put to the Test: Confronting Concerns About Project Learning | Edutopia - 0 views

www.edutopia.org/lementing-challenges-questions

pbl

shared by efleonhardt on 04 Jun 14 - Cached
  • "The biggest concern revolves around the implications for high-stakes testing," Rice says. "Teachers ask, 'Will my students perform as well on standardized tests if I incorporate PBL?'"
  • At first, I was concerned about spending three weeks on this project, but when I look back, I realize how much my students learned and how much time I saved by not having to reteach the same thing over and over again,"
  • "Project learning can require more time, but it's time well spent, because the students are really taking ownership of their learning, and the end result is that their learning is so much deeper," she explains. "That's something they carry with them for the rest of their life."
  • ...2 more annotations...
  • He recommends using a series of team-building exercises (5) from his company's Web site at the beginning of the project. These exercises will teach the students be attentive to one another's needs, be more communicative, and think about the consequences of their words before they speak
  • "With PBL, you give up control, but you always retain command of your classroom.
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