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abeukema

Scoring rubric development: validity and reliability. Moskal, Barbara M. & Jon A. Leydens - 0 views

pareonline.net/getvn.asp

rubrics assessment

shared by abeukema on 03 Jun 13 - Cached
  • Mary Huffman on 03 Jun 13
     
    Creating effective rubrics - how and why.
Elena Buttgereit

PRDV103: Interviewing Skills « Saylor Academy - 0 views

www.saylor.org/prdv103

shared by Elena Buttgereit on 20 Jul 14 - No Cached
  • Unit 1: Before the Interview
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      I can create a video like this more geared towards a college interview. As an assignment/assessment, students can do a virtual interview, either with me, a partner, or even guest interviewers so it can seem more realistic.
Jessica M

Community in the Classroom: An Approach to Curriculum and Instruction as a Means for the Development of Student Personal Engagement in a High School Classroom - 1 views

files.eric.ed.gov/...EJ1005654.pdf

Community Students Development

shared by Jessica M on 18 Jul 14 - No Cached
    • Jessica M
      Jessica M on 18 Jul 14
       
      "It is essential to begin laying a foundation  for a community to emerge and develop from the first day of school; the initial experience must reflect the need for and importance of forming a classroom community." - same thing for online classes - the first activity, discussion, or contact needs to help develop class community
    • Jessica M
      Jessica M on 18 Jul 14
       
      "The teacher must remain true to the process and gradually invite students to direct their own learning." - getting students to lead discussions comfortably and be apart of a community is a process, you need to work students towards these goals and show them what you expect of them first
    • Jessica M
      Jessica M on 18 Jul 14
       
      "improving their self-concept and confidence is to work to build relationships within an intellectually safe classroom community" - very true for high school students, many often lack the confidence in their own work and understanding at first
  • ...3 more annotations...
    • Jessica M
      Jessica M on 18 Jul 14
       
      Three key feature of communities: Inclusiveness, Participation, and Shared Cognition 
    • Jessica M
      Jessica M on 18 Jul 14
       
      "promote and develop a classroom environment where students are trusted, willing, and able to engage in responsible dialogue and inquiry and to create meaning" - students need to trust each other, be able to listen and respect everyone's interactions in the class
    • Jessica M
      Jessica M on 18 Jul 14
       
      "School is a place where students should feel safe to  engage intellectually, socially, and emotionally in the act of  learning" - once students feel this safety within their community, they are more willing to participate and openly engage in their learning
Jessica M

How People Learn - 1 views

www.csun.edu/...How%20People%20Learn.pdf

Technology Learning How

shared by Jessica M on 21 Jul 14 - No Cached
    • Jessica M
      Jessica M on 21 Jul 14
       
      "The romanticized view of technology is that its mere presence in schools will enhance student learning and achievement"
    • Jessica M
      Jessica M on 21 Jul 14
       
      "Technologies do not guarantee effective learning, however"
    • Alicia Fernandez
      Alicia Fernandez on 22 Jul 14
       
      "The transfer literature suggests that the most effective transfer may come from a balance of specific examples and general principles, not from either one alone"
    • Jessica M
      Jessica M on 21 Jul 14
       
      "it is now easier to create environments in which students can learn by doing, receive feedback, and continually refine their understanding and build new knowledge"
  • ...1 more annotation...
    • Jessica M
      Jessica M on 21 Jul 14
       
      "These technologies also provide access to a vast array of information, including digital libraries, data for analysis, and other people who provide information, feedback, and inspiration." 
Joy Quah Yien-ling

Cognitive Apprenticeship, Technology, and the Contextualization of Learning Environments - 2 views

coe.ksu.edu/...Aziz.htm

cognitive apprenticeship Communities of practice

shared by Joy Quah Yien-ling on 04 Jul 10 - Cached
  • 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
Tera

MoodleBites: MoodleBites for Course Designers - 1 views

www.moodlebites.com/...category.php

shared by Tera on 01 Jun 10 - Cached
  • The MoodleBites for Course Designer builds upon the MoodleBites for Teachers course to help participants create and manage outstandingMoodle courses.
Sue Rappazzo

PREPARING OR REVISING A COURSE - 0 views

honolulu.hawaii.edu/...prepcors.htm

shared by Sue Rappazzo on 30 Jun 10 - Cached
  • fter you have "packed" all your topics into a preliminary list, toss out the excess baggage. Designing a course is somewhat like planning a transcontinental trip. First, list everything that you feel might be important for students to know, just as you might stuff several large suitcases with everything that you think you might need on a trip.
  • Distinguish between essential and optional material.
  • Cut to the chase. Go for the most critical skills or ideas and drop the rest
  • ...5 more annotations...
  • Devise a logical arrangement for the course content.
  • Prepare a detailed syllabus. Share the conceptual framework, logic, and organization of your course with students by distributing a syllabus. See "The Course Syllabus."
  • Stark and others (1990) offer additional sequencing patterns, suggesting that topics may be ordered according to the following: How relationships occur in the real world How students will use the information in social, personal, or career settings How major concepts and relationships are organized in the discipline How students learn How knowledge has been created in the field
  • List all class meetings.
  • elect appropriate instructional methods for each class meeting. Instead of asking, What am I going to do in each class session? focus on What are students going to do? (Bligh, 1971). Identify which topics lend themselves to which types of classroom activities, and select one or more activities for each class session: lectures; small group discussions; independent work; simulations, debates, case studies, and role playing; demonstrations; experiential learning activities; instructional technologies; collaborative learning work, and so on. (See other tools for descriptions of these methods.) For each topic, decide how you will prepare the class for instruction (through reviews or previews), present the new concepts (through lectures, demonstrations, discussion), have students apply what they have learned (through discussion, in-class writing activities, collaborative work), and assess whether students can put into practice what they have learned (thro
alexandra m. pickett

Social Studies Another Way - 0 views

melissapietricola.edublogs.org

shared by alexandra m. pickett on 09 Jun 10 - Cached
  • don’t use it as a source in research
    • Joan Erickson
      Joan Erickson on 09 Jun 10
       
      Look at what we do in etap, we pull research sources off of the web left and right. Does it make it OK for us to do?
  • . I’m thinking that by creating a mission video that emphasizes their own creativity as the goal that they will see that this is self-directed and endless in its possibilitie
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      fantastic idea!!
  • I notice that I don’t read everything on each direction page, so I’m sure my students won’t either.
  • ...15 more annotations...
  • Having to support my ideas is cumbersome, and it requires work
    • Joan Erickson
      Joan Erickson on 20 Jul 10
       
      Shoubang left a message on my blog saying the same thing: it is WORK. But we learn a lot from one another!
  • I was always annoyed in grad classes when people would just shoot off their mouths about random things, totally wasting class time on their own rants (usually at 9pm). This definitely alleviates that situation!
  • I don’t accept laziness or haphazard work, but I usually reject it with a smile and a joke
    • Joan Erickson
      Joan Erickson on 20 Jul 10
       
      Melissa, I want my son to have a teacher like you! I want to have a teacher who knows how to gracefully reject silly work !
  • At this point, I need stick notes to track down sticky notes
    • Joan Erickson
      Joan Erickson on 31 Jul 10
       
      melissa you are too funny!
  • I resisted activities where the students “taught” each other for fear that they would leave something out
    • Joan Erickson
      Joan Erickson on 31 Jul 10
       
      of course you would have that fear. I think every teacher has that concern when they use peer-learning activities. state exams put so much pressure on the teachers and the kids.
    • Melissa Pietricola
      Melissa Pietricola on 31 Jul 10
       
      They do, it is truly counterproductive!
  • I will be extremely busy
  • I am eliminating much of the homework requirements so students can work on the online course
  • It will be an enormous challenge for me to let students take the lead and not dominate the airspace. If I want my students to make it to that “performance” or “resolution” stage I see this stepping back as being essential. I want them to “Perform” in the sense that they build their learning into webpages. If I dominate their peer critiques, for example, they might as well become my webpages. The intent is for them to run wild with their creativity, and to step away from me as the direct instructor. He also discusses the steps groups take to make decisions, “forming, norming, storming, and performing.” Garrison emphasizes that groups not only need time, but also clearly stated goals to function productively. I am very familiar with his claim that, “groups do not naturally coalesce and move to integration and resolution phases.” I loathe group work for this very reason! I have avoided it much of my teaching career, afraid of losing control of the classroom and the content, and often seeing little progression in student learning when I do venture to use it. He goes on to argue that, “direction and facilitation is required to establish cohesion and ensure messages are developed.” I guess I assumed this, that you need to give clear directions, state your goals for the activity, and facilitate its progression. I’m concerned with how this will go online.
  • This reminds  me of Kelly as a “thread killer.”
  • time consuming
    • Joan Erickson
      Joan Erickson on 08 Aug 10
       
      me too. you mentioned about this in your earlier blog. Compposing a post felt like writing a mini-essay for me, I just couldn't produce a coherent, educated, and educational post in a matter of minutes. It is time-consuming to produce intelligent work.
    • Melissa Pietricola
      Melissa Pietricola on 09 Aug 10
       
      It is! I felt like I would wander through the Internet in a thousand directions, getting irritated with myself for being so scatterbrained. It took me forever!
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 13 Aug 10
       
      I agree! Takes forever - days and days to write. Blogging is agonizing!! But ultimately satisfying :-) We survived.
    • Joan Erickson
      Joan Erickson on 16 Aug 10
       
      wheeew! Now I feel better. For the longest time I thought it was due to my inadequacy that it took me days to pull research together and write up a coherent reply. If you two felt this way, who am I to complain?! Thanks!
  • By that I mean it keeps me thinking. I wake up in the middle of the night and wonder on it, it makes me uncomfortable, and it appears on my to-do list in the strangest way. One thing I think of is the idea of student-centered learning. Its not that this is new to me entirely, but it has been a bit of a shocker to learn how to do it effectively and how to readjust my thinking and teaching to make the student at the middle. The idea that my activities should be engaging has always been moderately important, but I’ve thought about it in the past as “entertaining.” I always came back to the thought that I wasn’t here to entertain my students, they get entertainment everywhere else.
  • But, as a student, I completely understand and empathize with the idea that they should be engaged and want to be a part of what they are learning. This is a new thought to me. That I should make the activities engaging (by using technology, by encouraging connections, and by making purposeful learning) not simply so students have fun, but so that they learn more!
  • whether I’d catch the next episode of the “Backyardigans.”
    • alexandra m. pickett
      alexandra m. pickett on 17 Aug 10
       
      i love backyardigans!! : )
  • It stimulated a different part of my brain and gave me an adult purpose to my day. Very important for my sanity and helpful for me as a mother, as well. I truly agree that being an educated woman makes us better caretakers for our children (especially our girls!)
  • The truth is, though, that it did help me to learn and it was a challenge I could meet.
Joan Erickson

Teaching With Technology - Ice-Breaker Ideas - 0 views

twt.wikispaces.com/Ice-Breaker+Ideas

shared by Joan Erickson on 24 Jun 10 - No Cached
  • Create a brief PowerPoint that introduces yourself. Presentation can include graphics and media.
  • Joan Erickson on 24 Jun 10
     
    Ice Breaker ideas for your online course. It is an easy, light read
Melissa Pietricola

Reducing the Online Instructor's Workload (EDUCAUSE Quarterly) | EDUCAUSE - 0 views

www.educause.edu/...157409

shared by Melissa Pietricola on 13 Jun 10 - Cached
  • Automate parts of the course whenever possible.
  • Create a “What’s New” section to let your students focus on new assignments or learning materials without having to review the entire course. This also minimizes the amount of e-mail questions you will receive regarding assignments
  • Communicate with students early in the semester about how to best use the course
  • ...3 more annotations...
  • Determine what kind of technical support you have available.
  • substituting peer, computer, or self-assessment options. Group assignments often require less teacher assessment than do individual assignments
    • Melissa Pietricola
      Melissa Pietricola on 14 Jun 10
       
      I am considering requiring group posts to our discussion board that critique the other groups' work. I'm hoping this will cut my grading down to a quarter of what it would be.
  • Post any new e-mail questions or general problems on the FAQ and “What’s New” sections to minimize repetitive e-mail questions from others in the class
Joan Erickson

Illinois Online Network: Educational Resources - 1 views

www.ion.uillinois.edu/...points2consider.asp

shared by Joan Erickson on 08 Jun 10 - Cached
    • Joan Erickson
      Joan Erickson on 08 Jun 10
       
      I have to think about how to apply this in online math assessment. It would be similar to creating a take-home exam for the students
    • Joan Erickson
      Joan Erickson on 08 Jun 10
       
      This article concurs with the etap687 bmodule 2 reading assignment. Think about how I can use the uniqueness of online learning environment to my advantage where teaching is concerned
  • asynchronous nature of an online course offers more flexibility in terms of interacting with the course materials and participants both for the instructor and the students
  • ...5 more annotations...
  • work at promoting student discussions in an online course
  • A successful Internet course will reflect the communicative nature of the online environment
  • testing procedures may not be practical in an online environment
  • reflect the online medium
  • make exams open book and ask questions that require students to synthesize, analyze, or apply information from the class discussions, lecture-presentations, and text
Melissa Pietricola

Rethinking Schools Online - 0 views

www.rethinkingschools.org/...edit202.shtml

shared by Melissa Pietricola on 14 Jun 10 - Cached
  • A person can teach in one of Milwaukee's 125 publicly funded private schools without even a high school diploma.
    • Melissa Pietricola
      Melissa Pietricola on 14 Jun 10
       
      Does this really make sense? Without a high school diploma? How does that really improve student learning, but online learning?
  • "teacher proof"
    • Melissa Pietricola
      Melissa Pietricola on 14 Jun 10
       
      Maybe we could just have one super-teacher make a video and post it to you tube and that would solve all our problems..
  • Such approaches ignore fundamental issues of resources, teacher leadership, teaching and learning conditions, and the need for much more time for teachers to collaborate, assess student progress, and improve their teaching skills.
  • ...6 more annotations...
  • 20 percent of all new hires leave the classroom within three years. In urban districts, the numbers are worse; close to 50 percent of newcomers leave within their first five years.
  • Poor children are the most likely to be taught by the newest and least-qualified teachers
    • Melissa Pietricola
      Melissa Pietricola on 14 Jun 10
       
      The point here is that they are new and unseasoned. In my experience, these often can be the most energetic and creative. Simply saying they are the newest does not necessarily mean they are the least-qulified.
  • But if students rarely — if ever — see a teacher of color, or if teachers of color feel isolated and/or burdened by being "the only" in their schools, educational quality suffers.
    • Melissa Pietricola
      Melissa Pietricola on 14 Jun 10
       
      Perhaps online educators are colorless? This would help address this problem.
  • Such "conversation" implies thoughtful dialogue. We need to create the institutional spaces where in-depth reflection and discussion about good teaching take place on a regular basis.
    • Melissa Pietricola
      Melissa Pietricola on 14 Jun 10
       
      The one risk would be that online education became so common place that we could teach remotely and miss out on this collaboration.
  • "We have tried to figure out how you can have creative and constructive resistance and how you can layer in your knowledge . . . to try to craft something that has integrity and matches what we know about learning."
  • It's a matter of reform grounded  in the classroom, of respect for teaching as a profession, of a broader vision of social justice, and of improved organizing and collaboration.
Joan Erickson

ETAP687amp2010: Written Assignment: Create a Course Profile - due 6.6.10 - 0 views

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

shared by Joan Erickson on 07 Jun 10 - Cached
  • your forum postings further and thought about each discussion response as a question on a test?
    • Joan Erickson
      Joan Erickson on 07 Jun 10
       
      I have planned on including a few students' postings from "Study Tips Forum" but I don't say in the course intruduction. Students will soon know after they see exam 1.
  • but 50% of the grade on exams
    • Joan Erickson
      Joan Erickson on 07 Jun 10
       
      I see your point. I have been thinking about it even before I decided to turn the course online....I do know students will take the exams together, have outside help while taking the exams online. Should I try increasing the weight on discussion and decreasing the weight on exams? What weight would you suggest?
Joan Erickson

Weaknesses of Online Learning - 0 views

www.ion.uillinois.edu/...weaknesses.asp

shared by Joan Erickson on 29 Jun 10 - Cached
  • acilitator
  • curriculum
  • User friendly and reliable technology is critical to a successful online program
  • ...8 more annotations...
  • this places a greater responsibility on the student
  • online education is not appropriate for younger students
  • creating a supportive environment
  • 20 or more
  • physical movement and practice
  • Traditional classroom lectures have no place in a successful online program
  • Education of the highest quality can and will occur in an online program provided that the curriculum has been developed or converted to meet the needs of the online medium
  • the curriculum, the facilitator, the technology and the students
  • Joan Erickson on 29 Jun 10
     
    a very short read---seems a bit biased, the article seems to have a solution for every online weakness mentioned
alexandra m. pickett

Creating a Generation of Mathematicians - Home - 1 views

www.iteachmathemagics.com

math mathematics popmatics

shared by alexandra m. pickett on 21 Jul 10 - Cached
  • Joan Erickson on 22 Jul 10
     
    Thank you! I follow Kelly Clark on my blog now so I can show this to my students this fall...I also saved her link in my online course and hope to present it in some way...
alexandra m. pickett

studyfinance.com - Overview: Getting Started With Excel - 0 views

www.studyfinance.com/...index.mv

shared by alexandra m. pickett on 20 Jul 10 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 21 Jul 10
       
      hi sue, not sure why you were unable to add a sticky to the page... ? try again. you can add 2 kinds of stickies: 1. is a comment on the entire page like this. 2. the other is a comment on a particular highlighted text. i will demonstrate. : ) me
  • As discussed before, data is entered by selecting a cell and entering data. In the illustration below, if you wanted to enter the year column (column A) you would click on cell A2, type 1997 and press [ENTER]. Entering the data would automatically advance the active cell to the next row or cell A3.
    • alexandra m. pickett
      alexandra m. pickett on 21 Jul 10
       
      Sue: this is a sticky note that is associated with a particular section of highlighted text. : )
  • Sue Rappazzo on 20 Jul 10
     
    I wanted to add sticky notes but that does not appear to be an option with this material. Id the format of the document? I plan to include this in my course. Now I have to decide if I eliminate my video Excel intro that I created in jing or do I add this as another resource. I think I am inclined to keep both.
  • Sue Rappazzo on 20 Jul 10
     
    module 4 assignment
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