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sherrilattimer

2001 Beder - 0 views

www.adulterc.org/...2001beder.htm

shared by sherrilattimer on 09 Jun 14 - No Cached
  • Their most commonly expressed intention was to meet learners' needs.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      Meeting learner's needs rather than challenging them to rise to find out more.
  • In contrast, the data from our 40 observations portrayed a type of instruction that was the near antithesis of learner-centered instruction. In each and every case the organizing unit of instruction was a teacher-prepared and teacher-delivered lesson. There was virtually no evidence of substantive learner input into decisions about instruction. Communication was overwhelmingly teacher-to-learner, learner-to-teacher. Learner-to-learner communication rarely occurred unless the teacher directed it to occur through such things as peer coaching exercises.
  • They enabled the teacher to determine if learners had "learned" the lesson and they supplemented the content of the lesson by reinforcing learners' correct responses and demonstrating the correct answer to learners whose responses were incorrect.
  • ...21 more annotations...
  • Although adult literacy teachers intend to be learner-centered they, teach in teacher-directed ways. Why? Although it could be that teachers were induced to teach in teacher-directed ways by supervisors or other forces, we found no evidence of this. Rather, we conclude that there two reasons. The first pertains to the socialization process that all teachers and learners are products of. The roles of teacher and student are two of the most intensely socialized roles in our society. The great majority of the teachers we observed were certified in K-12 education. For them, socialization into the teacher role began in grade school and continued through their teacher training. For learners, socialization into the student role also began in grade school and continued until they dropped out of school.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      This is so true! If you ask a random person to teach a lesson, they think it's about standing in front of the room and talking to the group. They will ask questions, and ask for "students" to raise their hand to answer.
  • We infer that teachers taught in teacher-directed ways because that that way of teaching was a deeply ingrained product of their socialization.
  • teachers believed that their learners were primarily motivated toward obtaining their GEDs, and the perceived benefits of doing so, in the shortest possible time
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • Most teachers maintained a helping posture in class. Thus, there appears to be a duality to the meaning teachers of adult literacy education ascribe to their teaching. While their instruction is teacher directed, their learner-centered values and beliefs are manifest in their affective relations with learners. In this sense, for adult literacy teachers being learner-centered is not a teaching technology or methodology. Rather, it is a set of values that guide teacher-learner interactions.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      This is the key to all of it for me, personally. I think all of this is true for my co-workers and me.
  • Teachers liberally praised learners for correct answers and rarely sanctioned learners negatively for such things as being tardy or tuning out.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      I JUST finished writing this exact thing about myself!!! Who would have thought that I fit into the research-based mold of an adult literacy instructor.
  • If teacher-directed instruction is indeed a product of intense and protracted socialization and commonly held beliefs about learners' motivations, then changing teacher-directed behavior will be a very difficult task, perhaps requiring re-socialization. Such an effort may be beyond the means of the current professional development system in adult literacy education.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      I think it is beyond the means of the current professional development system in adult literacy education because there is a high rate of turnover. I think once someone has a certain degree of skill or education, they are seeking out another position. I think this report should have been followed up/accompanied by a survey of the teachers.
  • Equipped for the Future (Stein 1999) advocates a form of adult literacy based on what learners need to do in their roles of worker, parent and citizen.
  • Gillespie (1989) advocates an instructional model for adult literacy that emphasizes critical thinking.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education
Diane Gusa

Scaffolding - 0 views

en.wikipedia.org/...Instructional_scaffolding

Education teaching

shared by Diane Gusa on 26 Jun 10 - Cached
  • According to Vygotsky, students develop higher-level thinking skills when scaffolding occurs with an adult expert or with a peer of higher capabilities
    • Joan Erickson
      Joan Erickson on 26 Jun 10
       
      hmmm, I'm not convinced. BTW, is it called "tutoring"?
  • Conflicts would then take place between students allowing them to think constructively at a higher level
    • Joan Erickson
      Joan Erickson on 26 Jun 10
       
      Show me research, pleaes!
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 03 Jul 10
       
      May include worksheets, additional links to materials, assessment rubrics, tutorials, question pronpts, exemplars, FAQs, and other pre-prepared material.
  • Diane Gusa on 07 Jun 11
     
    Instructional scaffolding is the provision of sufficient support to promote learning when concepts and skills are being first introduced to students. These supports may include the following: * Resources * A compelling task * Templates and guides * Guidance on the development of cognitive and social skills
Alicia Fernandez

Early Attrition among First Time eLearners: A Review of Factors that Contribute to Drop-out, Withdrawal and Non-completion Rates of Adult Learners undertaking eLearning Programmes - 1 views

jolt.merlot.org/Vol2_No2_TylerSmith.htm

attrition cognitive load first time online learners

shared by Alicia Fernandez on 03 Jun 12 - Cached
  • Some have reported attrition from eLearning as high as 70 - 80% (Flood 2002, Forrester 2000, in Dagger & Wade, 2004). Parker (1999) argues that “With the growth of distance education has come the problem of exceedingly high attrition rates”. Citing Carter (1996), she suggests that eLearning student attrition in some institutions is exceeds 40%, while others (Frankola, 2001). Diaz (2002), put it at between 20 - 50%,  and Carr (2000), estimate it to be 10% - 20% higher than for traditional on-campus education.
  • learners in employment bring a different set of needs, strategies and motivations to the learning process.
  • frequently geographically removed from the learning resources, information sources, learner peers and Tutors compared to their on-campus peers
  • ...27 more annotations...
  • Employed adults tend to complete eLearning in their personal time due to workload pressures in the workplace and/or Internet access issues at work
  • Cognitive Load Theory
  • states that learning is initially processed in working memory
  • Learning complex or technically demanding material requires building mental models or cognitive schemas about the subject being studied or the skill being developed over time
  • Learning new material or a skill, for which a schema in long term memory is undeveloped or non-existent, can cause working memory to quickly overload its limited capacity. This overloading can result in a learner becoming highly anxious and losing confidence, which in turn can lead to the learning process, in effect, freezing and the learner being unable to continue.  
  •  “Digital literacy involves more than the ability to use software or operate a digital device; it includes a large variety of complex cognitive, motor, sociological and emotional skills, which users need in order to function effectively in digital environments.”
  • It is this author’s experience in designing, developing and delivering several eLearning programmes to public sector employees in New Zealand, that a face to face workshop prior the start of the online distance course can make a significant difference to a first time eLearner’s perception and experience of eLearning. 
  • This type of pre-course face-to-face induction workshop can also be used to foster the group’s sense of itself, and to identify the individual participants and their backgrounds, along with their expectations and concerns. It is also helpful to have the course design, structure and philosophy explained and to discuss anxieties associated with beginning an online course.
  • The multi
  • al learning tasks of the first time eLearner
  • dimension
  • (1) negotiating the technology; (2) negotiating the course website; (3) negotiating the course content (4) becoming an eLearner (5) negotiating CMC interaction.
  • come to terms with the computing technologies involved.
  • develop a mental model of the content structure and navigation system in order to find his/her way around
  • engage with the learning materials, readings, activities and assessments that make up a programme of study
  • Confronting the actual content and of becoming a learner again.
  • anxiety
  • abandon his/her existing mental model of what it is to be a learner in a formal learning situation
  • embrace a model based on a self-directed and motivated learner
  • undertake the learning tasks involved in interacting with peers via synchronous and asynchronous Computer Mediated Communication
  • Successfully negotiating this early experience depends very much on the relevant skills, circumstances, motivations and personal attributes of the learner. It follows then, that paying particular attention to how an eLearning course is structured and introduced and the manner in which the learner is inducted can make a very important difference in a learner deciding whether or not to engage and persist or to drop out. 
  • actually apprising learners of the issues of cognitive overload and how it is commonly experienced would go some way towards inoculating learners against its more pernicious effects.
  • Supporting learners till they are over the initial “eLearning learning-curve hump”, may involve a seemingly high level of resource and effort on the part of the course facilitator and associated programme administration staff, but the payoff is that fewer learners will drop out at the early stage.
  • Actively supporting, encouraging, gently cajoling and following up on learners who seem to be struggling will help to keep wavering learners in the course.
  • In terms of the actual course design and the structure of the materials and learning activities, then it is a useful practice to aim to start slowly and build the course tempo over time.
  • The one area where something may be done to reduce attrition is in the early stages of an online course.
  • Cognitive overload is a likely contributor to high drop out rates, particularly where those withdrawing do so within the first few weeks of the start of a course.  Greater levels of persistence and completions may be achieved if learners are supported to anticipate, prepare for, recognise and recover from the cognitive burden they may experience as first time eLearners.   
  • b malczyk on 22 Jun 12
     
    Looks at why some students don't make it through online courses- many first time online students are unsure what to expect and are just overwhelmed by the whole experience.
  • Irene Watts-Politza on 07 Jul 12
     
    The experience of the first-time online learner is qualified. Suggestions for decreasing early attrition are suggested.
  • Alicia Fernandez on 12 Aug 14
     
    Attrition among mature adult online learners is affected by sociological, psychological, technical and cognitive factors, critical features of which are the notions of cognitive load and locus of control.
Luke Fellows

DRAMA in ENGLISH LANGUAGE TEACHING: A WHOLE-PERSON LEARNING APPROACH | Teacher Talking Time - 0 views

tomgodfrey.wordpress.com/...whole-person-learning-approach

shared by Luke Fellows on 27 Jun 13 - No Cached
  • As an ensemble the class can learn and discover together, all the while feeling part of something larger than themselves and experiencing the support of the group
  • By being part of this safe environment students are able to take risks, build on the strengths of others and grow in confidence, making decisions and taking actions on behalf of the group
  • This contrasts with the teacher centred class where the teacher has to monitor an motivate 20 –30 individuals continuously without a minute’s respite.
  • ...4 more annotations...
  •  Give clear instructions
  •  Allow plenty of preparation time.
  •  Prepare the formation of groups careful
  •  Feedback.
Danielle Melia

EBSCOhost: Training for faculty who teach online - 0 views

ehis.ebscohost.com.libproxy.albany.edu/...detail

academic students teaching online education education learning online

shared by Danielle Melia on 29 Jun 12 - No Cached
  • Danielle Melia on 29 Jun 12
     
    The development and progress of distance education through online technologies has grown over the past ten years. Though community colleges across the United States have seen the largest increase, are its faculty members prepared to teach online? The following study examines strategies administrators may use to train faculty who teach online courses at the community college level.
William Meredith

Getting Started Teaching Online | The Sloan Consortium - 0 views

sloanconsortium.org/225451

shared by William Meredith on 28 Jun 12 - No Cached
  • Online enrollments continue to increase substantially (Allen & Seaman, 2010, p. 2), as nearly one third (30%) of higher education students take at least one online course (Allen & Seaman, 2010, p. 2).
  • These data revealed that online learning has been adopted in the mainstream of higher education with trends indicating continued growth. Unfortunately, however, institutions often require instructors to design/develop online courses and/or transition into teaching in the online learning environment sans an understanding of the fundamental pedagogical/andragogical differences among face-to-face (f2f), blended/hybrid, and online learning environments.
  • William Meredith on 28 Jun 12
     
    preparing to teach online
Alicia Fernandez

Preparing the Academy of Today for the Learner of Tomorrow | EDUCAUSE.edu - 0 views

www.educause.edu/...academy-today-learner-tomorrow

adult learners adult education student attitudes

shared by Alicia Fernandez on 22 Jul 14 - No Cached
  • Alicia Fernandez on 22 Jul 14
     
    Predicted to be America's first generation to exceed 100 million persons,1 the wave of Net Geners entering colleges and universities brings a blend of behaviors, attitudes, and expectations that creates opportunities-as well as challenges-for higher education.
alexandra m. pickett

ETAP640amp2012: are you prepared to change the way you teach? - 1 views

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

shared by alexandra m. pickett on 03 Jul 12 - No Cached
  • We are consistently engaged in critical thought, Alex’s expectations are clear and supported with models, and we receive feedback that is not only timely, but it is also specific to our particular needs. Although we use a good amount of technology, it does seem to enhance our purpose and was chosen with objectives in mind. The technology—blogs, discussion forums, diigo, etc. serve to enhance our learning experiences and make our learning visible to one another (haven’t we heard that before!?!)
    • alexandra m. pickett
      alexandra m. pickett on 03 Jul 12
       
      Double EUREKA!!!! : )
  • three essential times in relation to the delivery of a course that are instrumental for our success: in the design, before students enter the picture; in the implementation, while we are teaching the course; and in the reflection, as we use student feedback in considering improvements to the course.  
dkiesel

The Trouble With Online College - 1 views

www.nytimes.com/...ouble-with-online-college.html

online Education

shared by dkiesel on 11 Jun 14 - No Cached
  • dkiesel on 11 Jun 14
     
    I think we need to listen to every complaint so that we are better prepared to explain how to improve the online instructional design.
  • dkiesel on 11 Jun 14
     
    This article cites the problem with attrition rates of students taking online courses. It looks at the fallacy of the high numbers quoted for online learning. In reality, how many students finish the course or continue their education.
Jessica M

ASSESSING TEACHING PRESENCE IN A COMPUTER CONFERENCING CONTEXT - 0 views

auspace.athabascau.ca/...ssessing_teaching_presence.pdf

Teacher Presence Online

shared by Jessica M on 14 Jul 12 - No Cached
    • Jessica M
      Jessica M on 18 Jul 14
       
      "The teacher shares responsibility with each individual student for  attainment of agreed upon learning objectives. The teacher supports and encourages participation  by modeling appropriate behaviors, commenting upon and encouraging student responses,  drawing in the less active participations, and curtailing the effusive comments of those who tend  to dominate the virtual space. "
  • Maria Guadron on 14 Jul 12
     
    "Teaching presence begins before the course commences as the teacher, acting as instructional designer, plans and prepares the course of studies, and it continues during the course, as the instructor facilitates the discourse and provides direct instruction when required"
  • Alicia Fernandez on 17 Jul 14
     
    Assessing teaching presence in online courses
Heather Kurto

http://www.msera.org/Rits_191/Rits_191_Barone_1.pdf - 0 views

www.msera.org/...Rits_191_Barone_1.pdf

shared by Heather Kurto on 07 Jun 13 - No Cached
    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      Although most adults are aware of their own  increasing use of computers, mobile technology, and  the Internet as more than 70% of adults in general  and 80% of Generation X adults use the Internet each  day (eMarketer, 2004, 2011), many are surprised at  the use of the Internet and social media sites by  young children. Time spent on the Internet among 2- to 11-year-olds increased 63% from 2004 to 2009  (Nielsen, 2009).
    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      They worry about the lack of resources including  technology, time, and technology support; school  leadership and professional development; their own  knowledge and skills; and their own fear of  technology. However, even with these concerns,  digital and media technologies are evolving and  necessary to prepare students to understand and  adjust to the new literacy demands of the present and  future (Barone & Wright, 2008)
Amy M

If You Teach or Write 5-Paragraph Essays--Stop It! | The White Rhino: A Chicago Latino English Teacher - 0 views

www.chicagonow.com/...ite-5-paragraph-essays-stop-it

common core english

shared by Amy M on 16 Aug 12 - No Cached
  • It's bad writing.  It's always been bad writing.  With the Common Core Standards designed to shift the way we teach students to think, read, and write, this outdated writing tradition must end.  If you're teaching it--stop it.  If your son, daughter, niece, or nephew (or a young person you care about) is learning it--prepare to engage with the teacher to end  it.
  • Amy M on 16 Aug 12
     
    5 paragraph essay
Tina Bianchi

37% of New York Graduates Meet College-Readiness Standard - 0 views

www.nytimes.com/...ollege-readiness-standard.html

education teaching

shared by Tina Bianchi on 06 Jun 12 - No Cached
  • Tina Bianchi on 06 Jun 12
     
    Students who are enrolling in college courses are not adequately prepared for the rigor and expectations with which they are faced.
Sue Rappazzo

Tools for Teaching - Chapter - 0 views

teaching.berkeley.edu/...prepare.html

teaching tools technology

shared by Sue Rappazzo on 03 Jul 10 - No Cached
  • After 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. Then severely pare down the topics you have listed, just as you might limit yourself to one or two pie
Sue Rappazzo

Learning styles - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Learning_styles

learning styles

shared by Sue Rappazzo on 12 Jun 10 - Cached
  • (VARK) models[18]: visual learners; auditory learners; reading/writing-preference learners; kinesthetic learners or tactile learners[1]. Fleming claimed that visual learners have a preference for seeing (think in pictures; visual aids such as overhead slides, diagrams, handouts, etc.). Auditory learners best learn through listening (lectures, discussions, tapes, etc.). Tactile/kinesthetic learners prefer to learn via experience—moving, touching, and doing (active exploration of the world; science projects; experiments, etc.). Its use in pedagogy allows teachers to prepare classes that address each of these areas. Students can also use the model to identify their learning style and maximize their educational experience by focusing on what benefits them the most.
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
Jessica M

Open Up the Ceiling on the Common Core State Standards: Preparing Students ...: EBSCOhost - 0 views

web.a.ebscohost.com.ezproxy.niagara.edu/...pdfviewer

CCS Literacy 21Century

shared by Jessica M on 03 Jun 14 - No Cached
  • Jessica M on 03 Jun 14
     
    Online reading defined: locate information, critically evaluate, synthesize information, communicate
alexandra m. pickett

ETAP640amp2014: Are you prepared to change the way you teach? - 1 views

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

shared by alexandra m. pickett on 26 Jun 14 - No Cached
  • I’m beginning to think that maybe I’m doing some of my students a disservice in my face to face classroom
    • alexandra m. pickett
      alexandra m. pickett on 26 Jun 14
       
      EUREAKA!!!
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