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in title, tags, annotations or urlTips for Establishing a Rapport with Online Students Faculty Focus | Faculty Focus - 0 views
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Start your course or program with a welcoming e-mail.
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Follow up on all e-mail received—and promptly.
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Use chat rooms, threaded discussions, journals, etc.
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Gardner's Multiple Intelligences - 1 views
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seven distinct intelligences.
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"we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences - the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains."
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Gardner says that these differences "challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. Indeed, as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well."
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Multiple Intelligences Howard Gardner of Harvard has identified seven distinct intelligences. This theory has emerged from recent cognitive research and "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner (1991).
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a description of Gardner's inteligences
Horse Ears | Science | Classroom Resources | PBS Learning Media - 0 views
Individual and Social Aspects of Learning - 1 views
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The cognitive transformations triggered by tools have two sides, paralleling the kinds of effects discussed above. One side is learning effects with the tool. This recognizes the changed functioning and expanded capability that takes place as the user uses and gets used to particular tools. Impact occurs through the redistribution of a task‰s cognitive load between persons and devices (e.g. Pea, 1993; Perkins, 1993), including symbol-handling devices (e.g,. a spell checker) or across persons, mediated by devices and symbol systems (telephones, fax machines). As these examples suggest, such tools are all around us, but their possibility also invites the design of special-purpose tools for supporting various cognitive functions. For instance, experiments have shown that a computerized Reading Partner that provides ongoing metacognitive-like guidance improves students‰ comprehension of texts while they read with the tool (Salomon, Globerson, & Guterman, 1991).
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Social Mediation by Cultural Artifacts
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The role of tools and symbol systems as both reflecting and affecting the human psyche has long been recognized. But it is mainly due to the Russian sociocultural tradition of Vygotsky (e.g., 1978), Luria (1981), and Leont‰ev (1981), and their Western interpreters (e.g,. Cole & Wertch, 1996), that scholarly attention has focused on tools as social mediators of learning. Here we use ‹toolsŠ in a broad sense, including not only physical implements but technical procedures like the algorithms of arithmetic and symbolic resources such as those of natural languages and mathematical and musical notation.
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http://www.uncp.edu/home/dente/online.htm - 0 views
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Such discussion places many learners at a disadvantage - those who are introverted, those for whom English is not their first language, those who don't like to interrupt, those who like to think more before they speak, and many others
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only 20% of the students do 80% of the discussing. Online, 65% of the students do 80% of the discussing.
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Consequently, online students do more work and cover more subject matter.
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Situated Cognition - 0 views
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Miller and Gildea's (1987) work on vocabulary teaching has shown how the assumption that knowing and doing can be separated leads to a teaching method that ignores the way situations structure cognition. Their work has described how children are taught words from dictionary definitions and a few exemplary sentences, and they have compared this method with the way vocabulary is normally learned outside school. People generally learn words in the context of ordinary communication. This process is startlingly fast and successful. Miller and Gildea note that by listening, talking, and reading, the average 17-year-old has learned vocabulary at a rate of 5,000 words per year (13 per day) for over 16 years. By contrast, learning words from abstract definitions and sentences taken out of the context of normal use, the way vocabulary has often been taught, is slow and generally unsuccessful. There is barely enough classroom time to teach more than 100 to 200 words per year. Moreover, much of what is taught turns out to be almost useless in practice. They give the following examples of students' uses of vocabulary acquired this way:
Comparing Piaget and Vygotsky - 0 views
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A child in the preoperational stage could not be taught to understand the liquid volume experiment; she does not possess the mental structure of a child in concrete operations.
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acquisition of meta-cognition (thinking about thinking
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assimilation
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Teaching at an Internet Distance-----MERLOT - 1 views
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Several of our speakers were able to shed light on the cause of this rising tide of faculty opposition to computer mediated instruction. Andrew Feenberg of San Diego State University summarizes the situation in the opening paragraph of his "Distance Learning: Promise or Threat" (1999) article: "Once the stepchild of the academy, distance learning is finally taken seriously. But not in precisely the way early innovators like myself had hoped. It is not faculty who are in the forefront of the movement to network education. Instead politicians, university administrations and computer and telecommunications companies have decided there is money in it. But proposals for a radical "retooling" of the university emanating from these sources are guaranteed to provoke instant faculty hostility."
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The implementation of online education shows both promise and peril. Computer mediated instruction may indeed introduce new and highly effective teaching paradigms, but high-quality teaching is not always assured. Administrative decisions made without due consideration to pedagogy, or worse, with policies or technology that hampers quality, may cause much wasted time, money and effort of both faculty and students.
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In training, a particular package of knowledge is imparted to an individual so that he or she can assume work within a system, as the firefighters do for example. According to Noble, training and education are appropriately distinguished in terms of autonomy (Noble, 1999). In becoming trained, an individual relinquishes autonomy. The purpose of education, as compared to training, is to impart autonomy to the student. In teaching students to think critically, we say in effect "Student, know thyself." Education is not just the transmission of knowledge, important as that is, but also has to do with the transformation of persons (and the development of critical thinking skills).
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Love the step child reference!
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MERLOT-Teaching at internet distance
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module 4 merlot
Education World ® Administrators Center: Making Retention A Last Resort - 0 views
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Retaining students while their peers are promoted is bad for a child's self-esteem and may not help them academically, according to the argument. But promoting children without the skills for the next grade can be just as demoralizing.
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"Multi-age learning is the gift of time," Jetel told Education World. "Students work to complete a curriculum cycle. The activities are open-ended and students can work on at their own pace."
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on Student Grade Retention and Social Promotion, the National Association of School Psychologists (NASP) notes that the use of grade retention has increased over the past 25 years, despite little indication of its effectiveness.
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A Vision of Students Today - Some Additional Thoughts from Michael Wesch - Open Education - 1 views
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What is the relevance of comparing reading books with reading e-mails and Facebook profiles?”
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Surely it (higher education) can’t be as bad as the video seems to suggest
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I had become convinced that the video was over the top, that things were really not so bad, that the system is not as broken as I thought
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Study hits 'grade inflation' in New York state testing of pupils | SILive.com - 0 views
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middle-school students who passed their math and English Language Arts tests are likely to struggle on their high school Regents exams
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tudents who scored a Level 3 on their state tests -- which is considered passing -- would likely earn a 65 on their Regents exams, but that a score of 80 was typically needed to earn college credit for a course, according to the News.
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Steiner is also calling for longer tests with more rigorous questions.
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Language learning: Using Voicethread for practising speaking skills - WikiEducator - 0 views
Guide to Spanish Language Web Sites - 0 views
Thoughts About Teaching Spanish Online - 0 views
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In an online environment it is fundamental. Discussions generate questions, and questions promote critical thinking. I now firmly believe, and understand, that in order to promote a higher level of language usage, I need to help my students learn how to think critically through questioning. This is best accomplished through a dialogue format, where all students are expected to contribute in a relaxed and supportive learning environment.
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I am wondering if there is a way to copy a module set-up, and then simply customize the web pages within each module.
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Suddenly, the student is propelled to think clearly and critically, as now their core ideas have the potential to be shared with anyone, anywhere.
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The Art of Writing Clear Instructions (or How to Tell People What to Do) - Content Mastery Guide - 0 views
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A common format for blog posts and articles is to present a topic and then include some actionable steps at the end to help your reader apply their learning. Here are a few ways you might do this: Reflection: Ask your readers to ponder or consider the new idea or perspective you shared with them, and how they might integrate it into their lives. Journaling: Ask your readers to write about the topic. You can provide specific questions for them to answer, or invite them to ask and answer their own questions. Rehearsal: Ask your readers to practice a new behavior, habit, thought pattern or language. Suggest how many times per day or week they should do it, and in which specific situation(s). Action: Ask your readers to take a specific action or actions. Suggest how many times per day or week they should do it, and in which specific situation(s). Documenting: Ask your readers to keep track of their progress; give them a checklist to mark off their actions or ask them to record it in a journal. You may also ask them to keep track of their results, feelings or thoughts during this process. Reporting: Ask your readers to share their results with you, your community or an accountability partner.
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Immediacy in the Classroom - 0 views
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ocial psychologist Albert Mehrabian has been credited with defining the concept of immediacy in terms of his "principle of immediacy," which states "people are drawn toward persons and things they like, evaluate highly, and prefer; and they avoid or move away from things they dislike, evaluate negatively, or do not prefer" (Mehrabian, 1971).
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Verbal Behaviors Calling on students by name Uses terms like "we" and "us" to refer to the class Allows for small talk and out of class conversations Gives feedback to students Asks students how they feel about things Allows students to call him/her by first name
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Humor, Analogy, and Metaphor: H.A.M. it up in Teaching - 0 views
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The proper use of humor, analogy, and metaphor appropriate to the topic can provide benefits in the college classroom.
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Compensating for the Shortcomings of the Written Word | Mindgate Media - 0 views
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Written communication lacks the subtle tonalities of the spoken language, as demonstrated in this humorous ad in which a single word is said 15 times with a slightly different meaning each time. Writers must compensate for these deficiencies by providing detail and context and selecting their words precisely.
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