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in title, tags, annotations or urlMy experience in NY - 0 views
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they own their pages,
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Our Big Idea: Open Social Learning | blog@CACM | Communications of the ACM - 0 views
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I was charged with explaining my "innovative approach to open social networks for learning"
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Access. In 1996, Sir John Daniel estimated we would need to create a major university every week to educate the 100 million students qualified to enter a university who have no place to go. Fifteen years later, universities have simply not kept pace with the staggering demand for college education
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2007 Silent Epidemic study funded by the Gates Foundation, I had what my students would call (pardon their French) a WTF moment. Eighty-eight percent of high school dropouts have passing grades. Huh? Nearly half say they are bored and classes are not interesting.
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Ian August etap 640 SuMmEr 2011 - 1 views
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Student centered learning
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why do I need to pay for this if I am on my own.
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well... if this were true, you could walk into a library and "BAM" - you would know it all! digg into your assumptions here... it is about role and expectations and where the focus is. Is it on the student or on the teacher? see my blog post "if i do all the work, who does all the learning?" : )
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I wish I could walk into a library and know it all! I sometimes (jokingly) tell my students to put their textbooks under their pillow at night in hopes that learning-by-diffusion may come true!
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leaders.
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parker j. palmer: community, knowing and spirituality in education - 0 views
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The culture and size of the institutions and settings where people teach, the emphasis upon achieving grades and gaining marketable skills, and the pressure to 'produce' all take their toll.
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To Know as We are Known (1983, 1993) Parker J. Palmer explores an understanding of education that looks to community and its recovery.
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'Knowing of any sort is relational, animated by a desire to come into deeper community with what we know' (Palmer 1998: 54).
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Small Insults and Doing Gender - 1 views
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Thinking of gender as an achievement
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We usually think of gender as a set of traits (as in femininity and masculinity), a role (as in scripts for behavior), or a social variable (as in salary differences). The doing of gender discuss in this article is different than all of these. Doing gender shifts our attention away from the inner person and to the interaction, where we can see gender as an achievement. I will use this in my introductory module preceding a observation activity of watching a conversation between men and women in a social setting. The final culminating activity will be an blog reflection.
ETAP640amp2011: Discussion Rubric - 0 views
IMAeco: Evaluation - 1 views
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my mentor calls them “Rock Stars”
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***While this assignment specifically is not graded
Making Assessment Personally Relevant | blog of proximal development - 0 views
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I want my students to realize that learning is not about making your work conform to some standard imposed by the teacher. Learning is about creating your own standards and adjusting them based on your goals. Learning is about setting your own goals and monitoring your own progress. It is about having conversations with yourself and others.
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needed to help them visualize their progress, their level of engagement, and their sense of ownership and not simply ask them to rate their own work using the traditional percentage or letter scale. Most importantly, I wanted them to see that an entry that contains lots of facts and links to many valuable resources is not necessarily as valuable as one that shows personal engagement with ideas, one where the readers can hear a unique, personal voice.
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student self-assessment and personal progress charts is a work in progress.
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Building my course and what is working here | JJ Wagner - 0 views
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getting my 12 posts in
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grade
Review of Weimer, Learning-Centered Teaching - 0 views
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Chapter two examines the effects of too much teacher control and its adverse effects on student motivation, confidence, and enthusiasm for learning. Students are more likely to become self-regulated learners when some of the conditions of their learning are more in their control. Weimer does not advocate abandoning our professional responsibility and letting students determine course content or whether they will do assignments; instead she recommends that teachers establish parameters within which their students will select options. Increasing the decisions students can make about assignments and activities more fully engages them in the course and its content. Among Weimer’s suggestions are providing a variety of assignments to demonstrate learning the course outcomes (students choose a combination), negotiating policies about class participation, and letting students choose which material the teacher will review in class the period before a major test.
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. The function of content in a learner-centered course changes from covering content to using content
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describes the changed role of the teacher in a learner-centered classroom from sage on stage to guide on the side
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Shirley's 6th Grade - 0 - Scary Stories - 2 views
Benefits of Project-Based Learning - DEP_pbl_research.pdf - 0 views
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complex, challenging, and sometimes even messy problems that closely resemble real life
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active inquiry and higher-level thinking
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engage students, cut absenteeism, boost cooperative learning skills, and improve academic performance
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To Multitask or Not? | Oxford Learning - 0 views
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o deal with distractions and interruptions
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When deadlines loom at the office and in the classroom, it is better to complete portions of all tasks, than to only complete one. In the classroom, part marks add up to better grades than no marks at all.
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doing a lot, but accomplishing nothing
Promoting Community for Online Learners in Special Education - 0 views
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strong interdependence with oth-ers and the feeling of being a member of a stable group
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Numerous researchers in special education have examined online learn-ing from the perspective of student satisfaction and grades
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and the idea that available technologies can be used to expand and support a sense of community.
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Online Human Touch (OHT) Instruction and Programming: A Conceptual Framework to Increase Student Engagement and Retention in Online Education, Part 1 - 1 views
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Congratulations and Welcome Calls:
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Using Names in All Correspondence:
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Individualized Feedback on All Graded Assignments:
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The Technology Source Archives - Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses - 0 views
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Learners should be required to participate (and their grade should depend on participation). Discussion groups should remain small. Discussions should be focused on a task. Tasks should always result in a product. Tasks should engage learners in the content. Learners should receive feedback on their discussions. Evaluation should be based on the quality of postings (and not the length or number). Instructors should post expectations for discussions.
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Lesson for online instruction: Instructors need to provide two types of feedback: information feedback and acknowledgment feedback.
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We found that instructors gave prompt information feedback at the beginning of the semester, but as the semester progressed and instructors became busier, the frequency of responses decreased, and the response time increased.
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Rubrics as Effective Learning and Assessment Tools Laura Baker - 1 views
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measurable criteria that can be counted or marked as present or not present in the work that is being evaluated.
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This allows the rubric to be used as an ongoing dialog between the teacher and student and allows the student to know when each criterion has been met and then make improvements as needed. (Lockett, 2001)
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Although allowing student involvement in creating rubrics is time consuming, by allowing students a voice in creating their own rubric, the students have more ownership over their own learning and evaluation.
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STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS - 1 views
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Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future.
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enhanced self-efficacy and increased intrinsic motivation
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Do students self-evaluate fairly? Many teachers, parents, and students believe that if students have a chance to mark their own work they will take advantage, giving themselves higher scores regardless of the quality of their performance. We have found that students, especially older ones, may do this if left to their own devices. But, when students are taught systematic self-evaluation procedures, the accuracy of their judgment improves. Contrary to the beliefs of many students, parents, and teachers, students' propensity to inflate grades decreases when teachers share assessment responsibility and control (Ross, et al., 2000). When students participate in the identification of the criteria that will be used to judge classroom production and use these criteria to judge their work, they get a better understanding of what is expected. The result is the gap between their judgments and the teacher's is reduced. And, by focusing on evidence, discrepancies between teacher and self-evaluation can be negotiated in a productive way.
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