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Joan McCabe

Fostering Second Language Development in Young Children - 0 views

www.cal.org/...ncrcds04.html

social second language acquisition

shared by Joan McCabe on 02 Jun 12 - Cached
  • Principle #6: Language is used to communicate meaning. Children will internalize a second language more readily if they are asked to engage in meaningful activities that require using the language. For children who are learning English as a second language, it is important that the teacher gauge which aspects of the language the child has acquired and which ones are still to be mastered. Wong Fillmore (1985) recommends a number of steps that teachers can use to engage their students: Use demonstrations, modeling, role-playing. Present new information in the context of known information. Paraphrase often. Use simple structures, avoid complex structures. Repeat the same sentence patterns and routines. Tailor questions for different levels of language competence and participation.
  • Joan McCabe on 02 Jun 12
     
    Describes principles for second language acquisition. Gives ideas to reinforce these principles in the classroom.
Joan Erickson

ETAP687 | My experience in NY - 0 views

francapponi.edublogs.org/...etap687

shared by Joan Erickson on 09 Jun 10 - Cached
  • why female are majority
    • Joan Erickson
      Joan Erickson on 09 Jun 10
       
      Let's research this. I also wondered why that is
  • We have to able to understand why Facebook or Youtube engages them that much
    • Joan Erickson
      Joan Erickson on 09 Jun 10
       
      Truth be told, I only use youtube when I need things. I don't facebook because I don't want to put my life out there. I agree with you we need to understand why these social sharing websites engage the students so much?
Donna Angley

The Role of Socratic Questioning... - 0 views

www.criticalthinking.org/...e-socratic-questioning-ttl.cfm

Socratic Method critical thinking questioning

shared by Donna Angley on 24 Jun 10 - Cached
  • Respond to all answers with a further question (that calls upon the respondent to develop his/her thinking in a fuller and deeper way)
  • Treat all thoughts as in need of development
  • Recognize that any thought can only exist fully in a network of connected thoughts. Stimulate students — through your questions — to pursue those connections
  • ...3 more annotations...
  • Recognize that all thought reflects an agenda. Assume that you do not fully understand the thought until you understand the agenda behind it. (What are you trying to accomplish in saying this? What is your central aim in this line of thought?)
  • Recognize that all thoughts presuppose an information base. Assume that you do not fully understand the thought until you understand the background information that supports or informs it. (What information are you basing that comment on? What experience convinced you of this? How do we know this information is accurate?)
  • Recognize that all thought takes place within a point of view or frame of reference. Assume that you do not fully understand a thought until you understand the point of view or frame of reference which places it on an intellectual map. (From what point of view are you looking at this? Is there another point of view we should consider?)
  • Melissa Pietricola on 24 Jun 10
     
    SOcratic Method Ideas Recognize that all thought reflects an agenda. Assume that you do not fully understand the thought until you understand the agenda behind it. (What are you trying to accomplish in saying this? What is your central aim in this line of thought?)
  • Donna Angley on 22 Jun 11
     
    One of the reasons that instructors tend to overemphasize "coverage" over "engaged thinking" is that they do not fully appreciate the role of questions in teaching content. Consequently, they assume that answers can be taught separate from questions.
Irene Watts-Politza

School Context, Student Attitudes and Behavior, and Academic Achievement: An Exploratory Analysis by Theresa M. Akey, Ph.D. (January 2006). ) - 0 views

www.mdrc.org/...full.pdf

education motivation academic achievement student perspectives on

shared by Irene Watts-Politza on 03 Jun 12 - No Cached
  • Irene Watts-Politza on 03 Jun 12
     
    A full-length study that concludes learner self-perception of being academically successful precedes learner engagement when these factors are weighed with respect to motivation.
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.  
Catherine Strattner

PS22 Chorus "JUST DANCE" by Lady Gaga - YouTube - 0 views

www.youtube.com/watch

dance lady gaga youtube

shared by Catherine Strattner on 15 Aug 12 - Cached
  • Catherine Strattner on 15 Aug 12
     
    A video of PS22 students singing Lady Gaga's "Just Dance." An inspiring example of student engagement.
b malczyk

A Dozen Recommendations for Placing the Student at the Centre of Web‐Based Learning - 0 views

www.tandfonline.com/...0952398980350205

shared by b malczyk on 07 Jun 12 - No Cached
  • (1) establishing a safe learning community; (2) fostering student engagement
  • b malczyk on 07 Jun 12
     
    the first 2 are particularly pertinent to this discussion
alexandra m. pickett

Daniel Hacker - 1 views

danontrumpet.edublogs.org

shared by alexandra m. pickett on 27 Jul 13 - No Cached
  • Using these principles while developing my course has opened up my thoughts on creating successful teaching environments both in the online and f2f platforms.
  • Remember that learning is an adherent capability within people. You don’t have to put it in to people, you have to encourage it and bring that out.
    • alexandra m. pickett
      alexandra m. pickett on 18 Aug 13
       
      well said!!
  • “What have you got yourself into.  I feel overwhelmed! Can I pull this off? Should I drop this class? Is it worth it? How could I ever build an entire online class over the course of a summer? Is she nuts? ….Oh yes, she’s definitely nuts!”.
    • alexandra m. pickett
      alexandra m. pickett on 18 Aug 13
       
      LMAO - totally. : ) so glad you didn't quit!!
  • ...1 more annotation...
  • In life, as taught in this course, we must: Reflect, Connect, Organize, Build, Refine, Implement, and Evolve. These are not only the titles of our modules this semester, but a guide to success. If we fail to use these seven principals, we will never be the best educators possible and will have mediocre learning environments, and non engaged students.  Stay one step (or several for that matter) ahead of your students. The best quote from this class that I will use until the day I die, “Assume Nothing, Anticipate Everything”. Remember to breathe! You can do this! -Professor Pickett
Hedy Lowenheim

JTE v7n1 - Collaborative Learning Enhances Critical Thinking - 0 views

scholar.lib.vt.edu/...gokhale.jte-v7n1.html

shared by Hedy Lowenheim on 11 Aug 13 - Cached
  • Proponents of collaborative learning claim that the active exchange of ideas within small groups not only increases interest among the participants but also promotes critical thinking. According to Johnson and Johnson (1986), there is persuasive evidence that cooperative teams achieve at higher levels of thought and retain information longer than students who work quietly as individuals. The shared learning gives students an opportunity to engage in discussion, take responsibility for their own learning, and thus become critical thinkers (Totten, Sills, Digby, & Russ, 1991).
  • Hedy Lowenheim on 11 Aug 13
     
    "Collaborative Learning Enhances Critical Thinking "
Melissa Pietricola

Special Connections - 0 views

www.specialconnections.ku.edu/...main.php

teaching

shared by Melissa Pietricola on 28 Jun 10 - Cached
  • is typically perceived as two educational professionals working together to service a group of heterogeneous learners. The most common teams of educators found to engage in co-teaching relationships are:
  • o-teaching
  • meet a wide range of learners more effectively
  • ...4 more annotations...
  • paraprofessional and a special or general educato
  • co-taught middle school setting, special educators are assigned (typically by grade level) to be a member of the interdisciplinary team. Also at this level, as is true at all levels, students with disabilities who are included in a co-taught setting must feel positive about themselves.
  • "Is what we are doing good for ALL students?"
  • because the curriculum is being modified for everyone,
  • Melissa Pietricola on 28 Jun 10
     
    Co-Teaching Model
Barbara Recchio-Demmin

CVC. Lecturas paso a paso - 0 views

cvc.cervantes.es/lecturas

module 4 spanish audio culture

shared by Barbara Recchio-Demmin on 19 Jul 09 - Cached
    • Barbara Recchio-Demmin
      Barbara Recchio-Demmin on 19 Jul 09
       
      I love this site! It presents reading material at three levels: beginner, intermediate and advanced Spanish readers. After you make your selection, you are brought to a page offering pre-reading activities, the story in text form, and post-reading activities. Students can't help but learn from this site. A balanced blend of grammar, vocabulary, culture and history makes this site interesting and engaging. A pop-up dictionary enables students to understand new vocabulary in context. Awesome!
  • Barbara Recchio-Demmin on 19 Jul 09
     
    Rich resource for Spanish immersion and cultural information
Diane Gusa

Collective Cognitive Responsibility for the Advancement of Knowledge - 0 views

ikit.org/...inpressCollectiveCog.pdf

education learning teaching technology Knowledgebuilding

shared by Diane Gusa on 05 Jun 11 - No Cached
  • Diane Gusa on 05 Jun 11
     
    the challenge addressed by Knowledge Forum and knowledge building pedagogy is to engage students in the collaborative solution of knowledge problems, in such a way that responsibility for the success of the effort is shared by the students and teacher instead of being borne by the teacher alone.
alexandra m. pickett

WebElements Periodic Table of the Elements | Sodium | Essential information - 0 views

www.webelements.com/sodium

shared by alexandra m. pickett on 15 Jul 11 - Cached
  • Soap is generally a sodium salt of fatty acids.
    • Kimberly Barss
      Kimberly Barss on 15 Jul 11
       
      Each element's description is loaded with great information! Scroll down to see a picture of sodium and the color in which it burns (very pretty!)
    • alexandra m. pickett
      alexandra m. pickett on 22 Jul 11
       
      This is great kim!! : )
  • The result of adding different metal salts to a burning reaction mixture of potassium chlorate and sucrose.
    • Kimberly Barss
      Kimberly Barss on 15 Jul 11
       
      click the video above to play. The video shows a (brief) demonstration of that colors that different metals burn...beautiful...Relating this to teaching and learning: students (and teachers!) are much more engaged with proper and frequent use of attention-grabbing media. I am a visual person and I know that my classroom also has visual learners. I can describe things in text or verbally until I am blue in the face, but SEEING these things in photos or on videos is what sets it apart and commits them to memory. Above is a picture of sodium in its natural state as a metal...I try to emphasize this to my students since often the examples we use in class is sodium chloride, or table salt. A silver metal bonded to a noxious green gas combines to make table salt. That's a hard thing to imagine for anyone, so I show them using this resource. I LOVE webelements.
  • burning mixture of potassium
    • Kimberly Barss
      Kimberly Barss on 15 Jul 11
       
      below is a fabulous chemistry joke!
    • Kimberly Barss
      Kimberly Barss on 15 Jul 11
       
      for more comments, please return to the home page, click "Pictures" in the tabs at the top and click on "Cl"
Diane Gusa

AJET 16(1) McLoughlin and Oliver (2000) - cultural inclusivity - indigenous online learning at tertiary level - 0 views

www.ascilite.org.au/...mcloughlin.html

online learning learning styles cultural inclusiveness

shared by Diane Gusa on 29 Jun 11 - No Cached
  • Sites that are 'local' in the sense that they are made in one context and culture, but visited by other cultures Category 2 Sites that are 'international' or designed specifically for cross cultural participation. (See Figure 1.)
  • strive to reach a cross cultural population, and serve the needs of an international audience.
  • the inclusive or perspectives approach which imports the social, cultural and historical perspectives of minority groups, but does not challenge the dominant culture and is therefore cosmetic;
  • ...26 more annotations...
  • technologies are being described as 'cognitive tools', w
  • Situated cognition can be summarised as follows:
  • Learning is situated and contextualised in action and everyday situations;
  • Knowledge is acquired through active participation;
  • Learning is a process of social action and engagement involving ways of thinking, doing and communicating;
  • Learning can be assisted by experts or supportive others and through apprenticeship
  • Learning is a form of participation in social environments.
  • Is cultural pluralism possible in instructional design?
  • cultural variations in interpreting and communicating information are influenced by pedagogical and instructional design decisions, and the cultural dimensions of learning must be constantly problematised and not marginalised (Wild & Henderson, 1997).
  • the inverted curriculum approach which attempts to design an instructional component from the minority perspective but fails to provide the learners with educationally valid experiences as it does not admit them into the mainstream culture;
  • the culturally unidimensional approach which excludes or denies cultural diversity and assumes that educational experiences are the same for minority students as they are for others.
  • Establish flexible and responsive student roles and responsibilities.
  • instructional design model,
  • endorses multiple cultural realities or zones of development (
  • Ten design principles for culturally inclusive instructional design
  • Adopt an epistemology that is consistent with, and supportive of constructivist learning and multiple perspectives.
  • Design authentic learning activities.
  • Create flexible tasks and tools for knowledge sharing.
  • Ensure different forms of support, within and outside the community.
  • multiple cultural model of instructional design. T
  • Provide communication tools and social interaction for learners to co-construct knowledge.
  • Create tasks for self direction, ownership and collaboration.
  • Ensure flexible tutoring and mentoring roles that are responsive to learner needs.
  • Create access to varied resources to ensure multiple perspectives. This can be achieved by moving away from instructivist approaches where all texts are prescribed by the teacher to constructive approaches where learners actively add to the resources by posting new URL's, suggesting additional resources of interest and discussing alternatives through the bulletin boards. For indigenous learners the creation and inclusion of the indigenous perspectives is an important dimension and a means of recognising and integrating cultural knowledge.
  • Provide flexibility in learning goals, outcomes and modes of assessment.
  • Culturally inclusive Web based environments should provide learning activities, supportive contexts, and learning processes that allow for inclusivity and flexibility, while offering learners a scaffolded, structured learning environment. To achieve this balance, instructional designers need to move beyond the narrowly prescriptive boundaries of current instructional design models. It is proposed that a multiple cultural model of design that caters for diversity, flexibility and cultural inclusivity in the design process affirms the social and cultural dimensions of constructed meaning.
  • Diane Gusa on 29 Jun 11
     
    "Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level"
ian august

Education, OpenStudy, Facebook: Start-up Idea - Planning - 0 views

www.startupsmart.com.au/...ens-the-door-on-education.html

shared by ian august on 28 Jun 11 - No Cached
  • OpenStudy is a platform for “massively multiplayer study groups”, allowing students from around the world to become study buddies.
  • addition to rewarding users with medals and achievements for answering a question quickly or answering more than 10 questions, users can also “fan” people they’d like to follow, giving them another incentive to engage and contribute
  • We want OpenStudy profiles to become like LinkedIn for education. We want our students to become heroes to their peers,” a company spokesperson says
  • ian august on 28 Jun 11
     
    global online study group
Diana Cary

Taylor & Francis Online :: Guiding or Hiding? The Role of the Facilitator in Online Teaching and Learning - Teaching Education - Volume 11, Issue 2 - 0 views

www.tandfonline.com/...713698967

online teaching facilitator role

shared by Diana Cary on 08 Jul 13 - No Cached
  • learn strategies for developing online “antennae”, for humanizing the electronic environment, and new ways to guide students to discuss, critique and reflect together as they engage in the construction of meaning.
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