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Diane Gusa

Teachers as experts in . . . inquiry? « Fires in the Mind - 0 views

firesinthemind.org/...teachers-as-experts-in-inquiry

Inquiry learning performance db

shared by Diane Gusa on 08 Jul 11 - No Cached
  • Browse: Home / Featured Posts / Teachers as experts in . . . inquiry? Teachers as experts in . . . inquiry? A study just published in Science magazine sure makes one think twice about how we deliver “content knowledge” the classroom. The method by which a course is taught, it indicates, may be even more important than the instructor’s background. In a college physics class, listening to a lecture by a highly experienced and respected professor yielded fa
  • a control group performed more than twice as well when their teachers—a research associate and a graduate student—used discussions, active learning, and assignments in which students had to grapple with both new and old information.
  • “deliberate practice,
  • ...2 more annotations...
  • These students had time to synthesize and incorporate new ideas from the lecture into their prior knowledge and experiences.
  • ombined in-class practice and frequent formative assessments (such as pretests) with an emphasis on real-world applications.
Diane Gusa

leading and learning: Experience and Education -John Dewey 1938 - 3 views

leading-learning.blogspot.com/...-and-education-john-dewey.html

learning experience education dewey meaning making

shared by Diane Gusa on 21 Jun 11 - No Cached
  • The primary responsibility of educators is to assist shaping the experience by providing environing conditions and to utilize the surroundings to build up experiences that interact with the personal desires of he students.
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      Including blogs in the educational experience provides such an environment.
  • A worthwhile experience arouses curiosity, strengthens initiative and provides a desire to learn sufficiently intense for students to apply effort and to persevere through difficulties.
  • Dewey saw the learning process as a continuous spiral linking past experiences with the present. T
  • ...5 more annotations...
  • Dewey believed there needed to be an intimate relationship between experience and education and that students had to construct their own learning.
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      Inviting a student to talk about what is really important to them (and does not importance arise out of our past experiences?) - telling their truth about themselves to others is the experience that arouses, strengthens, and provides the desire to learn.
  • This is the challenge of creative teaching. I
  • Teachers need to be on the alert to see what attitudes and habits are being developed and this requires that the teacher has some ideas of what is going on in the mind of the learner. The teacher is an important part of any learning experience.
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      Student-centered learning does not mean an absent teacher - which can be a person or embodied in a book.
Diane Gusa

Making Assessment Personally Relevant | blog of proximal development - 0 views

www.teachandlearn.ca/...assessment-personally-relevant

assessment blogging Self-Grading db 4 rubric learning

shared by Diane Gusa on 10 Jul 11 - Cached
  • 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.
  • 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.
  • student self-assessment and personal progress charts is a work in progress.
  • ...2 more annotations...
  • They understand that collecting information and putting it on their blog is not a challenging task. They understand that an entry that paraphrases information found online is not as interesting and valuable as one that shows the author in the process of analyzing and reflecting on his or her research. Finally, they can see and understand how much effort is needed to produce an entry that makes a personal statement, that constitutes a valuable and unique contribution to the studied field. In other words, they now understand that in order to produce something uniquely their own, they first need to have a solid grasp of all the facts and spend some time reflecting on them and their own thoughts about their research.
  • Making Assessment Personally Relevant
Nicole Arduini-Van Hoose

Handbook of formative assessment - 0 views

www.worldcat.org/...700630614

shared by Nicole Arduini-Van Hoose on 28 Jun 11 - No Cached
  • Nicole Arduini-Van Hoose on 28 Jun 11
     
    Link to WorldCat search for book (text not available online)
Kristen Della

Parenting Styles - 0 views

psychology.about.com/...parenting-style.htm

shared by Kristen Della on 03 Jul 11 - Cached
  • Kristen Della on 03 Jul 11
     
    Developmental psychologists have long been interested in how parents impact child development. However, finding actual cause-and-effect links between specific actions of parents and later behavior of children is very difficult. Some children raised in dramatically different environments can later grow up to have remarkably similar personalities.
sherrilattimer

ERIC - Teaching Adults: Is It Different? Myths and Realities., 2002 - 0 views

eric.ed.gov/?id=ED468614

adults

shared by sherrilattimer on 04 Jun 14 - No Cached
  • sherrilattimer on 04 Jun 14
     
    Teaching adults should be different if adults learn differently than children do. Theories or perspectives on adult learning, such as andragogy, make a number of assertions about the characteristics of adults as learners. If there are indeed distinctive characteristics of adults, on which claims for the uniqueness and coherence of adult education are based, then one might expect them to be taken into account in all organized education for adults. However, each of these characteristics is contested. Some question the extent to which these assumptions are characteristic of adults only. The literature promotes learner-centeredness as another distinguishing characteristic of adult education. Research indicates learner centeredness is an expression of a teacher's values, not a teaching method. Adult learners are more concerned with teacher character and appropriate teaching methods; adult students' conceptions of good teaching include a mix of teacher-directed and learner-centered characteristics. Ongoing debates--andragogy vs. pedagogy, teacher directed vs. learner centered--may mean no single theory explains how adult learning differs from children's learning. Appropriate choices about teaching practices should be based on numerous considerations, including context, learner knowledge and characteristics, and teacher beliefs and values. (Contains 22 references) (YLB)
  • sherrilattimer on 04 Jun 14
     
    This is the link to the abstract page of the pdf file for the article.
efleonhardt

Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent | Hartnett | The International Review of Research in Open and Distance Learning - 0 views

www.irrodl.org/...1954

distance learning motivation

shared by efleonhardt on 04 Jun 14 - No Cached
  • Poor motivation has been identified as a decisive factor in contributing to the high dropout rates from online courses
  • suggest that online students are more intrinsically motivated across the board than their on-campus counterparts at both undergraduate and postgraduate level.
  • Self-determination theory is a contemporary theory of situated motivation that is built on the fundamental premise of learner autonomy
  • ...19 more annotations...
  • all humans have an intrinsic need to be self-determining or autonomous
  • as well as to feel competent
  • connected
  • SDT explains extrinsic motivation processes in terms of external regulation as the reasons for undertaking the task lie outside the individual.
  • a perception that what they do will not affect the outcome
  • an attribution of low value to the task being undertaken
  • the tendency to focus only on intrinsic motivation
  • It measures situational intrinsic motivation, extrinsic forms of motivation (external regulation and identified regulation), and amotivation
  • Case study one was situated within a compulsory integrated science and technology course
  • Case study two was positioned within an introductory social studies curriculum course that formed a compulsory component of the same programme.
  • suggests that higher quality, more self-determined types of motivation were only slightly more evident than the traditional type of extrinsic motivation–external regulation (Ryan & Deci, 2000) and amotivatio
  • suggesting that autonomous types of motivation (i.e., identified regulation and intrinsic motivation) were more prevalent.
  • associated with individuals who engage in an activity because the results may have personal value to them or because the activity is regarded as worthwhile.
  • these findings clearly show that motivation can be a complex and multifaceted phenomenon that cannot be fully explained from the perspective of motivation as either a learner characteristic or an effect of learning environment design.
  • practitioners need to be cognisant of the important role they play in influencing learner motivation when designing learning activities.
  • he relevance and value of the task
  • need to be clearly identified and linked to learning objectives to help
  • By offering meaningful choices (i.e., not just option choices) to learners that allow them to pursue topics that are of interest to them, the perceived value of the activity is further enhanced.
  • ongoing communication with learners, where they feel able to discuss issues in an open and honest manner, practitioners are in a better position to accurately monitor and respond to situational factors that could potentially undermine learner motivation.
efleonhardt

Put to the Test: Confronting Concerns About Project Learning | Edutopia - 0 views

www.edutopia.org/lementing-challenges-questions

pbl

shared by efleonhardt on 04 Jun 14 - Cached
  • "The biggest concern revolves around the implications for high-stakes testing," Rice says. "Teachers ask, 'Will my students perform as well on standardized tests if I incorporate PBL?'"
  • At first, I was concerned about spending three weeks on this project, but when I look back, I realize how much my students learned and how much time I saved by not having to reteach the same thing over and over again,"
  • "Project learning can require more time, but it's time well spent, because the students are really taking ownership of their learning, and the end result is that their learning is so much deeper," she explains. "That's something they carry with them for the rest of their life."
  • ...2 more annotations...
  • He recommends using a series of team-building exercises (5) from his company's Web site at the beginning of the project. These exercises will teach the students be attentive to one another's needs, be more communicative, and think about the consequences of their words before they speak
  • "With PBL, you give up control, but you always retain command of your classroom.
Alicia Fernandez

Quest to Learn | Institute of Play - 6 views

www.instituteofplay.org/...quest-to-learn

shared by Alicia Fernandez on 15 Aug 13 - No Cached
    • Alicia Fernandez
      Alicia Fernandez on 22 Jul 14
       
      One of our colleagues in this program, Rebecca Grodner, is an English teacher at this school. I was fascinated when she mentioned that the school's philosophy was to reframe failure as iteration. I have made that my personal instructional mantra. She developed the Design Inquiry Cycle and shared this tool for inquiry-based learning in the UAlbany Knilt Wiki. This is the link, http://tccl.rit.albany.edu/knilt/index.php/Lesson_3:_The_Design_Inquiry_Cycle. I plan on using and adaptation of this model in my course's writing module.
Alicia Fernandez

Online Human Touch (OHT) Instruction and Programming: A Conceptual Framework to Increase Student Engagement and Retention in Online Education, Part 1 - 1 views

jolt.merlot.org/...betts_0908.htm

Module 4 assignment Online Human Touch (OHT) social presence teaching presence student retention

shared by Alicia Fernandez on 22 Jul 14 - Cached
  • Congratulations and Welcome Calls:
  • Using Names in All Correspondence:
  • Individualized Feedback on All Graded Assignments:
  • ...8 more annotations...
  • Virtual Teas:
    • Alicia Fernandez
      Alicia Fernandez on 22 Jul 14
       
      Innovative idea for building social and teaching presence
  • Audio/Text Introductions:
  • Group Assignments & Presentations:
  • Student Support Services:
  • Links to Online Campus Events:
    • Alicia Fernandez
      Alicia Fernandez on 22 Jul 14
       
      UAlbany should have online campus events for online students.
  • Learning Simulation
  • Reflective Journals and Papers
  • Student Support Services
  • Alicia Fernandez on 29 Jul 14
     
    Interactive and personalized approach to online education has resulted in high student retention rates and high levels of student satisfaction
Melissa Pietricola

Self-regulation and teacher-student relationships. - Free Online Library - 1 views

www.thefreelibrary.com/ent+relationships.-a0142636385

self-regulation education student

shared by Melissa Pietricola on 31 May 10 - Cached
  • sed with gatekeeping. It is essential, therefore, to establish a consensus on a conceptual and theoretical underpinning un·der·pin·ning  n.1. Material or masonry used to support a structure, such as a wall.2. A support or foundation. Often used in the plural.3. Informal The human legs. Often used in the plural.  for effective teaching. This review is designed
  • elf-regulation is the process by which individuals make their plans, act upon those plans, and self-evaluate the results.
  • he more autonomous the individual the more intrinsic the self-regulation. Student achievement also improves when students are intrinsically motivated and when teachers are autonomy supportive (
  • ...6 more annotations...
  • The importance of this project within the context of education is due to the capacity that teachers have to positively or negatively affect student motivation, self-regulation, autonomy, and ultimately, performance
  • since effective teaching and mentoring helps students to explore their world with a sense of trust and autonomy, toward the ultimate goal of fully intrinsic self-regulation and improved academic achievement and success.
  • something transformative in the teacher-student relationship is needed.
  • ound that caring relationships, meaningful participation, and high standards in a student's life across home, school, and community, as well as student intrapersonal and interpersonal competencies, predicted decreased risk for delinquency delinquencyCriminal behaviour carried out by a juvenile. Young males make up the bulk of the delinquent population (about 80% in the U.S.) in all countries in which the behaviour is reported. ..... Click the link for more information., substance abuse, teen pregnancy, truancy and violence.
  • he payoff or incentive for doing the project proposed in this study is at least in part to avoid the cost of not doing it, not to mention that student learning and success are enhanced. Higher education higher educationStudy beyond the level of secondary education. Institutions of higher education include not only colleges and universities but also professional schools in such fields as law, theology, medicine, business, music, and art.  achievement has a direct payoff in terms of careers and productivity for the state, and by implementing this program students will not only become productive members of society, they will be doing so because they want to.
  • he purpose of this review, therefore, was to establish such a theory, by pulling together educational psychology and psychological theories around an analysis of effective teacher-student relationships. The goal of this project is to help teachers and to help students. It is also hoped that these findings will be used to resolve historical tensions between education and psychology
  • Melissa Pietricola on 31 May 10
     
    Students that are able form good relationships with educators are more likely to self-regulate, and therefore find success in the classroom and life.
Teresa Dobler

Educational Leadership:Giving Students Meaningful Work:Seven Essentials for Project-Based Learning - 0 views

www.ascd.org/...or_Project-Based_Learning.aspx

Projectbasedlearning pbl

shared by Teresa Dobler on 17 Aug 14 - Cached
  • personally meaningful
  • educational purpose.
  • "entry event" that engages interest and initiates questioning
  • ...9 more annotations...
  • sets up a scenario
  • sense of purpose and challeng
  • provocative, open-ended, complex, and linked to the core of what you want students to learn.
  • more voice and choice
  • s collaboration, communication, critical thinking, and the use of technology
  • fine-tuned their questions
  • investigated new questions
  • students follow a trail that begins with their own questions, leads to a search for resources and the discovery of answ
  • rs, and often ultimately leads to generating new questions, testing ideas, and drawing their own conclusion
lkryder

ETAP640amp2014: Are you prepared to change the way you teach? - 0 views

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

shared by lkryder on 28 Jun 14 - No Cached
  • 50 things to do in your course besides lecture
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
    • lkryder
      lkryder on 03 Jul 14
       
      Thank you - a funny thing happened with this. I was working with Bill on something and mentioned I use this in my training. He said he had no copy of it and asked me to forward. I had scraped it off the old SLN site and made a pdf of it for my faculty to use offline. So it is good to see there is a new source for this I can link to in my training. They do love this!
alexandra m. pickett

BBC News - How Douglas Hodge shaped Willy Wonka for the stage - 1 views

www.bbc.co.uk/...entertainment-arts-22853835

module 4 assignment

shared by alexandra m. pickett on 31 Jul 13 - No Cached
  • Charlie Chaplin... Salvador Dali... Fred Astaire... David Bowie... Mick Jagger... Prince... Michael Jackson
    • Luke Fellows
      Luke Fellows on 31 Jul 13
       
      For "Module 4: Picture Assignment" I will link to this page to highlight how imagery can help inspire a performance.
    • alexandra m. pickett
      alexandra m. pickett on 31 Jul 13
       
      perfect, Luke! : )
  • "Bowie has been in my mind as someone who disappeared from the public for a long time and then emerged. A strange exotic creature - he seems to inherit a tradition of enigma and exclusiveness
    • Luke Fellows
      Luke Fellows on 31 Jul 13
       
      Hodge draws paralells between Bowie and Wonka
  • Luke Fellows on 31 Jul 13
     
    Douglas Hodge creates Willy Wonka uses scrapbook of character images.
  • alexandra m. pickett on 31 Jul 13
     
    Douglas Hodge creates Willy Wonka uses scrapbook of character images.
Alena Rodick

Student-centred learning: What does it mean for students and lecturers? - 0 views

www.aishe.org/...mcmahon-Tues_19th_Oct_SCL.html

learning Theories student-centered

shared by Alena Rodick on 08 Aug 11 - Cached
  • Nicole Arduini-Van Hoose on 08 Aug 11
     
    Reviews various perspectives of "student-centered" and offers techniques for making your class more student-centered.
  • ...1 more comment...
  • Gary Bedenharn on 10 Aug 12
     
    Student-centered classrooms for college classes.
  • Danielle Melia on 12 Aug 12
     
    "The term student-centred learning (SCL) is widely used in the teaching and learning literature. Many terms have been linked with student-centred learning, such as flexible learning (Taylor 2000), experiential learning (Burnard 1999), self-directed learning and therefore the slightly overused term 'student-centred learning' can mean different things to different people. In addition, in practice it is also described by a range of terms and this has led to confusion surrounding its implementation."
  • Alena Rodick on 02 Jul 14
     
    is chapter aims to: Give an overview of the various ways student-centred learning is defined, Suggest some ways that student-centred learning can be used as the organising principle of teaching and assessment practices, Explore the effectiveness of student-centred learning and Present some critiques to it as an approach.
lkryder

Gamification Shows the Learner Visible Signs of Their Learning | Faculty Focus - 0 views

www.facultyfocus.com/...learner-visible-signs-learning

visuals games gamification ZPD multimedia design

shared by lkryder on 03 Jul 14 - No Cached
  • One of the strengths of gamification is that it provides visible milestones of the student’s mastery of content in real time (when it is well designed). Too often in an instructional setting, the learner doesn’t know whether or not he or she really understands or can apply the knowledge they are learning. There is often no visible sign of mastery of the content or application of the content.
  • Gamification should orient the learner to where they are in the instructional process, where they are going, and how much further they have to go until the end. The concept is that the learner is able to “see” progress. The progress might be in the form of a character moving up a mountain or an image of how close the learner is to the next level (Kapp, 2013).
  • Gamification uses criterion and mastery to advance the learner from one element of the instruction to the next.
  • ...2 more annotations...
  • Mastery learning provides an approach that recognizes that aptitude for learning may be more closely linked to time and perseverance than to ability (Bloom, 1971; Melton, 2008)
  • The technique of scaffolding and the use of levels in games provides visual progress to the student and maintain interest in the instruction as the student moves from level to level having different experiences and achieving success as they progress toward the ultimate goal. In gamification, the levels usually become more difficult and challenging as the student moves toward the end and the skills they exhibit at the final level would not be possible without the experience of playing the preceding levels. This idea is embodied in Merrill’s application principle that “instruction should provide coaching, which should be gradually withdrawn to enhance application” (Merrill, 2009, pp. 42).
    • lkryder
      lkryder on 03 Jul 14
       
      coaching in this case can be automated if the tools are deployed well
  • lkryder on 03 Jul 14
     
    gamefying and use of visual signs of learning, ZPD
alexandra m. pickett

Instruction by Design - 5 views

mcm1199.edublogs.org

communityofinquirey etap640 via:packrati.us CoI onlinelearning

shared by alexandra m. pickett on 12 Jun 13 - No Cached
alexabliss liked it
  • I was a bit surprised
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 13
       
      why surprised? It is no longer a question of whether is is as good as f2f instruction. There is a now a significant body of evidence that online instruction done well surpasses f2f instruction: http://slneducation.edublogs.org/2010/07/27/more-than-no-significant-difference/
  • I have been pushed to find out and learn about topics relevant to me!
  • I believe that using questions that allow my students to explore areas that are relevant to their unique situations will help them to be successful.
  • ...14 more annotations...
  • After reading that statement, I felt as though many things clicked for me. The course design and teaching practices are closely linked. The social, cognitive, and teaching presence are related and depend on each other. What does this mean for my course? For me it translates to making sure my course design contains a careful balance to establish the community of inquiry, and that my teaching practices are supported by my course design.
  • First that instructors must give control over the learning to the students, and second that instructors must be skilled at guiding discussions in order to help students learn what is necessary through interactions with others. I especially liked an analogy that Luke used in one of his discussion posts, “Yoda (the teacher) guided Luke (the student) in the ways of the Force, he pointed him where he needed to go but had Luke do the work.” I think this is very relatable for those of us who are star wars fans. Yoda is this incredibly wise mentor, who says very little. The statements he makes are brief but have a lot of meaning. I do see how this relates to effective teaching online. I had to help facilitate a discussion in a past online class, and always felt hesitant to jump in. My sense was that you only want to add something when the thinking stops. You only want to ask enough questions, or statements to get the thinking going again.
  • When I think about my own learning in this course, I realize that even though I may not have direct contact with my classmates or the instructor, I am following those interaction patterns in this course.  I am working with the concepts and ideas introduced in each module, researching, relating, and making connections.  Then I bring my work back to the community to share.  My classmates or the instructor will absorb my contributions and perhaps push it further with suggesting alternate views, or things I have not considered.
  • Now we are discussing how we are using text based environments to create intimacy in learning environments.  Perhaps, it is not all that different
    • alexandra m. pickett
      alexandra m. pickett on 27 Jul 13
       
      BRILLIANT!!!
  • I now believe that a teacher is someone who can create an environment where students are able to gain knowledge through interaction and experience.  This may be through reviewing materials or engaging in activities, but that seems less important to me now.  The crucial part is now designing the interactions. 
    • alexandra m. pickett
      alexandra m. pickett on 09 Aug 13
       
      Eureaka!! it is NOT about content : ) brilliant!
  • my workshop is really about the journey rather than the destination
  • I realized that although you may think you are engaging students in your course, it may be trickier than you expect
  • I really appreciated that the course was able to allow me to reach these conclusions in my own way, rather than just telling me “the line between direct instruction and facilitation of discourse can be blurred”. 
  • I have been able to make the big connections, and form ideas in a way that previously has been difficult for me. 
  • I feel as though the reflection assignments have provided the context for my brain to think in a different way.  This not only gives me confidence for the future, but it also helps me to discover the connections I have made unconsciously!  It seems kind of strange to say that, but it is true!  I am hoping to continue to use blogging as a tool to document my insights and learning after the course ends.
  • I definitely was struggling with motivation when I felt the connection to my classmates and the instructor fading.
    • alexandra m. pickett
      alexandra m. pickett on 19 Aug 13
       
      interesting...
  • Through ETAP640, I have really learned how important reflection is for deep learning. It is through my blog posts that I have been able to tie all the ideas together in my head and makes sense out of the information. The course manual suggests that you ask your students why they are taking the course within the ice breaker.
  • Now I understand that asking the students to articulate what they want to get out of the course is an important start to getting them to reflect on their learning and progress throughout the course.
    • alexandra m. pickett
      alexandra m. pickett on 19 Aug 13
       
      brilliant!!
  • Maree (4)
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