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What Your Ph.D. Didn't Cover | Inside Higher Ed - 0 views

www.insidehighered.com/...certificates
shared by William Meredith on 08 Jul 12 - Cached
  • Now, recognizing that what these instructors need is markedly different training from their counterparts in high schools and at four-year universities, some graduate programs are offering credentials specifically for those students who plan to or already teach at community colleges as a supplement to their subject matter graduate training.
  • Those seeking the certificate do not have to be enrolled in a Temple graduate program, and there is a specific track for current community college instructors who, though they are already experts in their discipline, want a professional development opportunity to learn new teaching techniques.
  • The certificate for current community college instructors consists of a three-credit seminar on “teaching in higher education” — with broad-based lessons on various teaching philosophies and course designs — and three one-credit modules on specific topics. Current topics are “assessment,” “diversity and inclusive teaching” and “teaching with technology.
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  • “Having a Ph.D. doesn’t necessarily prepare one for teaching, so some are having 'a-ha' moments by the minute in the program,” Barnett said.
  • Offering teaching certificates to community college instructors or those who wish to become them is not an entirely new idea. In contrast to Temple’s more general teaching certificate, a few other graduate programs around the country have certificate programs for specific disciplines at community colleges
  • “There’s a lot of research on programs that prepare new teaching assistants and those of the like, but there is very little research on preparing community college teachers,”
  • William Meredith on 08 Jul 12
     
    Preparing PhDs to teach at community colleges
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Curiosity and Innovation - 0 views

demingcollaboration.com/curiosity-and-innovation internalization knowledge
shared by Lisa Martin on 17 Jul 12 - No Cached
  • A similar example occurs while learning to drive a car. Our conscious mind must be aware of three pedals, gas, brake and clutch. Also important are the rear view mirror and the steering wheel as well as what is in front of us. We learn to synchronize these complex movements and actions with great effort and attention. But in time, our mind frees the conscious mind from this effort, and we drive without thinking about it. Have you never experienced being it distracted and talking while driving and when you arrive at your destination you cannot remember the route you followed?
  • This illustrates the process of learning as: curiosity or interest, understanding, memorizing and internalizing. Through these steps learning moves from the conscious to the unconscious mind, freeing up conscious memory and energy; in other words you internalize the learning. Internalization of knowledge is an essential part of knowledge itself. What is internalized has great impact on future behavior and beliefs.
  • But, real learning only occurs when, motivated by curiosity, the person constructs knowledge by seeking those materials, techniques, concepts, methods and elements, which can produce her own internal theories that then undergo testing and are subsequently internalized. This is the never ending search for knowledge driven by the innate curiosity of human beings.
  • Lisa Martin on 17 Jul 12
     
    The internalization of knowledge
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INTIME - Integrating New Technologies into the Methods of Education - 2 views

www.merlot.org/...viewMaterial.htm Module 4 Assignment P-12 tech integration Web 2.0
shared by Irene Watts-Politza on 16 Jul 12 - No Cached
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      I added the free version of RealTime through clicking on site link on one of the videos and the videos play successfully. Although Mozilla FF is not on the list of supported browsers, I was able to get MozFF to recognize the Real Time plug-in after I installed it on my hard drive.
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      Perhaps there are activities that can be adapted to online course environment? Click on "Go to Material", above, scroll down and click on "Database development" and select "by grade level" or "by content"
  • INTIME provides online video vignettes of PreK-12 teachers from various grades and subjects showing how they integrate technology into their classrooms using numerous teaching strategies. INTIME is the result of a PT3 program (Preparing Tomorrow?s Teachers to Use Technology). INTIME resources are useful for (1) teacher educators creating case studies; (2) pre-service teachers learning about effective pedagogical techniques; (3) in-service teachers searching for ideas and independent professional development; (4) professional developers seeking resources to demonstrate good teaching and technology integration, and (5) administrators developing teacher quality initiatives and mentoring programs.
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  • RealPlayer8 is required to view any videos
  • Irene Watts-Politza on 16 Jul 12
     
    I am considering whether to add the entire resource or just a few videos with a "for more of this ..." to my module on 21st Century Learning. What really excites me about this resource is the implications for case studies in methods courses in the B-6 program ... can even be shared with Secondary Ed and TESOL. You may want to share this with your grade level, Building Leadership Team, or your PD person. A GREAT free resource for meaningful, asynchronous tech integration training.
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Plagiarism - 2 views

library.csusm.edu/...index.html module 4 assignment Plagiarism teaching online
shared by Gary Bedenharn on 17 Jul 12 - Cached
    • Danielle Melia
      Danielle Melia on 17 Jul 12
       
      Love that this is a simple explanation of plagiarism for students to understand.
    • Danielle Melia
      Danielle Melia on 17 Jul 12
       
      I am going to use this as a recommended site to explore in the module for learning how to create citations. 
  • Students know that putting their name on a paper written by someone else is plagiarism, but they are less clear about when to give credit to others for ideas included in their papers. This site attempts to clarify what actions are considered plagiarism and provide techniques for avoiding them.
    • Danielle Melia
      Danielle Melia on 17 Jul 12
       
      This is so important
    • Gary Bedenharn
      Gary Bedenharn on 20 Jul 12
       
      This is good advice for people that are not sure they are actually plagiarizing someone's work.   
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The Jigsaw Classroom: Overview of the Technique - 1 views

www.jigsaw.org/overview.htm jigsaw conversolving small group
shared by diane hamilton on 06 Jun 12 - Cached
  • diane hamilton on 06 Jun 12
     
    description of jigsaw process to small group collaborative learning
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Applying Mastery Learning Techniques - 0 views

www.centerii.org/...pplying_mastery_techniques.pdf
shared by Amy M on 05 Jun 12 - No Cached
  • Amy M on 05 Jun 12
     
    An article on mastery learning. Perhaps applicable to online instruction.
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Formative Assessment Techniques - 0 views

www.youtube.com/watch
shared by Irene Watts-Politza on 05 Jun 12 - No Cached
  • Irene Watts-Politza on 05 Jun 12
     
    Very good video on types and uses of formative assessment
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Formative Assessment Techniques - 0 views

www.youtube.com/watch formative assessment deep questioning peer evaluation
shared by Fiona Grady on 05 Jun 12 - No Cached
  • Fiona Grady on 05 Jun 12
     
    Features Paul Black. I think this is a great video that vividly depicts ways instructors can change the way they interact with pupils to enhance student outcomes.
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Distance Learning: Promises, Problems, and Possibilities - 0 views

www.westga.edu/...valentine53.html technology online web2.0 distance_learning education
shared by Lauren D on 19 Jun 12 - Cached
  • Bates (1995) suggests that newer technologies are not inherently better than old ones and many of the lessons learned from the application of older technologies will still apply to any newer technology. Again, the instructor should be trained to take advantage of both their experience and being able to adapt that experience to the new environment of distance learning.  The instructors must be trained “not only to use technology, but also to shift the way in which they organize and deliver material” (Palloff & Pratt, 2000, pg. 3). 
  • In a 1995 study, Olenski et al., found that technicians could indirectly influence the learning environment by “orientating participants to the technology, reducing the anxiety of the participants” (including the instructor), “and by advising the instructor on instructional techniques”(pg. 3).  This type of role, if viewed negatively by the instructor, can have a huge impact on the quality of the presentation, yet many times the instructor and the technicians do not meet until the initial class meeting
  • The technology will undoubtedly keep improving and the price will drop, as technology is prone to do once it comes into general use.  Already we see improvement in the delivery systems of compressed video and computer assisted instruction.  Despite student problems with distance learning, studies indicate they are relatively satisfied with what they are receiving.
  • Lauren D on 19 Jun 12
     
    Bates (1995) suggests that newer technologies are not inherently better than old ones and many of the lessons learned from the application of older technologies will still apply to any newer technology. Again, the instructor should be trained to take advantage of both their experience and being able to adapt that experience to the new environment of distance learning. The instructors must be trained "not only to use technology, but also to shift the way in which they organize and deliver material" (Palloff & Pratt, 2000, pg. 3).
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Untitled Document - 0 views

www.southalabama.edu/...icebreakerjobaid.htm icebreakers online learning
shared by Diana Cary on 19 Jul 13 - Cached
  • How will you initially engage your students? It is well accepted that: "frequent student-faculty contact in and out of class is a most important factor in student motivation and involvement" (Chickering and Ehrmann, 1996). It is also the case that: many instructors who are new to the online environment have legitimate concern as to the impact of the loss of face-to-face classroom interaction. Also, many students who are new to online courses are frequently anxious about this new way of learning and greatly appreciate a supportive teacher. Given these observations: we believe that it is highly beneficial, if not absolutely essential, for instructors who are leading online courses to "reach out" and communicate with their online students--early and often. In addition, we suggest you consider the following strategies for engaging your students as you get your course underway.
  • IV. Techniques: 1. Create a biography of yourself and prepare a brief video introducing yourself and the course topic to the class. This could be the first thing that the students sees in his or her course shell. This is a great way to present your personality online and set the mood for the semester. 2. Have students place a one page vita in document sharing for all to view within the first week of the semester. 3. Set up a threaded discussion asking students to respond and share about his or her experiences with issues related to the course topic.
  • 9. Two Lies and A Truth. My activity for my students is for them to list three interesting things about themselves. (I own two iguanas; I once shook hands with Tom Cruise; and I love to waterski.) Two must be lies and one must be true. Other students must vote to determine which interesting thing is a lie. The student with the most incorrect votes wins. --Suhana Chikatla
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  • 10. Childhood Dream. Ask the students to share their childhood dream (what they wanted to be or do when they grew up) and then ask them to reflect on how their current coursework correlates with their current aspirations.--Charles Collins
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Think You're An Auditory Or Visual Learner? Maybe Not : NPR - 0 views

www.npr.org/...er-scientists-say-its-unlikely learningstyles
shared by Anne Deutsch on 13 Jul 13 - No Cached
  • Anne Deutsch on 13 Jul 13
     
    We've all heard the theory that some students are visual learners, while others are auditory learners. And still other kids learn best when lessons involve movement. But should teachers target instruction based on perceptions of students' strengths? Several psychologists say education could use some "evidence-based" teaching techniques, not unlike the way doctors try to use "evidence-based medicine."
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CL-1: Field-tested Learning Assessment Guide (FLAG): Assessment Primer (1 of 5) - 0 views

www.flaguide.org/start.php formative assessment CATs assessment classroom assessment techniques
shared by lkryder on 11 Jun 14 - Cached
  • There is considerable evidence showing that assessment drives student learning. More than anything else, our assessment tools tell students what we consider to be important. They will learn what we guide them to learn through our assessments.
    • lkryder
      lkryder on 11 Jun 14
       
      If you begin a course design with this in mind, and fold your feedback loops in carefully, students will know what matters and what to work at for success
  • lkryder on 11 Jun 14
     
    Using assessment for feedback loops in your course design
  • lkryder on 11 Jun 14
     
    I never start a course without reviewing this web site - especially the primer and the interactive tool for identifying CATs for curricular goals
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Depth of Knowledge in the 21st Century - 0 views

www.seenmagazine.us/...Default.aspx DOK Webb
shared by sherrilattimer on 12 Jun 14 - No Cached
  • Depth of knowledge offers some advantages over Bloom’s Taxonomy for planning lessons and choosing instructional techniques. By increasing the DOK levels of activities, teachers can teach students to adapt to challenges, work cooperatively and solve problems on their own.Whereas Level 1 of DOK prompts students to recall or reproduce, Levels 3 and 4 require students to work without the constant supervision of teachers. Usually students work on higher DOK activities in groups, communicating with one another to solve challenging problems and freely offering their own ideas.
  • The teacher’s role at higher DOK levels is therefore to facilitate, not simply dispense the acquisition of knowledge.
  • Working on creating activities in such peer groups enables teachers to learn and articulate while planning for lessons that promote high expectations and cognitively challenging curriculum. In addition, administrators need to provide ongoing support for their teachers in order to empower teachers to succeed in this endeavor.Administrative leadership must mentor and assist teachers in providing the enthusiasm and motivation to continuously teach lessons that promote high student expectations and cognitively challenging lessons.
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  • The students in one classroom are prompted to recall facts and procedures while the students in the other classroom are encouraged to apply their learned knowledge to solve complex problems featuring real-world relevance.
  • Through his work with the business community, he has learned that there is no shortage of employees that are technically proficient, but too few employees that can adequately communicate and collaborate, innovate and think critically. So, rather than simply equating 21st century skills with technical prowess, educators need to expand their understanding of such skills to increasingly emphasize preparing students to think on their feet, communicate effectively and value the ideas of others.
  • The depth-of-knowledge levels of Norman Webb’s depthof-knowledge (DOK) levels constitute a system that addresses how to teach these skills. Depth of knowledge is a scale of cognitive demand that reflects the complexity of activities that teachers ask students to perform. DOK-1. Recall — Recall or recognition of a fact, information, concept, or procedure DOK-2. Basic Application of Skill/Concept — Use of information, conceptual knowledge, follow or select appropriate procedures, two or more steps with decision points along the way, routine problems, organize/ display data DOK-3. Strategic Thinking — Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract and complex; often more than one possible answer DOK-4. Extended Thinking — An investigation or application to real world; requires time to research, think, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources Level 1 of DOK is the lowest level and requires students to recall or perform a simple process.As DOK increases toward the highest (fourth) level, the complexity of the activity moves from simple recall problems to increasingly difficult and teacher independent problem-solving classroom activities, as well as real-world applications.As students are prompted to work within the realms of higher DOK levels, they will learn to independently employ higher-level thinking skills.
  • sherrilattimer on 12 Jun 14
     
    Webb's Depth of Knowledge
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Strategies for Successfully Teaching Math Online - 0 views

www.itcnetwork.org/...ully-teaching-math-online.html teaching math online
shared by efleonhardt on 07 Jun 14 - No Cached
  • video lectures, which she creates along with corresponding fill-in-the-blank notes, as one of the keys to her success
  • They must achieve a score of 75 percent or higher, a technique that ensures students have mastered the topic area, before they can move onto the next level to cover new material.
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ETAP687amp2010: What is one question you have about effective online course design? - 2 views

ualbany.mrooms.net/...discuss.php
shared by Joan Erickson on 16 Jun 10 - Cached
  • all poor people have access only to online courses and schools, and only rich people have access to a Harvard face to face professor and education?
    • Joan Erickson
      Joan Erickson on 16 Jun 10
       
      I want to add my 2 cents to this question
  • take home and potentially collaborative
  • handbook
    • Joan Erickson
      Joan Erickson on 21 Jun 10
       
      Manual?
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  • online assessment techniques (OATs)
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Teaching versus training - 0 views

www.ibm.com/...3810.html training teaching
shared by Sue Rappazzo on 26 Jun 10 - Cached
  • Last term I asked my students to provide feedback on the software engineering course I teach. One student reported that, although he liked the course and appreciated that I'd spent most of my career in the "real world," many times he felt that I was doing corporate training rather than teaching.
  • For many years of my business career, it was my responsibility to train clients on the best ways to use the products and services my company sold them. My student's remarks led me to ask myself many questions. Was I really still behaving like a trainer? What assumptions was I making about teaching and my primary responsibility to my students? And fundamentally, what is the difference between teaching and training? In this column I'd like to share my thoughts on these issues and examine how teaching and training are viewed differently in the halls of academia from in corporate boardrooms. Perhaps this will help you think constructively about what your organization values in its employees and what it does to further their professional development.
  • each has many alternate definitions, including: To cause to know something To guide the studies of To impart the knowledge of To instruct by precept, example, or experience Definitions for train are: To form by instruction, discipline, or drill To make prepared for a test of skill
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  • Everything we do in our lives requires a balance between two things or more - a compromise. This column talks about the balance between theory and practice, so it is appropriate to consider that balance with respect to training and teaching. In my January 2004 column, I explained how I am seeking the right blend of theory and practice in my software development courses. My primary job is to prepare students for the rest of their working lives and help them succeed in their careers. So I first have to ensure that they learn fundamental principles and then teach them to use specific tools and techniques as time allows.
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Building community in an online learning environment: communication, cooperation and co... - 0 views

frank.mtsu.edu/...19.html education learning teaching online technology
shared by Victoria Keller on 18 Jun 09 - Cached
  • Victoria Keller on 18 Jun 12
     
    Building community in an online learning environment: communication, cooperation and collaboration Melanie Misanchuk Ph.D. student Instructional Systems Technology Indiana University W.W. Wright Building 201 N Rose St. Bloomington, IN 47404 812-337-8707mmisanch@indiana.edu Tiffany Anderson Instructional Technology Librarian Duke University Medical Center DUMC Box 3702 Durham, NC 27710 919-660-1123 (phone) 919-681-7599 (fax)tiffany.anderson@duke.edu Abstract: This paper presents strategies and rationales for implementing certain instructional techniques to move a class from cohort to community.
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Constructivism as a Paradigm for Teaching and Learning - 0 views

www.thirteen.org/...index.html communities constructivism learning constructivist theory
shared by diane hamilton on 17 Jun 09 - Cached
  • In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and then build on them.
  • Constructivism is basically a theory -- based on observation and scientific study -- about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences.
  • Constructivism modifies that role, so that teachers help students to construct knowledge rather than to reproduce a series of facts. The constructivist teacher provides tools such as problem-solving and inquiry-based learning activities with which students formulate and test their ideas, draw conclusions and inferences, and pool and convey their knowledge in a collaborative learning environment. Constructivism transforms the student from a passive recipient of information to an active participant in the learning process. Always guided by the teacher, students construct their knowledge actively rather than just mechanically ingesting knowledge from the teacher or the textbook.
  • Catherine Strattner on 21 Jun 12
     
    What is constructivism? How does a constructivist teacher teach?
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