Unit 1: Before the Interview
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Scoring rubric development: validity and reliability. Moskal, Barbara M. & Jon A. Leydens - 0 views
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Mary Huffman on 03 Jun 13Creating effective rubrics - how and why.
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Community in the Classroom: An Approach to Curriculum and Instruction as a Means for t... - 1 views
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"It is essential to begin laying a foundation for a community to emerge and develop from the first day of school; the initial experience must reflect the need for and importance of forming a classroom community." - same thing for online classes - the first activity, discussion, or contact needs to help develop class community
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How People Learn - 1 views
Creating A Community of Learners - 0 views
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Cognitive Apprenticeship, Technology, and the Contextualization of Learning Environments - 2 views
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The authors (Collins, Brown, & Holum, 1991; Collins, Brown, & Newman,1989) as well as other researchers (Herrington & Oliver, 2000) have refined this model to the belief that useable knowledge is best gained in learning environments featuring the following characteristics: Authentic context that allows for the natural complexity of the real world Authentic activities Access to expert performances and the modeling of processes Multiple roles and perspectives Collaboration to support the cooperative construction of knowledge Coaching and scaffolding which provides the skills, strategies and links that the students are initially unable to provide to complete the task Reflection to enable abstractions to be formed Articulation to enable tacit knowledge to be made explicit
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The goal of learning, therefore, is to engage learners in legitimate peripheral participation in communities of practice (Lave and Wenger 1991). Through community, learners interpret, reflect, and form meaning. Community provides the setting for the social interaction needed to engage in dialogue with others to see various and diverse perspectives on any issue. Community is the joining of practice with analysis and reflection to share the tacit understandings and to create shared knowledge from the experiences among participants in a learning opportunity (Wenger 1998).
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The goal of cognitive apprenticeship is to address the problem of inert knowledge and to make the thinking processes of a learning activity visible to both the students and the teacher. T
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PREPARING OR REVISING A COURSE - 0 views
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fter you have "packed" all your topics into a preliminary list, toss out the excess baggage. Designing a course is somewhat like planning a transcontinental trip. First, list everything that you feel might be important for students to know, just as you might stuff several large suitcases with everything that you think you might need on a trip.
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Prepare a detailed syllabus. Share the conceptual framework, logic, and organization of your course with students by distributing a syllabus. See "The Course Syllabus."
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Stark and others (1990) offer additional sequencing patterns, suggesting that topics may be ordered according to the following: How relationships occur in the real world How students will use the information in social, personal, or career settings How major concepts and relationships are organized in the discipline How students learn How knowledge has been created in the field
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elect appropriate instructional methods for each class meeting. Instead of asking, What am I going to do in each class session? focus on What are students going to do? (Bligh, 1971). Identify which topics lend themselves to which types of classroom activities, and select one or more activities for each class session: lectures; small group discussions; independent work; simulations, debates, case studies, and role playing; demonstrations; experiential learning activities; instructional technologies; collaborative learning work, and so on. (See other tools for descriptions of these methods.) For each topic, decide how you will prepare the class for instruction (through reviews or previews), present the new concepts (through lectures, demonstrations, discussion), have students apply what they have learned (through discussion, in-class writing activities, collaborative work), and assess whether students can put into practice what they have learned (thro
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Social Studies Another Way - 0 views
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don’t use it as a source in research
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. I’m thinking that by creating a mission video that emphasizes their own creativity as the goal that they will see that this is self-directed and endless in its possibilitie
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Having to support my ideas is cumbersome, and it requires work
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I was always annoyed in grad classes when people would just shoot off their mouths about random things, totally wasting class time on their own rants (usually at 9pm). This definitely alleviates that situation!
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I don’t accept laziness or haphazard work, but I usually reject it with a smile and a joke
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At this point, I need stick notes to track down sticky notes
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I resisted activities where the students “taught” each other for fear that they would leave something out
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It will be an enormous challenge for me to let students take the lead and not dominate the airspace. If I want my students to make it to that “performance” or “resolution” stage I see this stepping back as being essential. I want them to “Perform” in the sense that they build their learning into webpages. If I dominate their peer critiques, for example, they might as well become my webpages. The intent is for them to run wild with their creativity, and to step away from me as the direct instructor. He also discusses the steps groups take to make decisions, “forming, norming, storming, and performing.” Garrison emphasizes that groups not only need time, but also clearly stated goals to function productively. I am very familiar with his claim that, “groups do not naturally coalesce and move to integration and resolution phases.” I loathe group work for this very reason! I have avoided it much of my teaching career, afraid of losing control of the classroom and the content, and often seeing little progression in student learning when I do venture to use it. He goes on to argue that, “direction and facilitation is required to establish cohesion and ensure messages are developed.” I guess I assumed this, that you need to give clear directions, state your goals for the activity, and facilitate its progression. I’m concerned with how this will go online.
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time consuming
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me too. you mentioned about this in your earlier blog. Compposing a post felt like writing a mini-essay for me, I just couldn't produce a coherent, educated, and educational post in a matter of minutes. It is time-consuming to produce intelligent work.
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It is! I felt like I would wander through the Internet in a thousand directions, getting irritated with myself for being so scatterbrained. It took me forever!
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I agree! Takes forever - days and days to write. Blogging is agonizing!! But ultimately satisfying :-) We survived.
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wheeew! Now I feel better. For the longest time I thought it was due to my inadequacy that it took me days to pull research together and write up a coherent reply. If you two felt this way, who am I to complain?! Thanks!
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By that I mean it keeps me thinking. I wake up in the middle of the night and wonder on it, it makes me uncomfortable, and it appears on my to-do list in the strangest way. One thing I think of is the idea of student-centered learning. Its not that this is new to me entirely, but it has been a bit of a shocker to learn how to do it effectively and how to readjust my thinking and teaching to make the student at the middle. The idea that my activities should be engaging has always been moderately important, but I’ve thought about it in the past as “entertaining.” I always came back to the thought that I wasn’t here to entertain my students, they get entertainment everywhere else.
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But, as a student, I completely understand and empathize with the idea that they should be engaged and want to be a part of what they are learning. This is a new thought to me. That I should make the activities engaging (by using technology, by encouraging connections, and by making purposeful learning) not simply so students have fun, but so that they learn more!
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whether I’d catch the next episode of the “Backyardigans.”
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It stimulated a different part of my brain and gave me an adult purpose to my day. Very important for my sanity and helpful for me as a mother, as well. I truly agree that being an educated woman makes us better caretakers for our children (especially our girls!)
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Reducing the Online Instructor's Workload (EDUCAUSE Quarterly) | EDUCAUSE - 0 views
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Create a “What’s New” section to let your students focus on new assignments or learning materials without having to review the entire course. This also minimizes the amount of e-mail questions you will receive regarding assignments
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substituting peer, computer, or self-assessment options. Group assignments often require less teacher assessment than do individual assignments
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Post any new e-mail questions or general problems on the FAQ and “What’s New” sections to minimize repetitive e-mail questions from others in the class
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Illinois Online Network: Educational Resources - 1 views
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asynchronous nature of an online course offers more flexibility in terms of interacting with the course materials and participants both for the instructor and the students
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make exams open book and ask questions that require students to synthesize, analyze, or apply information from the class discussions, lecture-presentations, and text
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Rethinking Schools Online - 0 views
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A person can teach in one of Milwaukee's 125 publicly funded private schools without even a high school diploma.
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"teacher proof"
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Such approaches ignore fundamental issues of resources, teacher leadership, teaching and learning conditions, and the need for much more time for teachers to collaborate, assess student progress, and improve their teaching skills.
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20 percent of all new hires leave the classroom within three years. In urban districts, the numbers are worse; close to 50 percent of newcomers leave within their first five years.
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Poor children are the most likely to be taught by the newest and least-qualified teachers
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But if students rarely — if ever — see a teacher of color, or if teachers of color feel isolated and/or burdened by being "the only" in their schools, educational quality suffers.
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Such "conversation" implies thoughtful dialogue. We need to create the institutional spaces where in-depth reflection and discussion about good teaching take place on a regular basis.
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"We have tried to figure out how you can have creative and constructive resistance and how you can layer in your knowledge . . . to try to craft something that has integrity and matches what we know about learning."
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It's a matter of reform grounded in the classroom, of respect for teaching as a profession, of a broader vision of social justice, and of improved organizing and collaboration.
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ETAP687amp2010: Written Assignment: Create a Course Profile - due 6.6.10 - 0 views
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your forum postings further and thought about each discussion response as a question on a test?
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but 50% of the grade on exams
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I see your point. I have been thinking about it even before I decided to turn the course online....I do know students will take the exams together, have outside help while taking the exams online. Should I try increasing the weight on discussion and decreasing the weight on exams? What weight would you suggest?
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Weaknesses of Online Learning - 0 views
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Education of the highest quality can and will occur in an online program provided that the curriculum has been developed or converted to meet the needs of the online medium
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