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.
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Depth of Knowledge in the 21st Century - 0 views
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The teacher’s role at higher DOK levels is therefore to facilitate, not simply dispense the acquisition of knowledge.
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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.
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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.
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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.
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Development and validation of the Online Student Connectedness Survey (OSCS) | Bolliger... - 0 views
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e socially and academically integrated in order to provide meaningful learning experiences
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“relationships with cohorts”
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hat interaction between peers is important to online students and suggests that “the psychological presence of peer students can also bring a positive effect on various aspects of distance learning”
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id not participate as often in departmental activities as residential students,
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“people with high levels of connectedness are better able to manage their own needs and emotions through cognitive processes”
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that student isolation is one of the major problems for online learners
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Connectedness is the sense of belonging and acceptance
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are on their own, likely to be anxious, defensive and unwilling to take the risks involved in learning”
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can reduce student dropout rates and “can help meet the quality challenge”
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groups of people engaged in intellectual interaction for the purpose of learning”
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perceives the availability of, and connectedness with, people in his/her educational setting”
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social, teaching, and cognitive
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learners’ levels of motivation and satisfaction.
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work together collaboratively can reduce levels of student isolation
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artments and instructors need to create safe learning environments (Stelzer & Vogelzangs, 1994) in which learners feel comfortable and are encouraged to participate without fear of persecution.
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they are more likely to limit their interactions with an instructor and peers or less likely to ask for support
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http://centerononlinelearning.org/wp-content/uploads/Foundation_7_2012.pdf - 0 views
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Analysis of struggles in accommodating needs for students with disabilities in online education.
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Adaptive Learning System - The Role of Adaptive Learning in Math - 0 views
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Pedagogically and research-based intelligent adaptive learning technology accesses and stays in the Zone of Proximal Development (ZPD) for each learner. That means it provides the right next lesson at the right level of difficulty at the right time. When work is easy, learners can do the work on their own without any help. It’s in their "comfort zone." If all the work a learner is asked to do is always in the comfort zone, no real learning will take place and the learner will eventually lose interest. Conversely, when the work is too hard, the learner becomes frustrated and will likely give up. The area between the comfort zone and the frustration zone is the one where true learning will take place – the optimal learning zone. It’s the area where a learner will need some help or will need to work hard to understand a concept or complete a task. By keeping the challenge appropriate, the learner is guided to be a mathematical ‘doer’ — someone who thinks and strategizes in ways they can apply in school and in their real life experience. This is optimal teaching and optimal learning.
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This has been my thinking all along on the gamefying and my weekly really hard quizzes. Now I hope to build on it.
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This is a page offering a product BUT what I found fascinating was their use of ZPD as the learning opportunity in adaptive technologies. I recall as a child having programmed learning guides that I loved and I did them for hours ( I recall they were about logic and problem solving- very cool). They were printed in a book. Now that kind of thing is frowned upon as low on Bloom but all the publishers are creating these adaptive supplements and students love them.
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This is a page offering a product BUT what I found fascinating was their use of ZPD as the learning opportunity in adaptive technologies. I recall as a child having programmed learning guides that I loved and I did them for hours ( I recall they were about logic and problem solving- very cool). They were printed in a book. Now that kind of thing is frowned upon as low on Bloom but all the publishers are creating these adaptive supplements and students love them.
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Teachers Learning Technology by Design - 1 views
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"We have argued elsewhere (Mishra & Koehler, 2003) that these standards only answer part of the question regarding technology inte- gration. In other words, though these standards tell us what teachers need to know, they often do not tell us how they are supposed to learn it. Most scholars working in this area agree that traditional methods of technology training for teachers--mainly workshops and courses-are ill-suited to produce the "deep understanding" that can assist teachers in becoming intelligent users of technology for pedagogy"
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The Technology Source Archives - Online Drop Rates Revisited - 0 views
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severe drop rates and attrition in online classes
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higher
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Online students are generally older
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GPA
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successful online students exhibited a higher average GPA prior to enrollment in the online course (avg. GPA = 3.02) than unsuccessful students (avg. GPA = 2.25).
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Learning styles
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then teachers should consider altering their instructional methods as one means of preventing drops
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Successful students' independent styles of learning were significantly, negatively related (p < .01) to their collaborative and dependent learning styles. That is, their preference for independence was not tied to needs for external structure and guidance from their teacher or a need to collaborate with their classmates.
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comparison of online and f2f drop rates, use search keywords "David P. Diaz", or "Online Drop Rates Revisited"
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Multimedia Fair Use Guidelines (from Conference on Fair Use) - 0 views
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Fair use is a legal principle that defines the limitations on the exclusive rights** of copyright holders. The purpose of these guidelines is to provide guidance on the application of fair use principles by educators, scholars and students who develop multimedia projects using portions of copyrighted works under fair use rather than by seeking authorization for non-commercial educational uses. I intend to use this as a resource for my section on fair use and intellectual property rights. My students will gather multimedia materials for their project, so they need to know how much they can take, and under what circumstances.
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News: Tweeting in Class - Inside Higher Ed - 0 views
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This is something I will need to think about as I embed more tech into my f2f....ANY THOUGHTS?
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More: Malcolm Gladwell's 10, 100 Hours Rule for Excellence - 1 views
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Excellence has to do with sheer hard work and a supportive environment. How do we get students to commit to 10.000 hours work to develop the expertise that they need to be competitive and outstanding in the new economy which Howie DiBlasi's has shown us in his video?
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Malcolm Gladwell: The 10, 000 Hours Rule for Excellence - 0 views
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Malcolm Gladwell talks about the need to create institutions that provide time and support to develop excellence. This has implications for student development, as well as our own professional development. It takes about 10,000 hours of time investment before we develop expertise in an area.
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ERIC - Education Resources Information Center - 0 views
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DIfferent studies that examined modeling in instructional settings-elementary science, for students with special needs, videos in social studies classes, and in medical training. In summary, teacher modelling shown as positive practice.
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Back-Channel Chat with TodaysMeet - 0 views
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The blurb says "TodaysMeet helps you embrace the backchannel and connect with your audience in realtime. Encourage the room to use the live stream to make comments, ask questions, and use that feedback to tailor your presentation, sharpen your points, and address audience needs." It explains that the backchannel is "The backchannel is everything going on in the room that isn't coming from the presenter. The backchannel is where people ask each other questions, pass notes, get distracted, and give you the most immediate feedback you'll ever get."
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ETAP687 | My experience in NY - 0 views
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why female are majority
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We have to able to understand why Facebook or Youtube engages them that much
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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?
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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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Does this really make sense? Without a high school diploma? How does that really improve student learning, but online learning?
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"teacher proof"
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Maybe we could just have one super-teacher make a video and post it to you tube and that would solve all our problems..
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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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The point here is that they are new and unseasoned. In my experience, these often can be the most energetic and creative. Simply saying they are the newest does not necessarily mean they are the least-qulified.
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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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Perhaps online educators are colorless? This would help address this problem.
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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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The one risk would be that online education became so common place that we could teach remotely and miss out on this collaboration.
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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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Teaching at an Internet Distance-----MERLOT - 1 views
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Several of our speakers were able to shed light on the cause of this rising tide of faculty opposition to computer mediated instruction. Andrew Feenberg of San Diego State University summarizes the situation in the opening paragraph of his "Distance Learning: Promise or Threat" (1999) article: "Once the stepchild of the academy, distance learning is finally taken seriously. But not in precisely the way early innovators like myself had hoped. It is not faculty who are in the forefront of the movement to network education. Instead politicians, university administrations and computer and telecommunications companies have decided there is money in it. But proposals for a radical "retooling" of the university emanating from these sources are guaranteed to provoke instant faculty hostility."
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As a red-head, I'm just glad they didn't use the phrase "red-headed stepchild." LOL
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The implementation of online education shows both promise and peril. Computer mediated instruction may indeed introduce new and highly effective teaching paradigms, but high-quality teaching is not always assured. Administrative decisions made without due consideration to pedagogy, or worse, with policies or technology that hampers quality, may cause much wasted time, money and effort of both faculty and students.
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In training, a particular package of knowledge is imparted to an individual so that he or she can assume work within a system, as the firefighters do for example. According to Noble, training and education are appropriately distinguished in terms of autonomy (Noble, 1999). In becoming trained, an individual relinquishes autonomy. The purpose of education, as compared to training, is to impart autonomy to the student. In teaching students to think critically, we say in effect "Student, know thyself." Education is not just the transmission of knowledge, important as that is, but also has to do with the transformation of persons (and the development of critical thinking skills).
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Does good teaching in the classroom translate to good teaching online? If so, what elements can be translated and which ones can't or shouldn't?
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"The shared mantra of the faculty and staff during the development of this document was that "good teaching is good teaching!" An Emerging Set of Guiding Principles... is less about distance education and more about what makes for an effective educational experience, regardless of where or when it is delivered."
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Good practice encourages student-faculty contact. Good practice encourages cooperation among students. Good practice encourages active learning. Good practice gives prompt feedback. Good practice emphasizes time on task. Good practice communicates high expectations. Good practice respects diverse talents and ways of learning.
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Frequent student-faculty contact in and out of class is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.
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At first glance, teaching a class without the ability to see and hear the students in person appears daunting. The enlightened, quizzical, or stony facial expressions, the sighs of distress or gasps of wonder, and even the less-than-subtle raised hands or interjected queries that constitute immediate feedback to a lecture, discussion, or clinical situation are absent. Yet the proponents of online instruction will argue that these obstacles can be overcome, and that the online format has its own advantages. In the online experiences documented in the "Net.Learning" (www.pbs.org/netlearning/home.html) videotape, which our seminar viewed early in the year, Peggy Lant of the California Polytechnic State University, San Luis Obispo presented a striking example that occurred in her class' online discussion of civil war. One student's comments were especially gripping as she had just survived a civil war in her home country. Shy students who have trouble participating in a classroom discussion are said to feel more comfortable in an online setting. The ability to sit and think as one composes a question or comment also can raise the quality of the discussion. Susan Montgomery at the University of Michigan has developed an interactive website that addresses diverse learning styles through the use of multimedia (Montgomery, 1998).
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Teachers, trainers, and professors with years of experience in classrooms report that computer networking encourages the high-quality interaction and sharing that is at the heart of education. ...(The) characteristics of online classes... generally result in students' contributing material that is much better than something they would say off the top of their heads in a face-to-face class. There is a converse side, however. Just after the passage above, Harasim cautions (Harasim et al. 1995) On the other hand, unless the teacher facilitates the networking activities skillfully, serious problems may develop. A conference may turn into a monologue of lecture-type material to which very few responses are made. It may become a disorganized mountain of information that is confusing and overwhelming for the participants. It may even break down socially into name calling rather than building a sense of community.
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At what cost is this high degree of interaction, the need for which we suspect is student motivation and the professor's (online) attentiveness, achieved? In the previous section it was noted that charismatic professors of large (several hundred student) classes might indeed reach and motivate the students in the back row by intangible displays of attentiveness. Online, attentiveness must be tangible, and may involve more effort than in a face-to-face setting. These considerations imply an inherent limitation of online class size; size is determined by the amount of effort required to form a "community of learners."
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Small class sizes and the linear dependence of effort on student numbers are indicative of the high level of interaction needed for high quality online teaching
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The best way to maintain the connection [between online education and the values of traditional education] is through ensuring that distance learning is 'delivered' not just by CD ROMs, but by living teachers, fully qualified and interested in doing so online ... [P]repackaged material will be seen to replace not the teacher as a mentor and guide but the lecture and the textbook. Interaction with the professor will continue to be the centerpiece of education, no matter what the medium.
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and Ronald Owston, who points out (Owston, 1997) "...we cannot simply ask 'Do students learn better with the Web as compared to traditional classroom instruction?' We have to realize that no medium, in and of itself, will likely improve learning in a significant way when it is used to deliver instruction. Nor is it realistic to expect the Web, when used as a tool, to develop in students any unique skills."
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Facilitating Online Courses: A Checklist for Action The key concept in network teaching is to facilitate collaborative learning, not to deliver a course in a fixed and rigid, one-way format. Do not lecture. Be clear about expectations of the participants. Be flexible and patient. Be responsive. Do not overload. Monitor and prompt for participation. For assignments, set up small groups and assign tasks to them. Be a process facilitator. Write weaving comments every week or two... Organize the interaction. Set rules and standards for good netiquette (network etiquette)... Establish clear norms for participation and procedures for grading... Assign individuals or small groups to play the role of teacher and of moderator for portions of the course. Close and purge moribund conferences in stages... Adopt a flexible approach toward curriculum integration on global networks.
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Joy and I talked about this in discussions. I am now struggling with making a project mgr. aware of this at work. The vendor training online was boring so lets deliver it all in person. Junk is Junk online or in person!
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Education World ® Administrators Center: Making Retention A Last Resort - 0 views
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Retaining students while their peers are promoted is bad for a child's self-esteem and may not help them academically, according to the argument. But promoting children without the skills for the next grade can be just as demoralizing.
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"Multi-age learning is the gift of time," Jetel told Education World. "Students work to complete a curriculum cycle. The activities are open-ended and students can work on at their own pace."
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on Student Grade Retention and Social Promotion, the National Association of School Psychologists (NASP) notes that the use of grade retention has increased over the past 25 years, despite little indication of its effectiveness.
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between 30 percent and 50 percent of students in the U.S. are retained at least once before ninth grade.
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The results showed that grade retention had a negative impact on all areas of achievement, including reading, mathematics, and language, as well as socio-emotional adjustment, such as peer relationships, self esteem, problem behaviors, and attendance
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implementing multiple support programs to help students stay on track to pass the tests the first time
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students who need extra help will receive differentiated instruction from teachers trained to meet their needs. Students also will receive instruction before and after school, on weekends, and during a Summer Success Academy, designed for second and third graders. The academy's focus will be on reading, writing, and math, and classes with no more than 15 students, according to Klein.
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smaller classes and earlier support services
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'What didn't work? What wasn't done earlier? What do we do to identify the difficulties a kid is having?' If you can't answer the question why the student didn't learn, you are in danger of repeating mistakes."
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Double-Angle and Half-Angle Formulas - 0 views
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Sine and Cosine Double-Angle and Half-Angle Formulas for trig identities NO NEED TO MEMORIZE!
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Table of Trigonometric Identities - 0 views
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Reciprocal identities
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Pythagorean Identities
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Quotient Identities
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Even-Odd Identities
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Sum-Difference Formulas
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Double Angle Formulas
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table of trig identities and definitions, students can use this table for exam/HW, no need to memorize!
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shared by Aubrey Warneck on 18 Jul 08
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Neuroscience shows the value of taking a break from the national curriculum | News crum... - 0 views
education.guardian.co.uk/...0,,2278020,00.html
education educationguardian learning neuroscience taking a break in learning
shared by Aubrey Warneck on 18 Jul 08
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alexandra m. pickett liked it
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But the biggest message is that our education system is not necessarily offering children what their developing brains need. We know for certain what good teachers have often said: learning is more profound when it is active rather than passive, and that is that it is vital for education to be tailored to individual pupils' needs.
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The other key message, he says, is that motivation and a positive attitude are crucial for learning - it is now possible to measure how fear and discomfort can impair a child's ability to learn. It is also possible to see the different neural circuits the brain uses for "extrinsic" learning - which is motivated by a concrete goal such as a good mark - and "intrinsic" learning, which brings its own reward.
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One of our problems in education is that we constantly have to balance our images of traditional success with the possibilities in our evolving knowledge of scientific development," he said.
