Best content in ETAP640 | Diigo

Peer Tutoring as a Strategy to Promote Academic Success - 0 views

childandfamilypolicy.duke.edu/...Nguyen_Policy_Brief.pdf

peer tutoring

shared by Teresa Dobler on 27 Jun 14 - No Cached

How People Learn: Brain, Mind, Experience, and School: Expanded Edition - 5 views

www.nap.edu/openbook.php

misconceptions bridging

shared by mikezelensky on 27 Jun 14 - No Cached

mikezelensky on 27 Jun 14

"One instructional strategy, termed "bridging," has been successful in helping students overcome persistent misconceptions (Brown, 1992; Brown and Clement, 1989; Clement, 1993). The bridging strategy attempts to bridge from students' correct beliefs (called anchoring conceptions) to their misconceptions through a series of intermediate analogous situations."

<div class="cArrow"> </div><div class="cContentInner">"One instructional strategy, termed "bridging," has been successful in helping students overcome persistent misconceptions (Brown, 1992; Brown and Clement, 1989; Clement, 1993). The bridging strategy attempts to bridge from students' correct beliefs (called anchoring conceptions) to their misconceptions through a series of intermediate analogous situations."</div>

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learning objectives vs activities - 0 views

www.austincc.edu/...practice_activity.htm

objective learning activity

shared by George Dale on 27 Jun 14 - No Cached

George Dale on 27 Jun 14

Online quizzlet to demonstrate the difference between learning objectives and learning activities

<div class="cArrow"> </div><div class="cContentInner">Online quizzlet to demonstrate the difference between learning objectives and learning activities</div>

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Objectives and Activities | Penn State Learning Design Community Hub - 0 views

ets.tlt.psu.edu/...activities

learning activities learning objectives

shared by George Dale on 27 Jun 14 - No Cached

George Dale on 27 Jun 14

short page discussing linking activities to objectives

<div class="cArrow"> </div><div class="cContentInner">short page discussing linking activities to objectives</div>

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http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0CDwQFjAD&url=http%3... - 0 views

www.google.com/url

learning objectives

shared by George Dale on 27 Jun 14 - No Cached

CTE - Using Effective Questions - 0 views

www.cte.cornell.edu/...using-effective-questions.html

questions learning critical thinking

shared by abeukema on 27 Jun 14 - No Cached

Put the question through the following filters: Does this question draw out and work with pre-existing understandings that students bring with them? Does this question raise the visibility of the key concepts the students are learning? Will this question stimulate peer discussion? Is it clear what the question is about?
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The Socratic Method (Green Bag Article) | University of Chicago Law School - 0 views

www.law.uchicago.edu/...soc_article.html

shared by abeukema on 27 Jun 14 - No Cached

abeukema on 27 Jun 14

"environment of active learning for the students in large classes"

<div class="cArrow"> </div><div class="cContentInner">"environment of active learning for the students in large classes"</div>

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Socratic Teaching - 0 views

www.criticalthinking.org/...606

shared by abeukema on 27 Jun 14 - No Cached

We model an inquiring, probing mind by continually probing into the subject with questions.
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A Socratic questioner should: a) keep the discussion focused b) keep the discussion intellectually responsible c) stimulate the discussion with probing questions d) periodically summarize what has and what has not been dealt with and/or resolved e) draw as many students as possible into the discussion.
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Why innovators should never listen to Albert Einstein « HBS Managing Innovati... - 0 views

blog.hbs.edu/hbsinov8

einstein questions HBS

shared by George Dale on 27 Jun 14 - No Cached

Questioning: Levels and Types of Questions - Levels_and_Types_of_Questions.pdf - 0 views

leusd.les.schoolfusion.us/...els_and_Types_of_Questions.pdf

questioning levels

shared by dkiesel on 27 Jun 14 - No Cached

The Century Of The Self - YouTube - 0 views

www.youtube.com/playlist

shared by dkiesel on 27 Jun 14 - No Cached

Learner-centered teaching: Five key changes to practice - 0 views

josotl.indiana.edu/...3658

learner centered

shared by kasey8876 on 28 Jun 14 - No Cached

kasey8876 on 28 Jun 14

Learner centered teaching

<div class="cArrow"> </div><div class="cContentInner">Learner centered teaching</div>

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Promoting Critical Thinking through Online Discussion: Developing Questions and Managin... - 1 views

cit.duke.edu/...ILLY_PACKET_2013.148184556.pdf

Socratic questions online discussion critical thinking

shared by Alicia Fernandez on 28 Jun 14 - No Cached

Alicia Fernandez on 28 Jun 14

Presentation with samples of Socratic questions for student use in ODB. Also, guidelines for evaluation of potential questions. Note: File only opened in IE.

<div class="cArrow"> </div><div class="cContentInner">Presentation with samples of Socratic questions for student use in ODB. Also, guidelines for evaluation of potential questions. Note: File only opened in IE.</div>

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Teaching critical thinking through online discussions - 1 views

eac595b.pbworks.com/...%2B2000%2Bquestions%5B1%5D.pdf

OAD critical thinking Socratic questions

shared by Alicia Fernandez on 28 Jun 14 - No Cached

Alicia Fernandez on 28 Jun 14

Using the right questions to promote critical thinking in OAD.

<div class="cArrow"> </div><div class="cContentInner">Using the right questions to promote critical thinking in OAD.</div>

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In Defense of the Sage on the Stage: Escaping from the 'Sorcery' of Learnin...: Univers... - 0 views

eds.a.ebscohost.com.libproxy.albany.edu/...pdfviewer

teaching style

shared by rhondamatrix on 28 Jun 14 - No Cached

rhondamatrix on 28 Jun 14

I found this article in the UAlbany library - if the link doesn't work, do a search for "In Defense of the Sage on the Stage" by Marianne Jennings. It's a fascinating article, a long read, but passionate in its insistence that we have gone too far in our efforts to make everything student-centered. Jennings makes the argument that there IS still room for the "brilliant lecturer."

<div class="cArrow"> </div><div class="cContentInner">I found this article in the UAlbany library - if the link doesn't work, do a search for "In Defense of the Sage on the Stage" by Marianne Jennings. It's a fascinating article, a long read, but passionate in its insistence that we have gone too far in our efforts to make everything student-centered. Jennings makes the argument that there IS still room for the "brilliant lecturer."</div>

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rhondamatrix on 28 Jun 14

"In Defense of the Sage on the Stage" - Marianne Jennings ... a fascinating argument!

<div class="cArrow"> </div><div class="cContentInner">"In Defense of the Sage on the Stage" - Marianne Jennings ... a fascinating argument!</div>

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Moodle.net - 0 views

moodle.net

Moodle courses resources OER

shared by lkryder on 28 Jun 14 - No Cached

other content (such as quizzes, database and glossary entries) you can import into your own courses
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lkryder on 28 Jun 14

This site has Open Education Resources such as preconfigured Moodle structures - activities or entire courses - from the Moodle community.

<div class="cArrow"> </div><div class="cContentInner">This site has Open Education Resources such as preconfigured Moodle structures - activities or entire courses - from the Moodle community.</div>

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Six Facets of Understanding - 0 views

pixel.fhda.edu/...six_facets.html

UbD understanding curriculum facets planning Wiggins Education

shared by lkryder on 28 Jun 14 - Cached

Plan instructional strategies and learning experiences that bring students to these competency levels.
- lkryder on 28 Jun 14
  
  This is key for me - bring students to the competency levels - this is like the "bridging" Mike mentioned
  
  <div class="cArrow"> </div><div class="cContentInner">This is key for me - bring students to the competency levels - this is like the "bridging" Mike mentioned</div>
  
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Required uncoverage of abstract or often misunderstood ideas
- lkryder on 28 Jun 14
  
  uncoverage of abstract or often misunderstood ideas is really learner centered and fits nicely with the CoI model in that the social perspectives present will foster a richer interpretation of topics under scrutiny
  
  <div class="cArrow"> </div><div class="cContentInner">uncoverage of abstract or often misunderstood ideas is really learner centered and fits nicely with the CoI model in that the social perspectives present will foster a richer interpretation of topics under scrutiny</div>
  
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lkryder on 28 Jun 14

A remnant of a faculty development workshop - many links don't work but this page is a nice summary of the ideas

<div class="cArrow"> </div><div class="cContentInner">A remnant of a faculty development workshop - many links don't work but this page is a nice summary of the ideas</div>

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Will Gaming Save Education, or Just Waste Time? -- THE Journal - 0 views

thejournal.com/...cation-or-Just-Waste-Time.aspx

gaming Education

shared by lkryder on 28 Jun 14 - No Cached

lkryder on 28 Jun 14

Gaming and education debate - meeting students where they are - does that mean games?

<div class="cArrow"> </div><div class="cContentInner">Gaming and education debate - meeting students where they are - does that mean games?</div>

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Will Gaming Save Education, or Just Waste Time? -- THE Journal - 0 views

thejournal.com/...cation-or-Just-Waste-Time.aspx

gaming Education

shared by lkryder on 28 Jun 14 - No Cached

lkryder on 28 Jun 14

gaming literacy, meeting students where they are, the debate, the research

<div class="cArrow"> </div><div class="cContentInner">gaming literacy, meeting students where they are, the debate, the research</div>

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My thoughts are free - 3 views

2kool4skool2014.edublogs.org

shared by alexandra m. pickett on 28 Jun 14 - No Cached

There are just too many posts.
- alexandra m. pickett on 28 Jun 14
  
  6 high quality posts in discussion per module (that is 3 per week) and 2 blog posts per module (one per week). You really think that is too much???
  
  <div class="cArrow"> </div><div class="cContentInner">6 high quality posts in discussion per module (that is 3 per week) and 2 blog posts per module (one per week). You really think that is too much???</div>
  
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if the “essence” of the student can never be felt through a computer?
- alexandra m. pickett on 28 Jun 14
  
  I question your assumptions about "essence" and "attendance" and "asking questions" and "peer acknowledgement" How can you say they are missing from an online class when we have examples of all these things all over the place this class?!
  
  <div class="cArrow"> </div><div class="cContentInner">I question your assumptions about "essence" and "attendance" and "asking questions" and "peer acknowledgement" How can you say they are missing from an online class when we have examples of all these things all over the place this class?!</div>
  
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These are essentials missing from online courses that can not be seen.
- alexandra m. pickett on 28 Jun 14
  
  REALLY?????!!!
  
  <div class="cArrow"> </div><div class="cContentInner">REALLY?????!!!</div>
  
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...7 more annotations...
can’t be measured.In class,
- alexandra m. pickett on 28 Jun 14
  
  i know every single click you have made in my cousre. I know dates, times, quantity. I have more data on you and your attendance and participation than any f2f teacher does.
  
  <div class="cArrow"> </div><div class="cContentInner">i know every single click you have made in my cousre. I know dates, times, quantity. I have more data on you and your attendance and participation than any f2f teacher does.</div>
  
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ask questions and further ideas discussed in class allows the teacher to know if the student is on the right track.
- alexandra m. pickett on 28 Jun 14
  
  This is not only demonstrated in the ask a question area of the course, but in the talk with the professor area, the Bulletin Board, and in the suggestion box area, not to mention the discussion area itself as well as via email. Have you not observed how i keep you on track in this course?
  
  <div class="cArrow"> </div><div class="cContentInner">This is not only demonstrated in the ask a question area of the course, but in the talk with the professor area, the Bulletin Board, and in the suggestion box area, not to mention the discussion area itself as well as via email. Have you not observed how i keep you on track in this course?</div>
  
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Even acknowledging that the student in class is thinking for himself and paying attention is taken into consideration by the teacher. In the classroom, discussion leaders can be acknowledge by the rest of the peers and possibly offer suggestions for them on how to stand firm in opinions and facts
- alexandra m. pickett on 28 Jun 14
  
  Don't you see how we do this with peer evaluations and the interaction and teaching presence demonstrated by students in the course?
  
  <div class="cArrow"> </div><div class="cContentInner">Don't you see how we do this with peer evaluations and the interaction and teaching presence demonstrated by students in the course?</div>
  
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how could she even know what type of personality her professor has if she has never even seen him in person
- alexandra m. pickett on 28 Jun 14
  
  Don't you have a strong sense of my personality? And what about the personalities of your classmates? Don't you hear their voices in their posts??
  
  <div class="cArrow"> </div><div class="cContentInner">Don't you have a strong sense of my personality? And what about the personalities of your classmates? Don't you hear their voices in their posts??</div>
  
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it’s worth it. I
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This “cured” my misconception, as this course marked my first course ever taking an online course.
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I feel amazing
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ETAP640

Peer Tutoring as a Strategy to Promote Academic Success - 0 views

How People Learn: Brain, Mind, Experience, and School: Expanded Edition - 5 views

learning objectives vs activities - 0 views

Objectives and Activities | Penn State Learning Design Community Hub - 0 views

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0CDwQFjAD&url=http%3... - 0 views

CTE - Using Effective Questions - 0 views

The Socratic Method (Green Bag Article) | University of Chicago Law School - 0 views

Socratic Teaching - 0 views

Why innovators should never listen to Albert Einstein « HBS Managing Innovati... - 0 views

Questioning: Levels and Types of Questions - Levels_and_Types_of_Questions.pdf - 0 views

The Century Of The Self - YouTube - 0 views

Learner-centered teaching: Five key changes to practice - 0 views

Promoting Critical Thinking through Online Discussion: Developing Questions and Managin... - 1 views

Teaching critical thinking through online discussions - 1 views

In Defense of the Sage on the Stage: Escaping from the 'Sorcery' of Learnin...: Univers... - 0 views

Moodle.net - 0 views

Six Facets of Understanding - 0 views

Will Gaming Save Education, or Just Waste Time? -- THE Journal - 0 views

Will Gaming Save Education, or Just Waste Time? -- THE Journal - 0 views

My thoughts are free - 3 views

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