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Think-Pair-Share is a strategy designed to provide students with "food for thought" on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed by Lyman and associates to encourage student classroom participation. What is Think, Pair, Share? Think-Pair-Share is a strategy designed to provide students with "food for thought" on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed by Lyman and associates to encourage student classroom participation. Rather than using a basic recitation method in which a teacher poses a question and one student offers a response, Think-Pair-Share encourages a high degree of pupil response and can help keep students on task. What is its purpose? * Providing "think time" increases quality of student responses. * Students become actively involved in thinking about the concepts presented in the lesson. * Research tells us that we need time to mentally "chew over" new ideas in order to store them in memory. When teachers present too much information all at once, much of that information is lost. If we give students time to "think-pair-share" throughout the lesson, more of the critical information is retained. * When students talk over new ideas, they are forced to make sense of those new ideas in terms of their prior knowledge. Their misunderstandings about the topic are often revealed (and resolved) during this discussion stage. * Students are more willing to participate since they don't feel the peer pressure involved in responding in front of the whole class. * Think-Pair-Share is easy to use on the spur of the moment. * Easy to use in large classes. How can I do it? * With students seated in teams of 4, have them number them from 1 to 4. * Announce a discussion topic or problem to solve. (Example: Which room in our school is larg

The instructional design staff supporting faculty developing online courses historically focused primarily on faculty receiving a course release for one semester for which their department was compensated under an award from the Provost's office. The goal was to complete development within this one semester. Unfortunately, that was a rare occurrence. As a result, many course development projects lingered, funds were encumbered, and online courses were taught without being completely developed and reviewed for quality assurance. In the Spring of 2013, the approach changed. we invited faculty receiving awards to join a community focusing on the practice of developing high-quality online courses. We adopted a cohort approach to project-based professional development in the form of an online course.

Looking for figures? Here's a beginner's guide to our Global development datastore and the best sources for development data on the web

Media Guardian: special report on the role of technology in overseas development and disaster relief Technology is becoming easier to use and cheaper to buy. Who would have predicted that the mobile phone would become as ubiquitous as it has not only in the developed world where many people have more than one device but in the developing world as well?

# Develops higher level thinking skills # Promotes student-faculty interaction and familiarity # Increases student retention # Builds self esteem in students # Enhances student satisfaction with the learning experience # Promotes a positive attitude toward the subject matter # Develops oral communication skills # Develops social interaction skills # Promotes positive race relations # Creates an environment of active, involved, exploratory learning # Uses a team approach to problem solving while maintaining individual accountability # Encourages diversity understanding

Three months of development for one hour of online coursework. In terms of numbers, that's one point that came out of listening to the podcast, which was a helpful landmark. That estimate was for a middle of the road course on the three variables: Graphics/Multimedia Level of Interactivity Instructional Design

Abstract: Learning!analytics!is!a!significant!area!of!technologyHenhanced!learning!that!has! emerged!during!the!last!decade. This!review!of!the!field!begins!with!an!examination!of!the! technological,!educational!and!political!factors!that!have!driven!the!development!of analytics!in!educational!settings.!It!goes!on!to!chart!the!emergence!of!learning!analytics,! including!their origins!in!the!20 th century,!the!development!of!dataHdriven!analytics,!the!rise! of!learningHfocused!perspectives!and!the!influence!of!national!economic!concerns.!It!next! focuses!on!the!relationships between!learning!analytics,!educational!data!mining!and! academic!analytics.!Finally,!it!sets!out!the!current!state!of!learning!analytics!research,!and! identifies!a!series!of future!challenges.

Posted on this site are excerpts of original manuscripts, each of which has been annotated by undergraduates who have spent a semester critically evaluating the work and assessing the authors' own perspectives. Deep research by UGs. By including their interviews with primary investigators, links to background information, and tips for understanding and critically interpreting data, these undergraduates have developed a unique pedagogical tool that should enhance their peers ability to navigate and understand the primary literature. Developing scholars will benefit from their colleagues' insights as they are invited to explore the living history of a scientific inquiry.

In an effort to expand access to large data sets and information about their work, the United Nations Development Programme (UNDP) has created this website to provide access to such materials. 

Challenge: Locate the unfinished housing developments as visual evidence of a recession Method: Explain the concept and invite listeners to help us pinpoint sites they suspect of not being developed due to the recession.

KSC Faculty at Institute on Global Learning This summer, a team of Keene State faculty members from all three academic schools will participate in "Shared Futures: General Education for a Global Century," an institute sponsored by the American Association of Colleges and Universities to help faculty integrate global perspectives across the curriculum. The institute will be held in Ellicott City, Md., from July 31 to August 5, and will draw faculty from 32 colleges and universities. During the fall 2011 semester, the core Keene State team will draw in faculty and staff from across campus to implement the goals and strategies developed at the institute. By building a network of educators dedicated to this integrative work, Shared Futures facilitates curricular change and faculty development on campuses nationwide. Through an online social network, the initiative hopes to create new connections between educators and new opportunities for partnership and learning. Keene State faculty members attending the institute include professors Charles Weed (political science), Margaret Henning (health sciences), Patricia Pedroza (women's and gender studies), and Rich Blatchly (chemistry). For more information, contact Prof. Weed at cweed@keene.edu or visit the Shared Futures page.

from news and events

How to get faculty excited about professional development

"5 Keys to Rapid Course Development in Canvas Using Custom Tools"

The CIDI team implemented these open source tools by utilizing a "template wizard" and other supplementary custom tools to quickly build out course shells. ID's meet with instructors to create a course map, and based on an individualized needs analysis for the new course, the shell can be created in Canvas using 5 custom integrations.

We have an opportunity in course design, to bring all of the stake-holders to the table. Course design should not just be up to a dept. or a single teacher. Course development can be an opportunity to bring in a librarian, someone from student advising, disabled student services and programs, and developmental education. A course design process can show an instructor how to connect their classroom with other students, instructors, and experts in the field. It can be an opportunity to connect students with professional networks as well as other colleges and schools.  What I have been finding is that when you bring everyone to the table to talk about a course, you can discover many different ways to connect your course to the community than you would have ever thought of yourself.

The publication Educating the Net Generation: A Handbook of Findings for Practice and Policy is now available to download. The Handbook is the main outcome of the Educating the Net Generation project. It provides a set of practice and policy guidelines developed from the project findings.

Recently, the authors engaged in a collaborative inquiry with a sixth grade science class to explore mind mapping, a graphic organizer that can be used to generate ideas, take notes, develop concepts and ideas, and improve memory (Buzan 1979). With a very limited body of research available on how to best use mind maps in the classroom, the authors decided to explore ways mind mapping could be used for the teaching and learning of middle school science. This article reviews research about graphic organizers, describes the ways the authors incorporated mind mapping into a sixth grade science curriculum, and discusses what they learned by using mind mapping as both a teaching and learning strateg

Google has developed this helpful web-based tool to help citizens, journalists, and others stay abreast of various political campaigns throughout the United States. Visitors can view and interact with a clickable map of the United States to find out information about each candidate and his (or potentially her) activities. Additionally, visitors can use the Issues area to track news items on topics like the economy, immigration, healthcare, and others. This version is compatible with all operating systems

Think-Pair-Square - Students share with two other students after they have completed Think-Pair-Share (4-square). Think-Pair-Pod-Share - A "Pod" is a sharing with a small group (a table group) - prior to sharing with the whole group. Students first share with a partner. Then bring all thoughts together as a table (pod) prior to sharing out with whole group. Think-Write/Draw-Share -  Students write or draw their own ideas before they pair up to discuss them with a partner. This allows students to more fully develop their own ideas before sharing. Think-Pair-Share (reading strategies) - During "think" part students are asked to think in terms of summarizing, questioning, predicting, visualizing. Once students understand all four of these areas, groups can be asked to use a variety in a single "think-pair-share". (One (or more) groups summarize, one (or more) groups visualize, etc…) Think-Pair-Share (various perspectives) - After posing a question, ask pairs to "think" in terms of a different perspective. A character in a story, a career, a historical figure. Etc…

Explore the surprising side of color with Color Uncovered, an interactive book for the iPad, featuring fascinating illusions, articles, and videos developed by the Exploratorium.

The 5th annual Jossey-Bass Online Teaching & Learning (OTL) Conference ONLINE will equip educators and administrators just learning the intricacies of online course design, development, instruction, and assessment with a comprehensive understanding of 'the WHAT' and 'the HOW' of online teaching & learning. You'll learn both the concepts and the real-life applications and tools, directly from the experts in the field - everything you need to build a foundation for success.