Group items tagged

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

Summer Workshop: Peer Instruction

researcher at the National Education Policy Center, said research has so far failed to prove that online instruction is superior to face-to-face education. Jeff Hunt, who runs Indian Prairie's online program, said such critiques are a caution to those who want to expand Internet-based learning. "We have to do this well because we can't do it over," he said. "(Poor results) will verify to critics that there's no quality there." Tribune reporter Lawerence Synett contributed. jkeilman@tribune.com Get the Chicago Tribune delivered to your home for only $1 a week > Copyright © 2011, Chicago Tribune Share61(2) RECOMMENDED FOR YOU 2 charged with prostitution at Evanston spa (Chicago Tribune) Ind. couple pleads guilty to duct-taping children (Chicago Tribune) Hospitals drowning in noise (Chicago Tribune) Chicago's at top as gas prices jump again (Chicago Tribune) Chicago discussed as terrorist target, document says (Chicago Tribune) FROM AROUND THE WEB What?! Prince in foreclosure?! (BankRate.com) Every Parent's Nightmare: Your Grad Is Moving Home (CNBC) Little-known credit card perks (BankRate.com) Riskiest Places to Use Your Credit Card (CNBC) Mary Robbins Dies Just 12 Days After Husband (The New York Times) [what's this]   Comments (2)Add / View comments | Discussion FAQ ckotarch at 10:55 PM April 25, 2011 Online learning offers the people who can learn faster than their peers the opportunity to work ahead and learn more and do more in the same amount of time.   The fact that students are graduating early is testament to the fact that there are some superior advantages to it when used that way.  Credit recovery too gives kids the opportunity to catch up to meet their goals of graduation where without it, they would not.  What more evidence does one need?   The benefits are self evident. Arrive2.net at 9:57 PM April 25, 2011 "Gene Glass, senior researcher at the National Education Policy Center, said research has so far failed to prove that online instr

Power to the People! Jennifer Ditkoff, Keene State College Give students the power to guide their own education. Using Wallwisher an instructor gains insight on student needs and opens up a classroom discussion. After library instruction short tutorials are posted on Voicethread. Students experiment with the concepts, actively participating in assessing their own research efforts, as well as their classmates. Students have control over their own learning experience and can revisit the course materials throughout the semester to add content, ask questions, and receive feedback. Diigo is used rather than a static handout. Students provide links to helpful materials for their peers, highlighting the community aspect of ongoing education. Jennifer Ditkoff has worked in academic, public and medical libraries, learning every type of classification system, including the elusive Cutter system. When she is not troubleshooting electronic resources, she teaches information literacy, staffs the reference desk, and shows up early to committee meetings. She enjoys learning about new technologies.

Bloom -> Wiley and Mott -> Mike C

students gather in small groups to decide answer to click