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anonymous

Best Practices in Online Teaching - 6 views

cnx.org/latest

elearning course pedagogy teaching onlinelearning onlineteachingguide online_courses

shared by anonymous on 26 Oct 11 - Cached
  • anonymous on 26 Oct 11
     
    " This course provides practical strategies and pedagogical advice for instructors teaching in an online environment. The course includes advice about: preparing to teach in an online environment, managing the teaching of a course, and addressing larger issues surrounding online teaching (e.g. workload, intellectual property, etc.) The course includes interviews from a number of teachers who have taught in an online environment. This course is based on a training session offered to faculty who teach at The World Campus at Penn State University."
Lauri Brady

Five Strategies for Data-Driven Instructional Coaching « Press - Kickboard - 0 views

p.kickboardforteachers.com/-driven-instructional-coaching

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shared by Lauri Brady on 03 Apr 13 - No Cached
  • Lauri Brady on 03 Apr 13
     
    "Just as teachers need data to most effectively support students, instructional coaches need data to support their teachers. We recently spoke with Paola Valdivia, Manager of Teacher Leadership Development (MTLD) in Teach For America's Southern Louisiana region, about how she uses data to support first- and second-year teachers, called corps members. Regardless of the grade-level, experience-level, or content-area of the teachers you support, or the school in which they teach, we think these strategies for data-driven instructional coaching will help."
Darcy Goshorn

Experience with facilitating professional development and TurnItIn - 1 views

akoaotearoa.ac.nz/...t-turnitin---owen--narayan.pdf

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shared by Darcy Goshorn on 09 Jan 13 - No Cached
  • Darcy Goshorn on 09 Jan 13
     
    In an environment where global economy, global collaboration, and global 'knowledge' are  the aspiration of many countries, the understanding of the complexities of plagiarism becomes  a global requirement that needs to be addressed by all educators and learners. This paper  considers a simple definition of plagiarism, and then briefly considers reasons why students  plagiarise. At Unitec NZ, Te Puna Ako: The Centre for Teaching and Learning Innovation  (TPA:CTLI) is working closely with faculty, managers, student support services and library  personnel to introduce strategies and tools that can be integrated into programmes and  curricula whilst remaining flexible enough to be tailored for specific learners. The authors  therefore provide an overview of one of the tools available to check student work for  plagiarism - Turnitin - and describe the academic Professional Development (PD)  approaches that have been put in place to share existing expertise, as well as help staff at  Unitec NZ to use the tool in pedagogically informed ways, which also assist students in its  use. Evaluation and results are considered, before concluding with some recommendations. It  goes on to theorise how blended programmes that fully integrate academic literacy skills and  conventions might be used to positively scaffold students in the avoidance of plagiarism.  Conference participants will be asked to comment on and discuss their institutions' approach  to supporting the avoidance of plagiarism (including the utilisation of PDS and other  deterrents), describe their own personal experiences, and relate the strategies they employ in  their teaching practice and assessment design to help their learners avoid plagiarism. It is  planned to record the session so that the audience's narratives can be shared with other  practitioners.
Mardy McGaw

Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenge... - 1 views

www.ascd.org/...lls@_The_Challenges_Ahead.aspx

shared by Mardy McGaw on 07 Sep 09 - Cached
  • But in fact, the skills students need in the 21st century are not new.
  • What's actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills.
  • This distinction between "skills that are novel" and "skills that must be taught more intentionally and effectively" ought to lead policymakers to different education reforms than those they are now considering. If these skills were indeed new, then perhaps we would need a radical overhaul of how we think about content and curriculum. But if the issue is, instead, that schools must be more deliberate about teaching critical thinking, collaboration, and problem solving to all students, then the remedies are more obvious, although still intensely challenging.
  • ...10 more annotations...
  • To complicate the challenge, some of the rhetoric we have heard surrounding this movement suggests that with so much new knowledge being created, content no longer matters; that ways of knowing information are now much more important than information itself. Such notions contradict what we know about teaching and learning and raise concerns that the 21st century skills movement will end up being a weak intervention for the very students—low-income students and students of color—who most need powerful schools as a matter of social equity.
  • What will it take to ensure that the idea of "21st century skills"—or more precisely, the effort to ensure that all students, rather than just a privileged few, have access to a rich education that intentionally helps them learn these skills—is successful in improving schools? That effort requires three primary components. First, educators and policymakers must ensure that the instructional program is complete and that content is not shortchanged for an ephemeral pursuit of skills. Second, states, school districts, and schools need to revamp how they think about human capital in education—in particular how teachers are trained. Finally, we need new assessments that can accurately measure richer learning and more complex tasks.
  • Why would misunderstanding the relationship of skills and knowledge lead to trouble? If you believe that skills and knowledge are separate, you are likely to draw two incorrect conclusions. First, because content is readily available in many locations but thinking skills reside in the learner's brain, it would seem clear that if we must choose between them, skills are essential, whereas content is merely desirable. Second, if skills are independent of content, we could reasonably conclude that we can develop these skills through the use of any content. For example, if students can learn how to think critically about science in the context of any scientific material, a teacher should select content that will engage students (for instance, the chemistry of candy), even if that content is not central to the field. But all content is not equally important to mathematics, or to science, or to literature. To think critically, students need the knowledge that is central to the domain.
  • Without better curriculum, better teaching, and better tests, the emphasis on "21st century skills" will be a superficial one that will sacrifice long-term gains for the appearance of short-term progress.
  • Advocates of 21st century skills favor student-centered methods—for example, problem-based learning and project-based learning—that allow students to collaborate, work on authentic problems, and engage with the community. These approaches are widely acclaimed and can be found in any pedagogical methods textbook; teachers know about them and believe they're effective. And yet, teachers don't use them. Recent data show that most instructional time is composed of seatwork and whole-class instruction led by the teacher (National Institute of Child Health and Human Development Early Child Care Research Network, 2005). Even when class sizes are reduced, teachers do not change their teaching strategies or use these student-centered methods (Shapson, Wright, Eason, & Fitzgerald, 1980). Again, these are not new issues. John Goodlad (1984) reported the same finding in his landmark study published more than 20 years ago.
  • Why don't teachers use the methods that they believe are most effective? Even advocates of student-centered methods acknowledge that these methods pose classroom management problems for teachers. When students collaborate, one expects a certain amount of hubbub in the room, which could devolve into chaos in less-than-expert hands. These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make in-the-moment decisions as the lesson plan progresses. Anyone who has watched a highly effective teacher lead a class by simultaneously engaging with content, classroom management, and the ongoing monitoring of student progress knows how intense and demanding this work is. It's a constant juggling act that involves keeping many balls in the air.
  • Most teachers don't need to be persuaded that project-based learning is a good idea—they already believe that. What teachers need is much more robust training and support than they receive today, including specific lesson plans that deal with the high cognitive demands and potential classroom management problems of using student-centered methods.
  • Because of these challenges, devising a 21st century skills curriculum requires more than paying lip service to content knowledge.
  • The debate is not about content versus skills. There is no responsible constituency arguing against ensuring that students learn how to think in school. Rather, the issue is how to meet the challenges of delivering content and skills in a rich way that genuinely improves outcomes for students.
    • Mardy McGaw
      Mardy McGaw on 20 Oct 09
       
      "ensuring that students learn how to think" You would think that this is the essence of education but this is not always asked of students. Memorize, Report and Present but how often do students think and comment on their learning?
  • practice means that you try to improve by noticing what you are doing wrong and formulating strategies to do better. Practice also requires feedback, usually from someone more skilled than you are.
    • Mardy McGaw
      Mardy McGaw on 20 Oct 09
       
      Students need to be taught how to work as part of a group. The need to see mistakes and be given a chance to improve on them. Someone who already knows how to work as a team player is the best coach/teacher.
  • anonymous on 07 Sep 09
     
    A very interesting article. Lots of good discussion points.
Michelle Krill

Focus On Effectiveness | NETC - 6 views

www.netc.org/focus

ipd loti bestpractices examples

shared by Michelle Krill on 20 Jan 10 - Cached
  • Michelle Krill on 20 Jan 10
     
    "Are you looking for practical ways to improve student achievement? Strengthen teaching and learning processes with research-based instructional strategies combined with effective technology use. Twelve core strategies link to 30 classroom examples that show how to apply key research, using technology to engage learners and improve achievement. "
Darcy Goshorn

Simple Techniques for Applying Active Learning Strategies to Online Course Videos | Fac... - 6 views

www.facultyfocus.com/...tegies-to-online-course-videos

active learning strategies faculty active video mooc discussion

shared by Darcy Goshorn on 26 Jun 13 - No Cached
  • Darcy Goshorn on 26 Jun 13
     
    "From Passive Viewing to Active Learning: Simple Techniques for Applying Active Learning Strategies to Online Course Videos"
Michelle Krill

Teaching the Civil War with Technology - 0 views

www.teachthecivilwar.com

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shared by Michelle Krill on 09 Oct 08 - Cached
  • Michelle Krill on 09 Oct 08
     
    Here you will find curriculum integration strategies and ideas for incorporating technology into the teaching of the American Civil War.
Kathe Santillo

Teaching the Civil War with Technology - 0 views

www.littlestregular.com/blog

CFFButler Civil_War

shared by Kathe Santillo on 25 Mar 08 - Cached
  • Kathe Santillo on 01 May 09
     
    Curriculum integration strategies and ideas for incorporating technology into the teaching of the American Civil War.
Darcy Goshorn

Teaching Via Videoconferencing: Instructional Strategies - 8 views

www.slideshare.net/...ncing-instructional-strategies

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shared by Darcy Goshorn on 07 May 13 - No Cached
  • Darcy Goshorn on 07 May 13
     
    slideshow
Carol Roth

Marzano's Instructional Strategies - 0 views

www.tltguide.ccsd.k12.co.us/...Strategies.html

technology marzano strategies teaching education

shared by Carol Roth on 01 Feb 12 - Cached
  • Carol Roth on 01 Feb 12
     
    Great ideas in educational categories for technology integration.
usasmmcity878

Buy Google 5 Star Reviews-Safe & Real ⭐ ⭐ ⭐ ⭐ ⭐ Star Review - 0 views

usasmmcity.com/...buy-google-5-star-reviews

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shared by usasmmcity878 on 16 Mar 24 - No Cached
  • usasmmcity11 on 16 Mar 24
     
    Buy Google 5 Star Reviews In today's digital world, online reviews play a crucial role in shaping the reputation of businesses. Whether you own a small startup or a well-established company, having positive ratings and feedback on platforms like Google can significantly impact your success. Realizing the value of such reviews, some businesses resort to buying Google 5 star reviews. However, it is essential to understand the implications and potential consequences that come with this controversial practice. First and foremost, it's important to recognize the potential benefits of obtaining positive reviews. When potential customers search for a product or service, they often rely on other people's experiences to gauge its quality and credibility. Positive reviews can instill confidence in potential buyers and encourage them to choose your business over competitors. Moreover, Google uses these reviews to determine the ranking of businesses in search results, making it crucial in boosting your online visibility. What Are 5 Star Reviews on Google? Are you going to buy anything online or try out a new restaurant? Most likely, before making a choice, you'll browse several reviews online. Google is one website that stands out from the others when it comes to internet reviews. Google 5-star reviews are regarded by many as a trustworthy source of user feedback. These one- to five-star evaluations have a significant impact on the standing and prosperity of companies of all sizes. An insightful viewpoint on the caliber of goods, services, and client experiences can be found in Google 5-star evaluations. Google evaluations can make all the difference when it comes to finding a trustworthy contractor, a well-known tourist destination, or a local business. Potential clients can quickly learn about past experiences and determine the degree of satisfaction with a single click. A company's overall trustworthiness and search engine exposure can be greatly impacted by th
  • usasmmcity878 on 08 Apr 24
     
    Buy Google 5 Star Reviews In today's digital world, online reviews play a crucial role in shaping the reputation of businesses. Whether you own a small startup or a well-established company, having positive ratings and feedback on platforms like Google can significantly impact your success. Realizing the value of such reviews, some businesses resort to buying Google 5 star reviews. However, it is essential to understand the implications and potential consequences that come with this controversial practice. First and foremost, it's important to recognize the potential benefits of obtaining positive reviews. When potential customers search for a product or service, they often rely on other people's experiences to gauge its quality and credibility. Positive reviews can instill confidence in potential buyers and encourage them to choose your business over competitors. Moreover, Google uses these reviews to determine the ranking of businesses in search results, making it crucial in boosting your online visibility. What Are 5 Star Reviews on Google? Are you going to buy anything online or try out a new restaurant? Most likely, before making a choice, you'll browse several reviews online. Google is one website that stands out from the others when it comes to internet reviews. Google 5-star reviews are regarded by many as a trustworthy source of user feedback. These one- to five-star evaluations have a significant impact on the standing and prosperity of companies of all sizes. An insightful viewpoint on the caliber of goods, services, and client experiences can be found in Google 5-star evaluations. Google evaluations can make all the difference when it comes to finding a trustworthy contractor, a well-known tourist destination, or a local business. Potential clients can quickly learn about past experiences and determine the degree of satisfaction with a single click. A company's overall trustworthiness and search engine exposure can be greatly impacted by th
Darcy Goshorn

Group Work Strategies to Ensure Students Pull Their Weight | Faculty Focus - 3 views

www.facultyfocus.com/...oup-work-five-simple-ideas-try

shared by Darcy Goshorn on 17 Oct 14 - No Cached
  • Darcy Goshorn on 17 Oct 14
     
    Group work strategies
  • inksaver12 on 05 Oct 22
     
    Sublimation ink for Epson at Unbeatable Price If you are looking for a place to buy Epson printer ink, Inksaver is a great option. They offer a wide selection of Epson ink cartridges at competitive prices. You can also find other printer supplies such as toner and paper. Inksaver offers free shipping on orders over R450, so it's a great option if you need to stock up on Epson Printer Ink supplies. Epson's genuine inks are available in a variety of colors and sizes to suit your needs. Black and white inks are available for those who need to print text documents, while photo black and cyan, magenta and yellow inks are ideal for printing photos. Large format cartridges are also available for those who need to print high-quality posters or other large documents. https://inksaver.co.za/collections/epson-ink-cartridges
Kathe Santillo

Instructional Framework: Introduction toTeaching Strategies - 0 views

www.aea267.k12.ia.us/...index.php

CFFButler Understanding_Fiction

shared by Kathe Santillo on 01 May 09 - Cached
  • Kathe Santillo on 01 May 09
     
    Drawing conclusions is an essential skill for students at all levels. This site offers planning ideas for teaching the skill, along with graphic organizers, checklists and rubrics to monitor its use.
Kathy Fiedler

How to Gain Parent Buy-In for Classroom Technology « Indiana Jen - 0 views

indianajen.com/...uy-in-for-classroom-technology

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shared by Kathy Fiedler on 12 Mar 13 - No Cached
  • Kathy Fiedler on 12 Mar 13
     
    Every teacher who has attempted to integrate technology into the classroom knows that getting parents on board can sometimes be a challenge. It's not uncommon for the parent of a struggling child to be on the phone with you asking questions like: "Why do you need to use technology to teach math/social studies/English/biology?" or "This is an AP history class  - not computer science!" Your efforts to engage students and develop important 21st century skills can become the scapegoat explanation for problems that have nothing to do with tech. So, how do we as educators get these parents into our corner? Here are some strategies I've used successfully to gain parent buy-in.
Darcy Goshorn

Tired of Being a Red Ink Slave to Corrections? - 1 views

www.thewritingteacher.org/...-ink-slave-to-corrections.html

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shared by Darcy Goshorn on 09 Jun 09 - Cached
  • Darcy Goshorn on 09 Jun 09
     
    amen, brotha!
  • Darcy Goshorn on 09 Jun 09
     
    How do YOU respond to the statement: Correcting isn't teaching! Some great strategies and thoughts. From The Writing Teacher blog.
Ty Yost

Challenge Based Learning - 0 views

newali.apple.com/cbl

education learning 1to1

shared by Ty Yost on 28 Apr 09 - Cached
  • Ty Yost on 28 Apr 09
     
    Traditional teaching and learning strategies are becoming increasingly ineffective with a generation of secondary students that have instant access to information, are accustomed to managing their own acquisition of knowledge, and embrace the roles of content producer and publisher.
Yvonne Holman

dy/dan » Blog Archive » A Framework For Using Digital Media In Math Instruction - 0 views

blog.mrmeyer.com/?p=3055

math digital media

shared by Yvonne Holman on 06 Apr 09 - Cached
  • Yvonne Holman on 06 Apr 09
     
    When we teach math we are helping our students establish a framework for interpreting the world. One of the worst ways I know to help them establish that framework is to print an illustration of a real-world scene in a textbook, write in only the relevant measurements, and tell the students in the text of the problem which formula or strategy to apply. This leaves a student helpless and unprepared (in the mathematical, analytical sense) should she ever encounter the world that exists outside the pages of her textbook. So we instead bring digital media from the world into the classroom, simulations of the world as students experience it, artifacts which students can discuss and to which they can apply frameworks of their choice. In order to leave students capable and prepared for their encounters with the world, this media must be captured and presented very intentionally.
Michelle Krill

Educaching, A GPS Based Curriculum for Teachers - 0 views

educaching.com

gps geocaching geocache

shared by Michelle Krill on 23 Jun 09 - Cached
  • Michelle Krill on 23 Jun 09
     
    In the spirit of Geocaching, Educaching is a curriculum that uses GPS technology to create an innovative learning atmosphere. Exciting lesson plans, unique ideas, and helpful strategies that incorporate the national teaching standards provide a road map to make education challenging, rewarding, and fun.
Jason Heiser

Copy / Paste by Peter Pappas: The Reflective Principal: A Taxonomy of Reflection (Part IV) - 4 views

peterpappas.blogs.com/...cipal-taxonomy-reflection.html

learningstyles

shared by Jason Heiser on 08 Jan 10 - Cached
  • Jason Heiser on 12 Jan 10
     
    The Reflective Principal: A Taxonomy of Reflection (Part IV) Reflection can be a challenging endeavor. It's not something that's fostered in school - typically someone else tells you how you're doing! Principals (and instructional leaders) are often so caught up in the meeting the demands of the day, that they rarely have the luxury to muse on how things went. Self-assessment is clouded by the need to meet competing demands from multiple stakeholders. In an effort to help schools become more reflective learning environments, I've developed this "Taxonomy of Reflection" - modeled on Bloom's approach. It's posted in four installments: 1. A Taxonomy of Reflection 2. The Reflective Student 3. The Reflective Teacher 4. The Reflective Principal It's very much a work in progress, and I invite your comments and suggestions. I'm especially interested in whether you think the parallel construction to Bloom holds up through each of the three examples - student, teacher, and principal. I think we have something to learn from each perspective. 4. The Reflective Principal Each level of reflection is structured to parallel Bloom's taxonomy. (See installment 1 for more on the model) Assume that a principal (or instructional leader) looked back on an initiative (or program, decision, project, etc) they have just implemented. What sample questions might they ask themselves as they move from lower to higher order reflection? (Note: I'm not suggesting that all questions are asked after every initiative - feel free to pick a few that work for you.) Bloom's Remembering : What did I do? Principal Reflection: What role did I play in implementing this program? What role did others play? What steps did I take? Is the program now operational and being implemented? Was it completed on time? Are assessment measures in place? Bloom's Understanding: What was
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