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Tonya Thomas

Estimating Costs and Time in Instructional Design - 11 views

www.nwlink.com/...costs.html

elearning rates expense costs pricing freelance contracting consulting

shared by Tonya Thomas on 24 Oct 12 - Cached
  • Instructional Designer - $28.00 hour (based on salary of $60,000 per year) eLearning designer - $37.00 hour (based on salary of $78,000 per year) Organizational Specialist - $38.46 (based on salary of $80,000 per year)
  • 200 to 500 man-hours for each instructional hour of IMI
  • Simple Asynchronous: (static HTML pages with text & graphics): 117 hours Simple Synchronous: (static HTML pages with text & graphics): 86 hours Average Asynchronous: (above plus Flash, JavaScript, animated GIF's. etc): 191 hours Average Synchronous: (above plus Flash, JavaScript, animated GIF's. etc): 147 hours Complex Asynchronous: (above plus audio, video, interactive simulations): 276 hours Complex Synchronous: (above plus audio, video, interactive simulations): 222 hours
  • ...19 more annotations...
  • Course is five days or less, then 3 hours of preparation for each hour of training. Course is between five and ten days, then 2.5 hours of preparation for each hour of training. Course is over 10 days, then 2 hours of preparation for each hour of training.
  • research generally shows that there is at least a 50% reduction in seat time when a course is converted from classroom learning to elearning. Brandon Hall reports it is a 2:1 ratio.
  • Estimated Average Cost Per Hour Of Instruction - $1,901.00 to $2,170.00
  • If your organization is inexperienced, expect your average developmental man-hours to be closer to 450-500 man-hours per instructional hour.
  • 1995 August/September issue of CBT Solutions Magazine reported that 221 hours was the average development time.
  • Category 1: Baseline Presentation
  • 34:1 -- Instructor-Led Training (ILT), including design, lesson plans, handouts, PowerPoint slides, etc. (Chapman, 2007). 33:1 -- PowerPoint to E-Learning Conversion (Chapman, 2006a, p20). 220:1 -- Standard e-learning, which includes presentation, audio, some video, test questions, and 20% interactivity (Chapman, 2006a, p20) 345:1 -- 3rd party courseware. Time it takes for online learning publishers to design, create, test and package 3rd party courseware (Private study by Bryan Chapman 750:1 -- Simulations from scratch. Creating highly interactive content (Chapman, 2006b)
  • Category 2: Medium Simulation Presentation
  • Estimated Average Cost Per Hour Of Instruction - $3,768.00
  • Category 3: High Level Simulation Presentation.
  • Estimated Average Cost Per Hour Of Instruction - $7,183.00
  • Verizon says once they develop enough learning objects, they will be able to build courses in five hours or less ($10,000 to $15,000)
  • includes the instructional designer, project manager, and outsourcing fees (the instructional designer takes the content that is written in instructional design format to three other companies and an in house group for bids)
  • They use a content management system from OutStart
  • between 40 to 80 hours and costs $15,000 to $30,000 to develop one hour of elearning (George & Mcgee, 2003)
  • If the elearning looks more like a PowerPoint presentation, then a 1:1 is probably close, however, the more elearning moves away from looking like a Powerpoint presentation and looks more like an interactive package, then the more the ratio starts to increase.
  • Outside Consultant - $90.00 hour
  • Chapman
  • Category 1: Baseline Presentation
H DeWaard

What Differentiated Instruction Is--And Is Not: The Definition Of Differentiated Instru... - 92 views

www.teachthought.com/...-of-differentiated-instruction

differentiated differentiated instruction instruction definition Tomlinson

shared by H DeWaard on 29 Jan 15 - No Cached
  • H DeWaard on 29 Jan 15
     
    What Differentiated Instruction Is--And Is Not: The Definition Of Differentiated Instruction
Florence Dujardin

Embedding academic writing instruction into subject teaching: A case study - 0 views

alh.sagepub.com/...69.short

writing EAP feedback

shared by Florence Dujardin on 01 Apr 11 - No Cached
  • Florence Dujardin on 01 Apr 11
     
    The benefits of embedding the teaching of writing into the curriculum have been advocated by educators and researchers. However, there is currently little evidence of embedded writing instruction in the UK's higher education context. In this article, we present a case study in which we report the design, implementation and evaluation of an academic writing intervention with first-year undergraduate students in an applied linguistics programme. Our objectives were to try a combination of embedded instructional methods and provide an example that can be followed by lecturers across disciplines and institutions. Through the integration of in-class and online writing tasks and assessment feedback in a first-term module, we supported students' writing development throughout the first term. We evaluated the effects of the intervention through the analysis of notes on classroom interaction, a student questionnaire and interviews, and a text analysis of students' writing and the feedback comments over time. The evaluation findings provide insights into the feasibility and effectiveness of this approach. The embedded writing instruction was perceived as useful by both students and teachers. The assessment feedback, whilst being the most work-intensive method for the teachers, was valued most by the students and led to substantial improvements in the writing of some. These findings suggest that embedded writing instruction could be usefully applied in other higher education contexts.
Dean Whaley

iowaonlinelearning - Teaching Standards - 27 views

iowaonlinelearning.wikispaces.com/Teaching+Standards

shared by Dean Whaley on 12 Jul 11 - No Cached
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • Dean Whaley
      Dean Whaley on 12 Jul 11
       
      What I see in these is that many of these we should be doing already.
  • AEA PD Online Website HomeAbout UsFAQsCurrent InitiativesResearch & ResourcesInstructor ToolboxK-12 Online LearningProject OLLIE Current Projects • Transition Process• Marketing Plan• Job Descriptions guest · Join · Help · Sign In · Teaching StandardsProtected page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion (1) history notify me Details last edit by eabbey Mar 11, 2011 6:56 am - 26 revisions Tags none Iowa Online Teaching Standards Composed from Iowa Teaching Standards and Other Resources 1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1) • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a) • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c) • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F) • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a) 2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2) • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A) • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a) • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication t
Randolph Hollingsworth

Mid-continent Research for Education and Learning - School Improvement Reform Report on... - 15 views

www.mcrel.org/...0887RR_Stupski_ped.pdf

professional development differentiated instruction role fluidity Stupski Foundation Education reform technology leadership

shared by Randolph Hollingsworth on 24 Oct 10 - No Cached
  • Randolph Hollingsworth on 24 Oct 10
     
    Stupski Fndtn staff + McREL researchers ask 2 questions: (1) How can teachers adapt the principles of effective pedagogy to differentiate instruction and meet the needs of all learners in order to help Our Kids be challened, motivated, and successful? (2) How can teachers create structured, challenging, yet nurturing classroom environments to ensure that Our Kids are engaged and successful learners? KEY FINDINGS: adaptive and differentiated instruction (theory and methodologies) in culturally relevant classroom that allows for student "role fluidity" + teacher skill in finding gaps in knowledge/skills + motivating students through engaging projects and targeted instruction (academically rigorous and nurturing) PLUS fac devt must be supported by and inclusive of school leadership. a Design Collaborative might act on 5 options: (1) Support teachers to better utilize methods and theories of culturally relevant pedagogy and differentiated instruction, (2) Implement a pedagogical program based on the notion of "role fluidity" to give students a central voice in the classroom, (3) Use technology to engage students and enhance pedagogy, (4) Guide teachers in creating academically rigorous and positive classroom learning environments, (5) Implement pedagogical programs based on developing higher order thinking and subject-specific skills. Report by Kerry Englert, Helen Apthorp, Matthew Seebaum. Dated Oct 2009
anonymous

What are the Disadvantages of Online Schooling for Higher Education? - 18 views

study.com/...ling_for_Higher_Education.html

online disadvantages

shared by anonymous on 23 Oct 16 - No Cached
  • anonymous on 23 Oct 16
     
    "hat Are the Disadvantages of Online Schooling for Higher Education? Today, online schooling for higher education is prevalent across many fields. While there are several benefits to online schooling, such as flexibility and convenience, there are also real and perceived disadvantages. Explore some of the potential drawbacks of online learning. View 10 Popular Schools » Online Schooling In 2012, about a quarter of undergraduate college students were enrolled in distance education courses as part -- if not all -- of their studies, according to a 2014 report from the National Center for Education Statistics. That same data found that 29.8% of graduate students in this country are enrolled in some or all distance learning classes as well. A 2013 report from Babson Survey Research Group and Quahog Research Group, LLC, pointed out that approximately 86.5% of higher education institutions offer distance learning classes. Clearly, online schooling is commonplace. Disadvantages: Student Perspective Despite advantages, online schooling is not the right fit for every student. Taking online courses is generally believed to require more self-discipline than completing a degree on campus, a belief that is supported by SCHEV -- the State Council of Higher Education for Virginia. Because online schooling options often allow students to complete much of the coursework at their own pace, students must be motivated to stay on schedule and manage their time accordingly. Other potential disadvantages from a student's viewpoint may include the following: Less Instructional Support Although instructors are available to students via e-mail, telephone, Web discussion boards and other online means, some students may see the lack of face-to-face interaction and one-on-one instruction as a challenge. A lack of communication or miscommunication between instructors and students may frustrate students who are struggling with course materials. That could be exacerbated by the casual nature
Mark Swartz

Role and Function of Theory in Online Education Development and Delivery - 3 views

cde.athabascau.ca/...ch1.html

learning theory elearning teaching onlinelearning

shared by Mark Swartz on 01 May 11 - Cached
  • According to Bonk and Reynolds (1997), to promote higher-order thinking on the Web, online learning must create challenging activities that enable learners to link new information to old, acquire meaningful knowledge, and use their metacognitive abilities; hence, it is the instructional strategy and not the technology tha
  • According to Bonk and Reynolds (1997), to promote higher-order thinking on the Web, online learning must create challenging activities that enable learners to link new information to old, acquire meaningful knowledge, and use their metacognitive abilities; hence, it is the instructional strategy and not the technology that influences the quality of learning.
  • However, it is not the computer per se that makes students learn, but the design of the real-life models and simulations, and the students' interaction with those models and simulations. The computer is merely the vehicle that provides the processing capability and delivers the instruction to learners (Clark, 2001).
  • ...35 more annotations...
  • Online learning allows for flexibility of access, from anywhere and usually at anytime—essentially, it allows participants to collapse time and space (Cole, 2000)—however, the learning materials must be designed properly to engage the learner and promote learning.
  • Cognitive psychology claims that learning involves the use of memory, motivation, and thinking, and that reflection plays an important part in learning.
  • The development of effective online learning materials should be based on proven and sound learning theories.
  • Early computer learning systems were designed based on a behaviorist approach to learning. The behaviorist school of thought, influenced by Thorndike (1913), Pavlov (1927), and Skinner (1974), postulates that learning is a change in observable behavior caused by external stimuli in the environment (Skinner, 1974).
  • Therefore, before any learning materials are developed, educators must, tacitly or explicitly, know the principles of learning and how students learn.
  • Learners should be told the explicit outcomes of the learning so that they can set expectations and can judge for themselves whether or not they have achieved the outcome of the online lesson. 2.  Learners must be tested to determine whether or not they have achieved the learning outcome. Online testing or other forms of testing and assessment should be integrated into the learning sequence to check the learner's achievement level and to provide appropriate feedback. 3.  Learning materials must be sequenced appropriately to promote learning. The sequencing could take the form of simple to complex, known to unknown, and knowledge to application. 4.  Learners must be provided with feedback so that they can monitor how they are doing and take corrective action if required.
  • The design of online learning materials can include principles from all three. According to Ertmer and Newby (1993), the three schools of thought can in fact be used as a taxonomy for learning. Behaviorists' strategies can be used to teach the “what” (facts), cognitive strategies can be used to teach the “how” (processes and principles), and constructivist strategies can be used to teach the “why” (higher level thinking that promotes personal meaning and situated and contextual learning).
  • The behaviorist school sees the mind as a “black box,” in the sense that a response to a stimulus can be observed quantitatively, totally ignoring the effect of thought processes occurring in the mind.
  • Constructivist theorists claim that learners interpret information and the world according to their personal reality, and that they learn by observation, processing, and interpretation, and then personalize the information into personal knowledge (Cooper, 1993; Wilson, 1997).
  • Cognitivists see learning as an internal process that involves memory, thinking, reflection, abstraction, motivation, and meta-cognition.
  • Online instruction must use strategies to allow learners to attend to the learning materials so that they can be transferred from the senses to the sensory store and then to working memory.
  • Online learning strategies must present the materials and use strategies to enable students to process the materials efficiently.
  • information should be organized or chunked in pieces of appropriate size to facilitate processing.
  • Use advance organizers to activate an existing cognitive structure or to provide the information to incorporate the details of the lesson (Ausubel, 1960).
  • Use pre-instructional questions to set expectations and to activate the learners' existing knowledge structure.
  • Use prerequisite test questions to activate the prerequisite knowledge structure required for learning the new materials.
  • Attention: Capture the learners' attention at the start of the lesson and maintain it throughout the lesson. The online learning materials must include an activity at the start of the learning session to connect with the learners. Relevance: Inform learners of the importance of the lesson and how taking the lesson could benefit them. Strategies could include describing how learners will benefit from taking the lesson, and how they can use what they learn in real-life situations. This strategy helps to contextualize the learning and make it more meaningful, thereby maintaining interest throughout the learning session. Confidence: Use strategies such as designing for success and informing learners of the lesson expectations. Design for success by sequencing from simple to complex, or known to unknown, and use a competency-based approach where learners are given the opportunity to use different strategies to complete the lesson. Inform learners of the lesson outcome and provide ongoing encouragement to complete the lesson. Satisfaction: Provide feedback on performance and allow learners to apply what they learn in real-life situations. Learners like to know how they are doing, and they like to contextualize what they are learning by applying the information in real life.
  • The cognitive school recognizes the importance of individual differences, and of including a variety of learning strategies in online instruction to accommodate those differences
  • The Kolb Learning Style Inventory (LSI) (Kolb, 1984) looks at how learners perceive and process information, whereas the Myers-Briggs Type Indicator (Myers, 1978) uses dichotomous scales to measure extroversion versus introversion, sensing versus intuition, thinking versus feeling, and judging versus perception. In the following discussion, we consider the Kolb Learning Style Inventory.
  • To facilitate deep processing, learners should be asked to generate the information maps during the learning process or as a summary activity after the lesson (Bonk & Reynolds, 1997).
  • Online strategies that facilitate the transfer of learning should be used to encourage application in different and real-life situations.
  • Constructivists see learners as being active rather than passive.
  • it is the individual learner's interpretation and processing of what is received through the senses that creates knowledge.
  • “the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one's experience in order to guide future action” (p. 12).
  • Learning should be an active process. Keeping learners active doing meaningful activities results in high-level processing, which facilitates the creation of personalized meaning. Asking learners to apply the information in a practical situation is an active process, and facilitates personal interpretation and relevance.
  • Learners should construct their own knowledge rather than accepting that given by the instructor.
  • Collaborative and cooperative learning should be encouraged to facilitate constructivist learning (H
  • When assigning learners for group work, membership should be based on the expertise level and learning style of individual group members, so that individual team members can benefit from one another's strengths.
  •   Learners should be given control of the learning process
  • Learners should be given time and opportunity to reflect.
  • Learning should be made meaningful for learners. The learning materials should include examples that relate to students, so that they can make sense of the information.
  • Learning should be interactive to promote higher-level learning and social presence, and to help develop personal meaning. According to Heinich et al. (2002), learning is the development of new knowledge, skills, and attitudes as the learner interacts with information and the environment. Interaction is also critical to creating a sense of presence and a sense of community for online learners, and to promoting transformational learning (Murphy & Cifuentes, 2001). Learners receive the learning materials through the technology, process the information, and then personalize and contextualize the information.
  • Figure 1-6. Components of effective online learning.
  • Behaviorist strategies can be used to teach the facts (what); cognitivist strategies to teach the principles and processes (how); and constructivist strategies to teach the real-life and personal applications and contextual learning. There is a shift toward constructive learning, in which learners are given the opportunity to construct their own meaning from the information presented during the online sessions. The use of learning objects to promote flexibility and reuse of online materials to meet the needs of individual learners will become more common in the future. Online learning materials will be designed in small coherent segments, so that they can be redesigned for different learners and different contexts. Finally, online learning will be increasingly diverse to respond to different learning cultures, styles, and motivations.
  • Online instruction occurs when learners use the Web to go through the sequence of instruction, to complete the learning activities, and to achieve learning outcomes and objectives (Ally, 2002; Ritchie & Hoffman, 1997).
  • Mark Swartz on 01 May 11
     
    From:  FOUNDATIONS OF EDUCATIONAL THEORY FOR ONLINE LEARNING
Javier E

A New Measure for Classroom Quality - NYTimes.com - 84 views

www.nytimes.com/...01bausell.html

education instruction research efficiency

shared by Javier E on 03 May 11 - No Cached
  • Test scores are an inadequate proxy for quality because too many factors outside of the teachers’ control can influence student performance from year to year — or even from classroom to classroom during the same year.
  • there’s a far more direct approach: measuring the amount of time a teacher spends delivering relevant instruction — in other words, how much teaching a teacher actually gets done in a school day.
  • Thirty years ago two studies measured the amount of time teachers spent presenting instruction that matched the prescribed curriculum, at a level students could understand based on previous instruction. The studies found that some teachers were able to deliver as much as 14 more weeks a year of relevant instruction than their less efficient peers.
  • ...2 more annotations...
  • There was no secret to their success: the efficient teachers hewed closely to the curriculum, maintained strict discipline and minimized non-instructional activities, like conducting unessential classroom business when they should have been focused on the curriculum.
  • A focus on relevant instructional time also implies several further reforms: Lengthening the school day, week and year; adopting a near-zero-tolerance policy for disruptive behavior, which classroom cameras would help police; increasing efforts to reduce tardiness and absenteeism; and providing as much supplementary and remedial tutoring (the most effective instructional model known) as possible.
Tim Jackson

How to Work Effectively With A Heterogeneous Classroom - 76 views

www.maec.org/hetclass.html

education classroom

shared by Tim Jackson on 02 Sep 11 - Cached
  • Tim Jackson on 02 Sep 11
     
    PROACTIVE. Differentiated instruction is more QUALITATIVE than quantitative. Differentiated instruction provides MULTIPLE approaches to assessment, process, and product Differentiated instruction is STUDENT-CENTERED. Differentiated instruction is A BLEND
Lisa C. Hurst

Inside the School Silicon Valley Thinks Will Save Education | WIRED - 10 views

www.wired.com/altschool

shared by Lisa C. Hurst on 05 May 15 - No Cached
  • Lisa C. Hurst on 05 May 15
     
    "AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15. 05.04.15 TIME OF PUBLICATION: 7:00 AM. 7:00 AM INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION Click to Open Overlay Gallery Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it. At the same time, you're thinking: this school is kind of weird. On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about. Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say. And so, if you are truly fed up with the school stat
Wayne Holly

Should You Flip Your Classroom? | Edutopia - 207 views

www.edutopia.org/...pped-classroom-ramsey-musallam

Flipped flipped classroom flipclass edutopia strategy

shared by Wayne Holly on 27 Oct 11 - No Cached
  • different forms of instructional video published online for students
  • primarily by Salman Khan's TED talk
  • obtaining core content prior to coming to class
  • ...9 more annotations...
  • classroom space was then used for critical thinking and group problem solving.
  • spend more time in the classroom focused on collaboration and higher-order thinking
  • lecture is still a poor mode of information transfer
  • Eric Mazur's talk Confessions of a Converted Lecturer
  • hype
  • Good teaching, regardless of discipline, should always limit passive transfer of knowledge in class, and promote learning environments built on the tenants of inquiry, collaboration and critical thinking
  • pedagogical skills
  • The science teacher in me is deeply committed to the process of inquiry, and arming my students with the skills needed to construct and test their own ideas. The AP teacher in me fears sending my students off to their examination in May having covered only a portion of all the content required
  • inquiry learning cycle.
  • Kirstie Truluck on 28 Oct 11
     
    I like this concept - read more. Works against teacher as delivery system to be ignored.
  • Wayne Holly on 19 Mar 12
     
    At its core, "flipped instruction" refers to moving aspects of teaching out of the classroom and into the homework space. With the advent of new technologies, specifically the ability to record digitally annotated and narrated screencasts, instructional videos have become a common medium in the flipped classroom. Although not limited to videos, a flipped classroom most often harnesses different forms of instructional video published online for students.
K F

Academic Library Administrators' Perceptions of Four Instructional Skills - 1 views

crl.acrl.org/...78.abstract

academiclibraries acrl perceptions research si641

shared by K F on 17 Jun 12 - No Cached
  • K F on 17 Jun 12
     
    Abstract only is available here - go to MLibrary to get the whole thing -------- Abstract This study seeks to fill a gap in the literature by examining the perceptions of current administrators toward four domains and their associated skill sets needed to fulfill the library's instructional role. Hundreds of Library Directors/Deans/Associate Deans/Heads in academic libraries of all sizes across the United States were surveyed to determine to what extent they value the skill sets associated with the four selected instructional skill domains: two traditional-teaching and presentation-and two more recently adopted by librarians-instructional design and educational technology. The findings of this research indicate that library administrators value the traditional skill sets more than the newer nontraditional skills. The results and possible implications, as well as 
Kathleen N

A Snapshot of Differentiated Instruction - Lesson Plans | Show and Tell - 6 views

showandtell.edublogs.org/...iated-instruction-lesson-plans

DI instruction lessonplan Bloom Gardner teacherresouce

shared by Kathleen N on 05 Aug 09 - Cached
  • Kathleen N on 05 Aug 09
     
    "Activities for Differentiated Instruction Addressing All Levels of Bloom's Taxonomy and Eight Multiple Intelligences." This title, by Audrey C. Rule and Linda Hurley Lord sounds too good to be true. This document is an 83-page gold mine. In the first eight pages, the introduction reviews the basics of both Bloom's and Gardner's work. Then it explains the qualities of differentiated instruction, referring to Tomlinson, as well as making the connections to Bloom and Gardner.
Sydney Lacey

Instructional Strategies Online - 97 views

olc.spsd.sk.ca/...index.html

teaching instruction strategies instructional strategies

shared by Sydney Lacey on 14 Jun 10 - Cached
  • Sydney Lacey on 14 Jun 10
     
    Instructional strategies determine the approach a teacher may take to achieve learning objectives. Five categories of instructional strategies and explanation of these five categories can be found within this site.
Trevor Cunningham

Why I Gave Up Flipped Instruction - 21 views

plpnetwork.com/...flip-love-affair

flippedclassroom education instruction

shared by Trevor Cunningham on 09 Oct 12 - No Cached
  • It has nothing to do with videos, or homework, or the latest fad in education. It has everything to do with who owns the learning.
  • No. The thing that I didn’t expect was that my students created flexible groups, depending on what they were working on. They found peers who were working on the same concept they were, so that they could help each other. Sometimes they realized who they couldn’t work with on a particular day, and found a different group of peers to work with instead. And to solidify what my students were learning, we engaged in hands-on activities and labs that actually used the Chemistry concepts they were studying.
  • Steve Ransom on 09 Oct 12
     
    Great post by Shelly Wright. It's not about the videos.
  • Marc Patton on 10 Oct 12
     
    When I recently re-read the post, I didn't disagree with anything I'd said. Yet my brief love affair with the flip has ended. It simply didn't produce the tranformative learning experience I knew I wanted for my students .
  • Trevor Cunningham on 13 Oct 12
     
    Direct instruction is direct instruction no matter how you spin or flip it. While it does have its place, as all things do, we're reminded that the paradigm shift is not simply a matter of shifting an order of events. This is a solid post on the power of personalized learning.
Michele Brown

AUP Online - Lersun Development - 26 views

www.lersun.com/aup.html

internetsafety

shared by Michele Brown on 06 Sep 12 - No Cached
  • Michele Brown on 06 Sep 12
     
    AUP Online is an instructional program that requires no staff development, is self contained, interactive, with electronic AUP document sign off.  This program provides a cost effective method to comply with the CIPA mandated instructional requirement, and provide much needed instruction to students as they participate in their online world.
anonymous

U-Pace: Facilitating Academic Success for All Students (EDUCAUSE Quarterly) | EDUCAUSE - 5 views

www.educause.edu/...242666

kahn

shared by anonymous on 10 Jan 12 - No Cached
  • anonymous on 10 Jan 12
     
    The U-Pace instructional approach combines self-paced, mastery-based learning with instructor-initiated Amplified Assistance in an online learning environment. Extensive evaluation showed that, compared to conventional instruction approaches, U-Pace instruction facilitated greater learning and greater academic success for all students in Introduction to Psychology courses. In terms of resources, U-Pace requires only a learning management system (such as Blackboard, Desire2Learn, or Moodle). U-Pace can be applied in any course or discipline, and resources to help instructors adopt the U-Pace approach are freely available.
Jeremy Brueck

Navigating Text Complexity - 80 views

www.ccsso.org/avigating_Text_Complexity.html

text complexity text complexity CCSS Common Core ELA reading literacy

shared by Jeremy Brueck on 12 Sep 13 - No Cached
  • Includes lesson videos and model text-dependent questions.
  • Our text complexity roadmaps bring together the quantiative, qualitative, and reader and task considerations of texts.
  • take a close look at what text complexity is and why it's important to preparing students for college and career.
  • ...4 more annotations...
  • what makes a text complex
  • how will it help prepare my students for college and career?
  • What tools can I use to select rich, worthy texts for instruction in my classroom?
  • How can analyzing the qualitative characteristics of a text inform my instruction of a text?
  • Jeremy Brueck on 12 Sep 13
     
    "Understanding text complexity is essential to implementing the Common Core State Standards in ELA & Literacy. But what makes a text complex and how will it help prepare my students for college and career? What tools can I use to select rich, worthy texts for instruction in my classroom? How can analyzing the qualitative characteristics of a text inform my instruction of a text? These have been our guiding questions in developing this text complexity resource for teachers. "
Steven Anderson

Differentiated Instruction ; Educational resources that help classroom teachers adjust ... - 5 views

www.internet4classrooms.com/di.htm

Differentiation teaching technology instruction

shared by Steven Anderson on 31 Mar 09 - Cached
  • Steven Anderson on 31 Mar 09
     
    Differentiated Instruction lessons and ideas to help classroom teachers individualize instruction for different learning styles
Florence Dujardin

Effects of electronic outlining on students' argumentative writing performance - de Sme... - 1 views

onlinelibrary.wiley.com/...abstract

writing outlining software

shared by Florence Dujardin on 23 Jun 11 - No Cached
  • Florence Dujardin on 23 Jun 11
     
    This study examined the effect of electronic outlining on the quality of students' writing products and how outlining affects perceived mental effort during the writing task. Additionally, it was studied how students appropriate and appreciate an outline tool and whether they need explicit instruction in order to engage in planning. To answer these questions, the writing products and self-report data from 34 tenth-grade students of a Dutch pre-university school were analysed. Students wrote two similar argumentative texts with or without an outline tool. Results show that electronic outlining improves the quality of students' argumentative texts and decreases mental effort. Answers to a retrospective questionnaire showed that a short instruction on the outline tool was sufficient for students to understand its working and that most students experienced the tool as beneficial. Finally, results indicate that without specific instruction on text planning, students hardly devote any time to this important aspect of writing.
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