Skip to main content

Home/ Diigo In Education/ Group items tagged reasons cooperative

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
A Gardner

10 Reasons the Tests Are Lowering Our Standards « Cooperative Catalyst - 94 views

coopcatalyst.wordpress.com/...sts-are-lowering-our-standards

cooperative catalyst reasons tests lowering standards blog

shared by A Gardner on 06 Feb 12 - No Cached
  • Kids will work hard to learn, because they are naturally curious.
  • extrinsic motivation
  • extrinsic motivation, it moves to economic norms, where they learn to do the least possible work for the highest results
  • ...5 more annotations...
  • The test is longer than the Bar Exam or the MCATs. It’s insane
  • Students should be able to have instant feedback regarding how well they did.
  • two things vying for a student’s attention: the grade and the learning
  • Risk Aversion: Learning involves taking risks.
  • same myopic view of success
Kate Pok

Writing in College - 1. Some crucial differences between high school and college writing - 55 views

writing-program.uchicago.edu/...high_school_v_college.htm

teaching writing essay

shared by Kate Pok on 08 Feb 11 - Cached
  • you will be asked to analyze the reading, to make a worthwhile claim about it that is not obvious (state a thesis means almost the same thing), to support your claim with good reasons, all in four or five pages that are organized to present an argument .
  • They expect to see a claim that would encourage them to say, "That's interesting. I'd like to know more."
  • They expect to see evidence, reasons for your claim, evidence that would encourage them to agree with your claim, or at least to think it plausible.
  • ...8 more annotations...
  • They expect to see that you've thought about limits and objections to your claim.
  • This kind of argument is less like disagreeable wrangling, more like an amiable and lively conversation with someone whom you respect and who respects you; someone who is interested in what you have to say, but will not agree with your claims just because you state them; someone who wants to hear your reasons for believing your claims and also wants to hear answers to their questions.
  • We also know that whatever it is we think, it is never the entire truth. Our conclusions are partial, incomplete, and always subject to challenge. So we write in a way that allows others to test our reasoning: we present our best thinking as a series of claims, reasons, and responses to imagined challenges, so that readers can see not only what we think, but whether they ought to agree.
  • And that's all an argument is--not wrangling, but a serious and focused conversation among people who are intensely interested in getting to the bottom of things cooperatively.
  • So your first step in writing an assigned paper occurs well before you begin writing: You must know what your instructor expects.
  • Start by looking carefully at the words of the assignment.
  • When most of your instructors ask what the point of your paper is, they have in mind something different. By "point" or "claim" (the words are virtually synonymous with thesis), they will more often mean the most important sentence that you wrote in your essay, a sentence that appears on the page, in black in white; words that you can point to, underline, send on a postcard; a sentence that sums up the most important thing you want to say as a result of your reading, thinking, research, and writing. In that sense, you might state the point of your paper as "Well, I want to show/prove/claim/argue/demonstrate (any of those words will serve to introduce the point) that "Though Falstaff seems to play the role of Hal's father, he is, in fact, acting more like a younger brother who . . . ."" If you include in your paper what appears after I want to prove that, then that's the point of your paper, its main claim that the rest of your paper supports.
  • A good point or claim typically has several key characteristics: it says something significant about what you have read, something that helps you and your readers understand it better; it says something that is not obvious, something that your reader didn't already know; it is at least mildly contestable, something that no one would agree with just by reading it; it asserts something that you can plausibly support in five pages, not something that would require a book.
  • Kate Pok on 22 Nov 11
     
    great guide to college writing- print out and give out to students.
Martin Burrett

Does a collaborative learning approach work for everyone? - 17 views

ukedchat.com/...es-collaborative-learning-work

collaboration collaborate

shared by Martin Burrett on 09 Nov 18 - No Cached
  • Martin Burrett on 09 Nov 18
     
    "There's a good reason why universities have spent the last few years dedicating precious resources and time to fostering a collaborative learning environment. Students who are encouraged to participate in discussions, work cooperatively in small-group settings, and actively engage with their peers are believed to gain not only the cognitive skills needed to survive in the professional workplace but also the interpersonal ones needed to thrive. And for many, the approach seems to be working. But is it working for all students?"
Rafael Morales_Gamboa

The Discussion Forum is Dead; Long Live the Discussion Forum - Hybrid Pedagogy - 74 views

www.hybridpedagogy.com/...long-live-the-discussion-forum

shared by Rafael Morales_Gamboa on 07 Mar 14 - No Cached
  • There are better forums for discussion than online discussion forums. The discussion forum is a ubiquitous component of every learning management system and online learning platform from Blackboard to Moodle to Coursera.
  • as though one relatively standardized interface can stand in for the many and varied modes of interaction we might have in a physical classroom
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 09 Mar 14
       
      The point is not to reproduce what occurs in the physical classroom, but to provide support for discussion that takes advantage of the digital environment.
  • predetermined variables
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 09 Mar 14
       
      They do not have to be predetermined.
  • ...7 more annotations...
  • Most online learning platforms make customization slow or difficult enough to deter responsiveness or impulsivity
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 09 Mar 14
       
      I do not agree with this. It would require a well defined criteria to properly compare the flexibility of both environments.
  • building community is at the heart of learning
  • which would never seem reasonable in our on-ground pedagogy
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 09 Mar 14
       
      That does not mean it does not make sense in the digital environment. 
  • Students post because they have to, not because they enjoy doing so
  • Rather than hacking the system to fit our pedagogy, we can easily become the teachers the LMS wants us to be
  • In a classroom, we work diligently to unify our students, to foster a supportive environment, and to encourage cooperation and collaboration
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 09 Mar 14
       
      Too much of an idyllic view of the physical classrom. If what is said here about it where the case in the mayority of cases, the world would be a much better one.
  • While some might argue that the 140-character limit doesn’t allow for deep inquiry, we disagree. Twitter, rather, becomes a tool for a collective inquiry, creating depth through the metonymic relationship between tweets and between tweets and what they link to.
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 09 Mar 14
       
      What about the bus stop metaphor? Does it not apply to Twitter as well?
  • Kevin Steinke on 07 Mar 14
     
    "There are better forums for discussion than online discussion forums. The discussion forum is a ubiquitous component of every learning management system and online learning platform from Blackboard to Moodle to Coursera."
1 - 4 of 4
Showing 20▼ items per page