Skip to main content

Home/ EDUC 300/ Group items tagged exercise

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Diane Gusa

Where is reflection in the learning process? | User Generated Education - 0 views

usergeneratededucation.wordpress.com/...ection-in-the-learning-process

reflection elearning

shared by Diane Gusa on 29 May 13 - No Cached
    • Diane Gusa
      Diane Gusa on 29 May 13
       
      This is a good resource as you reflect and prepare your first synthesizing blog.
  • What was your significant learning this past week
  • What did you learn or what was reinforced about yourself? What can you take from the class activities to use in your life outside of class?
  • ...2 more annotations...
  • Critical reflection is an important part of any learning process. Without reflection, learning becomes only an activity — like viewing a reality TV show — which was never meant to have meaning, but was only meant to occupy time.
  • Critical reflection is not meditation, rather it is mediation — an active, conversive, dialectical exercise that requires as much intellectual work as does every other aspect of the learning process, from analysis to synthesis to evaluation. But in reflection, all the learned material can be gathered about, sorted and resorted, and searched through for greater understanding and inspiration
Diane Gusa

Cognitive Load Theory - 0 views

www.instructionaldesign.org/...cognitive-load.html

theory cognitiveload video exercise module 2

shared by Diane Gusa on 30 Jun 12 - No Cached
  • Learning requires a change in the schematic structures of long term memory and is demonstrated by performance that progresses from clumsy, error-prone, slow and difficult to smooth and effortless. The change in performance occurs because as the learner becomes increasingly familiar with the material, the cognitive characteristics associated with the material are altered so that it can be handled more efficiently by working memory
  • information contained in instructional material must first be processed by working memory
  • Specific recommendations relative to the design of instructional material include: Change problem solving methods to avoid means-ends approaches that impose a heavy working memory load, by using goal-free problems or worked examples. Eliminate the working memory load associated with having to mentally integrate several sources of information by physically integrating those sources of information. Eliminate the working memory load associated with unnecessarily processing repetitive information by reducing redundancy. Increase working memory capacity by using auditory as well as visual information under conditions where both sources of information are essential (i.e. non-redundant) to understanding.
Tiffany King

Facilitator - 0 views

www-distance.syr.edu/facilita.html

facilitator adult learning effective facilitator

shared by Tiffany King on 11 Jul 12 - Cached
  • It refers to the process of helping learners achieve self-growth through self-evaluation and cooperation with others.
  • adults learn best when a facilitator can see that the following six conditions are met: They feel the need to learn and have input into what, why, and how they will learn. Learning's content and processes bear a perceived and meaningful relationship to past experience and experience is effectively utilized as a resource for learning. What is to be learned relates optimally to the individual's developmental changes and life tasks. The amount of autonomy exercised by the learner is congruent with that required by the mode or method utilized. They learn in a climate that minimizes anxiety and encourages freedom to experiment. Their learning styles are taken into account (pp. 47-49).
Diane Gusa

Learning-Centered Syllabi - 0 views

www.celt.iastate.edu/...syllabi.html

Student-Centered Learning-Centered teaching syllabus curriculum Learning Styles

shared by Diane Gusa on 12 Jun 12 - Cached
  • Learning-Centered Syllabi Workshop
  • Creating and using a learner-centered syllabus is integral to the process of creating learning communities.
  • students should progress from a primarily instructor-led approach to a primarily student-initiated approach to learning.
  • ...22 more annotations...
  • students and their ability to learn are at the center of what we do
  • facilitate student learning rather than to act as "gatekeepers" of knowledge
  • A necessary first step in creating a learning-centered syllabus, according to most sources, is to spend some time thinking about the "big questions" related to why, what, who and how we teach.
  • thoughtful discussions with ourselves and our colleagues about our teaching philosophy and what it means to be an educated person in our discipline
  • We also need to think about how we encourage responsibility for learning in our students.
  • we focus on the process of learning rather than the content, that the content and the teacher adapt to the students rather than expecting the students to adapt to the content, that responsibility is placed on students to learn rather than on professors to teach.
  • participate in planning the course content and activities; clarify their own goals and objectives for the course; monitor and assess their own progress; and establish criteria for judging their own performance within the goals that they have set for themselves, certification or licensing requirements, time constraints, etc.
  • Your first objective is to facilitate learning, not cover a certain block of materia
  • According to Johnson, "course objectives should consist of explicit statements about the ways in which students are expected to change as a result of your teaching and the course activities. These should include changes in thinking skills, feelings, and actions" (p. 3)
  • An effective learning-centered syllabus should accomplish certain basic goals (Diamond, p. ix): define students' responsibilities; define instructor's role and responsibility to students; provide a clear statement of intended goals and student outcomes; establish standards and procedures for evaluation; acquaint students with course logistics; establish a pattern of communication between instructor and students; and include difficult-to-obtain materials such as readings, complex charts, and graphs.
  • here are three primary domains of development for students in a course
  • The Cognitive Domain is associated with knowledge and intellectual skills. The Affective Domain is associated with changes in interests, attitudes, values, applications, and adjustments. And the Psychomotor Domain is associated with manipulative and motor skills
  • "A learning-centered syllabus requires that you shift from what you, the instructor, are going to cover in your course to a concern for what information and tools you can provide for your students to promote learning and intellectual development" (Diamond, p. xi).
  • Don't use words that are open to many interpretations and which are difficult to measure. Make sure that all students understand the same interpretation.
  • Clarify the conceptual structure used to organize the course.
  • Students need to know why topics are arranged in a given order and the logic of the themes and concepts as they relate to the course structure
  • Does the course involve mostly inductive or deductive reasoning? Is it oriented to problem-solving or theory building? Is it mostly analytical or applied? In answering these questions, acknowledge that they reflect predominant modes in most cases rather than either/or dichotomies.
  • Use a variety of methods.
  • "Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the Disability Resources Office at 515-294-6624 or TTY 515-294-6635 in Room 1076 of the Student Services Building to submit your documentation and coordinate necessary and reasonable accommodation."
  • Identify additional equipment or materials needed and sources.
  • Critical Thinking
  • Critical thinking is a learned skill. The instructor, fellow students, and possibly others are resources. Problems, questions, issues, values, beliefs are the point of entry to a subject and source of motivation for sustained inquiry. Successful courses balance the challenge of critical thinking with the supportive foundation of core principles, theories, etc., tailored to students' developmental needs. Courses are focused on assignments using processes that apply content rather than on lectures and simply acquiring content. Students are required to express ideas in a non-judgmental environment which encourages synthesis and creative applications. Students collaborate to learn and stretch their thinking. Problem-solving exercises nurture students' metacognitive abilities. The development needs of students are acknowledged and used in designing courses. Standards are made explicit and students are helped to learn how to achieve them.
1 - 4 of 4
Showing 20▼ items per page