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Heather Ross

How Twitter in the Classroom is Boosting Student Engagement - 0 views

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    "Professors who wish to engage students during large lectures face an uphill battle. Not only is it a logistical impossibility for 200+ students to actively participate in a 90 minute lecture, but the downward sloping cone-shape of a lecture hall induces a one-to-many conversation. This problem is compounded by the recent budget cuts that have squeezed ever more students into each room. Fortunately, educators (including myself) have found that Twitter is an effective way to broaden participation in lecture. Additionally, the ubiquity of laptops and smartphones have made the integration of Twitter a virtually bureaucracy-free endeavor. This post describes the two main benefits professors find when using Twitter in lecture."
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    I do think that the author's conclusion about it being a great way to deal with growing class sizes due to budget cuts is simplistic and misses the point about it being a great way to engage students, period. Be sure to watch the video.
Heather Ross

Flipping out? What you need to know about the Flipped Classroom | Inside Higher Ed - 0 views

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    "The traditional model of the lecture and learning cycle has long been to deliver the lecture during class and to send students home to do homework and perhaps engage in a discussion or two afterwards. The flipped classroom flips this model on its head: through lecture capture software, lectures can be captured on video for students to watch home, freeing up class time for hands-on learning activities and discussion."
Ryan Banow

'Introduction to Ancient Rome,' the Flipped Version - Commentary - The Chronicle of Hig... - 1 views

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    This is a good and realistic look at the experience of an instructor who has flipped their class. Not all negative, but here is some realism: "The problem, I soon discovered, was that nobody told the students they were supposed to hate lectures. They were genuinely disoriented when I didn't spend class time lecturing. Only about 25 percent of them watched the prerecorded lectures before class. As a result, class discussion of content became an exercise in futility. Their comments at the end of the semester made it clear that about two-thirds of them preferred a typical lecture class."
lava 2 teach

The \"Bookended Lecture\" - 0 views

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    Ever wanted to try active learning, but felt that it might take too much time away from your lecture? A bookended lecture is one in which short segments of active learning are interspersed or bookended at the beginning and/or ends of the lecture. This resource provides summaries of 36 different ways to include some interactivity in your lectures.
Heather Ross

Flipping the Lecture Hall -- Campus Technology - 0 views

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    "With the large lecture format, said NMC Senior Communications Director Samantha Becker, "it's really hard to personalize the material so that a student can feel like they have ownership over their own learning process." And, she added, "It's hard to speak up. There's always the fear of being ostracized by other students or feeling like asking stupid questions." Maurice Matiz, executive director of Columbia University's (NY) Columbia Center for New Media Teaching and Learning, agreed: "Sitting in one of these 180-student classrooms is a very passive situation," he said. "We've found that students aren't really learning very much." Matiz and his colleagues are out to change that - by finding ways to adopt the flipped classroom model to traditional large lecture courses. "
Heather Ross

7 Things You Should Know About Flipped Classrooms | EDUCAUSE.edu - 0 views

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    "The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. The notion of a flipped classroom draws on such concepts as active learning, student engagement, hybrid course design, and course podcasting. The value of a flipped class is in the repurposing of class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, and interact with one another in hands-on activities. Although implementing a flipped classroom places different demands on faculty and forces students to adjust their expectations, the model has the potential to bring about a distinctive shift in priorities-from merely covering material to working toward mastery of it."
Heather Ross

The flipping librarian « NeverEndingSearch - 0 views

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    "Flipping the classroom changes the place in which content is delivered. If the teacher assigns lecture-type instruction-in the form of video, simulations, slidecasts, readings, podcasts-as homework, then class time can be used interactively. The class becomes conversation space, creation space, space where teachers actively facilitate learning.  The home becomes the lecture space. The hundred+ year-old frontal teaching model flips."
Ryan Banow

http://med.ubc.ca/files/2012/03/Interactive-Lecturing-Strategies.pdf - 0 views

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    This article explores a few good ways to make your lectures more interactive.
Brad Wuetherick

Randy Pausch Lecture: Time Management - YouTube - 0 views

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    An interesting video on a very important skill - time management. It is delivered by Randy Pausch, made famous by his "Last Lecture" at Carnegie Mellon University before he died from Pancreatic Cancer.
Ryan Banow

Confessions of a Converted Lecturer: Eric Mazur - YouTube - 1 views

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    Video of a keynote by Erik Mazur - a physicist from Harvard. "...how he came to develop Peer Instruction, a teaching method that enhances interactive engagement among students, particularly in large lecture style settings or classrooms."
Carolyn Hoessler

Video - How to Speak: Lecture Tips from Patrick Winston - 0 views

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    A comprehensive video covering a lecture from start to finish. When learning to teach, Patrick Winston recommends not copying good teachers, rather watch, think about and then adapt to create own teaching style. His talk about teaching involves considering the elements of a lecture and thinking through how to engage students. He presents several interesting strategies, and if you replace "overhead" with "powerpoint" all points are all still very applicable.
lava 2 teach

Using Back-of-Envelope Calculations to Foster Problem-Solving in the Lecture - 0 views

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    Back-of-envelope calculations are a great way to help your students practice completing problems and to break up the lecture. Check out the SERC's examples of back-of-envelope calculations in their Activity Collection.
Heather Ross

My Open Textbook: Pedagogy and Practice - actualham - 0 views

  • People often ask me how students can create textbooks when they are only just beginning to learn about the topics that the textbooks cover.  My answer to this is that unlike many other scholarly materials, textbooks are primarily designed to be accessible to students– to new scholars in a particular academic area or sub-specialty.  Students are the perfect people to help create textbooks, since they are the most keenly tuned in to what other students will need in order to engage with the material in meaningful ways.  By taking the foundational principles of a field– most of which are not “owned” by any prior textbook publisher– and refiguring them through their own lens, student textbook creators can easily tap their market.  They can access and learn about these principles in multiple ways (conventional or open textbooks, faculty lecture and guidance, reading current work in the field, conversations with related networks, videos and webinars, etc.), and they are quite capable, in my opinion, of designing engaging ways to reframe those principles in ways that will be more helpful to students than anything that has come before.
  • My answer to this is that unlike many other scholarly materials, textbooks are primarily designed to be accessible to students– to new scholars in a particular academic area or sub-specialty.  Students are the perfect people to help create textbooks, since they are the most keenly tuned in to what other students will need in order to engage with the material in meaningful ways.  By taking the foundational principles of a field– most of which are not “owned” by any prior textbook publisher– and refiguring them through their own lens, student textbook creators can easily tap their market.  They can access and learn about these principles in multiple ways (conventional or open textbooks, faculty lecture and guidance, reading current work in the field, conversations with related networks, videos and webinars, etc.), and they are quite capable, in my opinion, of designing engaging ways to reframe those principles in ways that will be more helpful to students than anything that has come before.
  • As students and alums worked with me over the summer to create that first skeletonic text, it was clear something amazing was happening.  The students immediately seemed invested in the project– almost like they were, well, writing a book with me. To me, the work seemed sort of second nature, since I often write for publication. But for my students, the idea that they were creating something that would be read/used by a different cohort of students a few months later was a truly novel and thrilling concept. They repeatedly volunteered to work for free (I resisted this), and they still sometimes inquire about whether there are roles they can play now that the book is at its next stage of development. When the students in the class started working with and contributing to the book, they often made comments about liking our textbook! But by getting to contribute to the book, make curatorial decisions about the kinds of texts to include, and frame the work in their own words, they seemed more connected to the textbook itself, more willing to engage with it. Here’s a short video featuring several of my students, which explores their experience of using OER and engaging in open pedagogy-based learning.
Heather Ross

Inside the Flipped Classroom -- THE Journal - 0 views

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    "Welcome to a "flipped classroom" at Byron High School--where the lectures are homework, and problem solving with the teacher is class time." Great article about how one school flipped their math program.
Heather Ross

Understoodit - Measure Students' Understanding in Real-Time - 0 views

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    "The Problem During lectures, it's hard for every student to let you know if they understand or if they're confused. Especially in large classes, many students are reluctant to express their confusion which limits both their learning and their enjoyment. The Solution Understoodit addresses this issue by allowing students to anonymously, and in real-time, indicate if they understand or are confused. Understoodit runs on devices that you and your students already own: smartphones, tablets, netbooks and notebooks."
Heather Ross

Toronto News: 'Confusometer' app gets rave reviews from U of T computer science student... - 0 views

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    A Toronto techie has dreamed up a website that lets students click a red "Confused" button when they don't get the lecture, sending an immediate red warning to the professor's laptop that shows what portion of the class is stumped - on a "Confusometer." The prof then can stop, explain it again and hope students start clicking their green "Understood" buttons and gradually light up the class "Understandometer.""
Sheryl Mills

Approaches to Instruction - 0 views

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    "Instructional Strategies Decision making regarding instructional strategies requires teachers to focus on curriculum, the prior experiences and knowledge of students, learner interests, student learning styles, and the developmental levels of the learner. Such decision making relies on ongoing student assessment that is linked to learning objectives and processes. Although instructional strategies can be categorized, the distinctions are not always clear cut. For example, a teacher may provide information through the lecture method (from the direct instruction strategy) while using an interpretive method to ask students to determine the significance of information that was presented (from the indirect instruction strategy). The five categories of instructional strategies are Direct Instruction, Indirect Instruction, Interactive Instruction, Experiential Learning, and Independent Study."
Brad Wuetherick

Perry's Scheme of Intellectual Development - YouTube - 0 views

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    20 minute mini-lecture Eric Landrum from Boise State University on Perry's Scheme of Intellectual Development prepared for the Boise State Course Design Institute.
Heather Ross

CMAJ: Educators propose "flipping" medical training - 1 views

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    "The traditional lecture may have been an efficient format for transferring information 100 years ago, but it's no longer practical in an era of exploding medical knowledge, says Dr. David Snadden, executive associate dean of education for the faculty of medicine at the University of British Columbia in Vancouver. "We've actually reached a stage where we can't fit [in] all the curriculum. It's just not possible." "The thing that's becoming really critical for us is helping our students understand how to manage information, access and sift information" as they'll need to do as practising physicians, he adds. Shifting course material onto the Internet offers a solution to both these challenges, Snadden says. In addition to freeing class time for more active learning, the model allows students to control the pace of their learning and "skip the things that don't seem relevant or that they already know." 
Heather Ross

6 Rules to Break for Better, Deeper Learning Outcomes | Edutopia - 0 views

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    "As educators, we know when students tune in -- and we know when they tune out. The more elusive question is why. There is emerging consensus that the 20th-century approach to education, which favors methods such as lectures and rote learning, is standing in the way of making school relevant to more students."
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