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J.Randolph Radney

TeachPaperless: 10 Ways to Help Students Ask Better Questions - 10 views

teachpaperless.blogspot.com/...-help-students-ask-better.html

shared by J.Randolph Radney on 08 Apr 11 - No Cached
  • The points students bring up are thought-provoking. However, I'm most impressed by the questions they ask one another. They clarify and ask follow-up questions. They make inferences. They ask connecting questions and critical thinking questions. It's a messy process, but it's beautiful messy. It's art.
  • As long as a question is respectful, I want students to question their world. This applies to analyzing mathematical processes, thinking through social issues, making sense out of a text or analyzing the natural world for cause and effect.
  • Three times a week, we do inquiry days, where students begin with their own question in either social studies or science and they research it, summarize it and then ask further questions. While my initial goal involved teaching bias, loaded language and summarization, I soon realized that students were growing the most in their ability to ask critical thinking questions.
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  • I require students to ask questions before, during and after reading.
  • Sometimes I'll ask a really lame question and then say, "Someone tell my why that question sucked?" or I'll ask a deeper question and say, "Why was that a hard question to answer?" The goal is to get them to see deeper questions and to also think about why a question is deep or shallow.
  • Feedback on questions: I highlight their questions in Google Docs and leave comments on their blogs with very specific feedback.
  • Some students have a really hard time with questioning strategies.
  • I teach students about inquiry, clarifying, critical thinking and inference questioning.
  • Students sometimes ask me questions. Other times they ask partners or small group questions. Still other times they ask the questions to the whole class.
  • Technology allows students to take their time in crafting a question while having access to the questions of their peers.
J.Randolph Radney

For Students, Why the Question is More Important Than the Answer | MindShift - 0 views

blogs.kqed.org/...more-important-than-the-answer

shared by J.Randolph Radney on 05 Nov 12 - No Cached
  • Rule 1: Ask As Many Questions as You Can (Gives License to Ask).
  • Rule 2: Do Not Stop to Discuss, Judge, or Answer Any Question (Creates Safe Space and Protection).
  • Rule 3: Write Down Every Question Exactly as It Is Stated (Levels the Playing Field So All Questions and Voices Are Respected.)
  • ...1 more annotation...
  • Rule 4: Change Any Statement into a Question (Insists on the Discipline of Phrasing, Asking, and Thinking in Questions, Not Statement).
eabyasinfosol

How to Leverage This Moodle Plugin for Moodle Quiz Analytics - LearnerScript - 1 views

learnerscript.com/ugin-for-moodle-quiz-analytics

Moodle Quiz Analytics Grades LearnerScript Summary Reporting

shared by eabyasinfosol on 18 Feb 21 - No Cached
  • eabyasinfosol on 18 Feb 21
     
    A brief about Quiz in Moodle The courses in the Moodle Learning Management System (aka Moodle LMS) form its essence. And there are various methods to assess the learning experience of your folks. They include Assignments, Polls, Surveys, and Quizzes. Moodle Quiz is part and parcel of a Moodle course. In the sense, if you are a (Moodle) admin or teacher, you can add a quiz, to check your learners' progress, across the course. In order to form a quiz, you need questions from a Question Bank of your course. It contains a variety of Quiz Question Types in Moodle, which we will discuss separately in another post. So, you save these quiz questions of a course here for usage as and when required...
J.Randolph Radney

Faculty Focus - 1 views

ww1.facultyfocus.com/...378.html

faculty

shared by J.Randolph Radney on 23 Sep 15 - No Cached
  • The idea here is not to find out what students expect and then provide it because that’s what they want. Rather, it’s about finding out if their expectations are correct and how well they align with yours. You may need to elaborate on your expectations or possibly modify course plans based on students’ expectations. It’s all about communication, and an activity like this helps to get everyone on the same page.
  • My colleague Lolita Paff shared the first assignment she gave in two sections of microeconomics. “Typical homework assignments ask students to ANSWER questions. This assignment is different. I’d like you to ask questions. What are you curious about? What problems or issues are important to you? What topics matter to you? What questions do you wish you could answer?” She writes that she was “blown away” by the questions students shared. Her post includes a long list of questions that don’t look to me like the kind of queries I’d be expecting from beginning students in a required econ course. She concludes, “It’s a little scary. I don’t have all the answers.
J.Randolph Radney

The Creativity Crisis - Newsweek - 1 views

www.newsweek.com/...the-creativity-crisis.html

creativity education learning Newsweek psychology innovation crisis children

shared by J.Randolph Radney on 06 Aug 10 - Cached
  • Treffinger’s Creative Problem-Solving method
  • The home-game version of this means no longer encouraging kids to spring straight ahead to the right answer. When UGA’s Runco was driving through California one day with his family, his son asked why Sacramento was the state’s capital—why not San Francisco or Los Angeles? Runco turned the question back on him, encouraging him to come up with as many explanations as he could think of.
  • They didn’t stop asking questions because they lost interest: it’s the other way around. They lost interest because they stopped asking questions.
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  • The new view is that creativity is part of normal brain function. Some scholars go further, arguing that lack of creativity—not having loads of it—is the real risk factor. In his research, Runco asks college students, “Think of all the things that could interfere with graduating from college.” Then he instructs them to pick one of those items and to come up with as many solutions for that problem as possible. This is a classic divergent-convergent creativity challenge.
  • J.Randolph Radney on 06 Aug 10
     
    What are some of the key problems students have in getting through a Moodle course?
Janet Bianchini

Category:Conversation questions - Teflpedia - 0 views

teflpedia.com/index.php

diigo

shared by Janet Bianchini on 17 Nov 09 - Cached
  • Janet Bianchini on 17 Nov 09
     
    Excellent source of conversation topics and questions for EFL classes
Emilie Bouvrand

Moodle XML Converter - 2 views

moodle.site5.com

moodle convertir

shared by Emilie Bouvrand on 21 Sep 10 - No Cached
  • Emilie Bouvrand on 21 Sep 10
     
    This is an online converter that allows you quickly create quizzes and glossaries from textfiles by generating Moodle XML. Unlike GIFT format our converter is absolutely human-readable. Large numbers of questions and glossary entries can be easily created with a minimum of effor
J.Randolph Radney

Big Conversations For Schools - 2 views

spreadsheets.google.com/viewform

web 2.0 education change

shared by J.Randolph Radney on 11 Feb 10 - No Cached
  • J.Randolph Radney on 11 Feb 10
     
    Will Richardson is asking for us to identify our top 10 choices of questions that need to be addressed in education as technological changes affect our society. Please help.
J.Randolph Radney

The ID Litany - Cat's Pyjamas - 4 views

www.cats-pyjamas.net/...the-id-litany

shared by J.Randolph Radney on 08 Jun 11 - No Cached
  • J.Randolph Radney on 08 Jun 11
     
    These are good questions to ask when preparing any new course offerings.
J.Randolph Radney

Weblogg-ed » What Does "Getting It" Mean, Anyway? - 4 views

weblogg-ed.com/...at-does-getting-it-mean-anyway

education philosophy web 2.0

shared by J.Randolph Radney on 20 Nov 09 - Cached
  • Each year at the GLEF meeting, George Lucas spends about 45 minutes with us talking about education and answering our questions. What he said this year was in that Level 3 area. To paraphrase, schools as we know them are going away. Not that we won’t still have physical spaces and teachers, but that the way we do school is going to have to change, will be actually forced to change by the Web and other technologies. That the questions we should be asking (and these are the ones I got listening to him talk, not words out of his mouth) are should we still be sorting kids by age or by discipline? How do we truly individualize instruction around kids’ interests and passions? How do we redefine the school day? What do we really want to assess and how do we assess it? Why should we bring kids together for physical space learning when much of what they can now learn doesn’t require it?
  • J.Randolph Radney on 20 Nov 09
     
    This is an interesting comment by George Lucas (as quoted by Will Richardson in his blog) on how education is being changed by social networking via the Internet.
Dr. Nellie Deutsch

Moodle Mania on Facebook - 4 views

Moodle Mania caters to Moodle users - teachers, administrators, and/or anyone interested in using Moodle for online instruction and learning. MOODLE stands for Modular Object-Oriented Dynamic Lea...

Moodle Mania Online Learning Blended

started by Dr. Nellie Deutsch on 21 Apr 13 no follow-up yet
J.Randolph Radney

Teaching with Google Wave - ProfHacker - The Chronicle of Higher Education - 1 views

chronicle.com/...24406

google wave teaching google wave profhacker GoogleWave education

shared by J.Randolph Radney on 28 Jul 10 - Cached
  • Wave is extremely powerful groupware, designed to facilitate the interactions of groups working together on projects—which turns out to be a pretty good description of many college classes.
  • Class notes project (10%): Over the course of the semester, you will compile a set of collaborative notes for the class, detailing the important issues from our readings, the main threads of our discussions, any questions that we raise that remain open, and so forth. You’ll use a combination of Google Wave and Google Docs for these notes, Wave for the initial notetaking and discussion and Docs for the final product. Each of you will serve as lead notetaker during at least one class session, though you’ll be expected to contribute to the collaborative notes for every class period.
  • A networked teaching lab: I teach most of my classes in a laptop-based lab, one that allows me to pull the computers out whenever I want to use them and tuck them safely away when I don't. This semester, I decided to use them every day, and invited any of my students who had their own laptops to bring them to class if they preferred working on them.
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  • At the end of the semester, in conjunction with my course evaluations, I asked my students to assess their experiences with Wave—and to a person, they liked it. Several said that they appreciated the ways that seeing their classmates' notes as class discussion was happening clarified the discussion in process; a few noted that they liked being able to follow the wave from their dorm rooms if they were out sick; many said that they were grateful to be able to return to the notes in the days and weeks after that class session had ended.
  • What didn't work? I'd had the idea before the semester started that my students would "finalize" their notes in Google Docs and keep them stored for future use in our Google Group space. As yet, however, waves aren't easily exportable, even to other Google platforms; our class notes remain solely accessible in Wave. That said, all of the members of the class will have access to those waves as long as they keep their accounts, and the waves could continue to develop, should their authors be so inspired.
J.Randolph Radney

Study questions learning-style research | eSchoolNews.com - 5 views

www.eschoolnews.com/...y-stop-funding-learning-styles

learningstyles

shared by J.Randolph Radney on 02 Feb 10 - Cached
  • J.Randolph Radney on 02 Feb 10
     
    More on the learning styles debate.
J.Randolph Radney

How Twitter in the Classroom is Boosting Student Engagement - 8 views

mashable.com/...twitter-classroom

twitter classroom engagement web2.0 technology teaching

shared by J.Randolph Radney on 12 Mar 10 - Cached
  • J.Randolph Radney on 12 Mar 10
     
    Although this article is about the use of Twitter in the classroom to provide a backchannel for discussion during lectures, I find that the Chat tools in MOODLE work really well for students who are in my face-to-face sessions. They love the possibility of chatting during class (with my permission--and they are aware of my monitoring the discussion), and students who must miss class staying home with a sick child, etc. can ask questions and get answers from students who are in the session.
  • Janet Bianchini on 12 Mar 10
     
    Thanks Radney for this. I found this article very useful especially the quote "the integration of Twitter has been a virtually bureaucracy-free endeavor". I also liked this "Twitter helps to overcome the shyness barrier" - a good point.
  • J.Randolph Radney on 12 Mar 10
     
    Yes, the shyness factor is a major one in engaging students in class activities. I find that the more text-based the participation, the more engaged shy students become.
J.Randolph Radney

Cramming computers: It's still the same old story | Clayton Christensen - 2 views

disruptingclass.mhprofessional.com/...s-its-still-the-same-old-story

computers story clayton education web2.0 technology moodle learning tools

shared by J.Randolph Radney on 13 Sep 11 - No Cached
  • The New York Times woke many with a start over the weekend when it reported in its Sunday edition on a school in Arizona investing lots of money in technology but seemingly getting few results from the investment, as student test scores remained stagnant.
J.Randolph Radney

Ten Tips for More Efficient and Effective Grading Practices | Faculty Focus - 2 views

www.facultyfocus.com/...ps-efficient-effective-grading

tips grading practices

shared by J.Randolph Radney on 04 Feb 15 - No Cached
  • Bank Comments: Keep a bank of comments about frequent errors students make and organize them in groups for easy access. Consider grouping comments according to module, assignment, and chapter, or grammar, content, and organization. For example, if an instructor sees frequent errors regarding point of view, keep related comments grouped in the same area to access them easily.
  • Less is More: Instructors should avoid the temptation to respond to everything that calls for adjustments or changes. Brookhart (2011) reports, many struggling students need to focus on just a few areas or even one item at a time. If a student backs off from his or her paper because he or she is intimidated by the number of instructor comments, then all is lost. It is better to target two or three areas that need to be addressed for the student’s success on future papers.
  • Questions for Reflection: Consider inviting reflective, critical thinking and further conversation in a productive, scholarly exchange with the student. Instead of telling students what they did “wrong,” ask them to rethink their approach. For example, consider using a phrase such as “What is the most interesting aspect of your essay?” Or “What would draw your attention to this topic, as a reader?” This way, the student is not only prompted to make more thoughtful revisions, but also is given tools to use when considering how to write a hook for future essays.
  • ...1 more annotation...
  • Douglas B. Reeves, author and educator, said, “Technology sometimes encourages people to confuse busyness with effectiveness” (Reeves, 2010). Instructors sometimes equate certain grading practices such as an authoritative tone, strong criticism, or copious comments with being effective. In fact, the more conscious and deliberate an instructor is when delivering feedback, the better that feedback tends to be. Instructors often feel as though they must sacrifice effectiveness for efficiency, or efficiency for effectiveness. By honoring these guiding principles, instructors will realize that they do not need to make a choice between the two.
  • J.Randolph Radney on 04 Feb 15
     
    Standard approaches to evaluation of work, but with a few nice (and new) ideas.
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