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J.Randolph Radney

Expanding Your Instructional Strategies | Certification Map - 7 views

certificationmap.com/-your-instructional-strategies

certification strategies

shared by J.Randolph Radney on 16 Mar 10 - Cached
  • J.Randolph Radney on 16 Mar 10
     
    Despite the title of this site and some of the materials, the main focus I think is valuable to us is a discussion of instructional strategies.
J.Randolph Radney

Students prefer good lectures over the latest technology in class | University Affairs - 3 views

www.universityaffairs.ca/atest-technology-in-class.aspx

shared by J.Randolph Radney on 21 Nov 12 - No Cached
  • they want lectures. They want to listen to a professor who’s engaging, who’s intellectually stimulating and who delivers the content to them,” says Vivek Venkatesh, associate dean of academic programs and development in the school of graduate studies at Concordia University.
    • J.Randolph Radney
      J.Randolph Radney on 21 Nov 12
       
      Perhaps what students WANT is not what is best for them. Are they being lazy learners to expect a teacher to 'deliver content', as compare with more active learning strategies?
  • The reporter fails to mention that the majority of both teachers and students like technology in the classroom. And then tries to turn this report into one that is anti-technology.
  • But frankly when I find an eager proponent of, say, group work and student-directed discussions, I often (although not always) find a professor who simply can't lecture; and, worse, is not liked by their students.
    • J.Randolph Radney
      J.Randolph Radney on 21 Nov 12
       
      It is possible, however, to be a professor who lectures well and still prefers the use of more active learning in the classroom.
J.Randolph Radney

Blogs Wikis Docs Chart - 2 views

docs.google.com/Doc

reflection wikis googledocs education blogs strategies

shared by J.Randolph Radney on 16 Nov 09 - Cached
  • J.Randolph Radney on 16 Nov 09
     
    This is an interesting comparison of tools and lesson outcomes for education.
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.
  • ...7 more annotations...
  • 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.
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