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izz aty

bloom's taxonomy of learning domains - bloom's learning model, for teaching, lesson pla... - 0 views

www.businessballs.com/staxonomyoflearningdomains.htm

shared by izz aty on 05 Jun 15 - Cached
  • The three most popularly referenced versions of the Psychomotor Domain seem to be those of RH Dave (1967/70), EJ Simpson (1966/72), and AJ Harrow (1972).
  • Bloom and his colleagues felt that the academic environment held insufficient expertise to analyse and create a suitable reliable structure for the physical ability 'Psychomotor' domain.
  • In each of the three domains Bloom's Taxonomy is based on the premise that the categories are ordered in degree of difficulty. An important premise of Bloom's Taxonomy is that each category (or 'level') must be mastered before progressing to the next. As such the categories within each domain are levels of learning development, and these levels increase in difficulty.
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  • The Dave model is the simplest and generally easiest to apply in the corporate development environment.
  • explore the Simpson and Harrow Psychomotor Domain alternatives - especially for the development of children and young people, and for developing skills in adults that take people out of their comfort zones. This is because the Simpson and Harrow models offer different emotional perspectives and advantages, which are useful for certain learning situations, and which do not appear so obviously in the structure of the Dave model.
izz aty

Issues about Outcomes Based Education - 0 views

www.leaderu.com/...obe.html

OBE uniklguidelines education

shared by izz aty on 05 Jun 15 - Cached
  • Outcome-based education (OBE) is one of those that is new, even revolutionary, and is now being promoted as the panacea for America's educational woes. This reform has been driven by educators in response to demands for greater accountability by taxpayers and as a vehicle for breaking with traditional ideas about how we teach our children. If implemented, this approach to curriculum development could change our schools more than any other reform proposal in the last thirty years.
  • According to William Spady, a major advocate of this type of reform, three goals drive this new approach to creating school curricula. First, all students can learn and succeed, but not on the same day or in the same way. Second, each success by a student breeds more success. Third, schools control the conditions of success. In other words, students are seen as totally malleable creatures. If we create the right environment, any student can be prepared for any academic or vocational career. The key is to custom fit the schools to each student's learning style and abilities.
  • Outcome-based education will change the focus of schools from the content to the student
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  • The teacher's role in the classroom will become that of a coach. The instructor's goal is to move each child towards pre-determined outcomes rather than attempting to transmit the content of Western civilization to the next generation in a scholarly fashion
  • the focus is no longer on content. Feelings, attitudes, and skills such as learning to work together in groups will become just as important as learning information--some reformers would argue more important.
  • Where traditional curricula focused on the past, reformers argue that outcome-based methods prepare students for the future and for the constant change which is inevitable in our society.
  • Reformers advocating an outcome-based approach to curriculum development point to the logical simplicity of its technique. First, a list of desired outcomes in the form of student behaviors, skills, attitudes, and abilities is created. Second, learning experiences are designed that will allow teachers to coach the students to a mastery level in each outcome. Third, students are tested. Those who fail to achieve mastery receive remediation or retraining until mastery is achieved. Fourth, upon completion of learner outcomes a student graduates.
  • According to William Spady, a reform advocate, outcomes can be written with traditional, transitional, or transformational goals in mind. Spady advocates transformation goals.
  • Traditional outcome-based programs would use the new methodology to teach traditional content areas like math, history, and science
  • Many teachers find this a positive option for challenging the minimal achiever
  • An outcome-based program would prevent such students from graduating or passing to the next grade without reaching a pre-set mastery level of competency.
  • Transformational OBE subordinates course content to key issues, concepts, and processes. Indeed, Spady calls this the "highest evolution of the OBE concept." Central to the idea of transformational reform is the notion of outcomes of significance.
  • Spady supports transformational outcomes because they are future oriented, based on descriptions of future conditions that he feels should serve as starting points for OBE designs
  • little mention is made about specific things that students should know as a result of being in school.
  • The focus is on attitudes and feelings, personal goals, initiative, and vision--in their words, the whole student.
  • It is in devising learner outcomes that one's world view comes into play. Those who see the world in terms of constant change, politically and morally, find a transformation model useful. They view human nature as evolving, changing rather than fixed.
  • Advocates of outcome-based education point with pride to its focus on the student rather than course content. They feel that the key to educational reform is to be found in having students master stated learner outcomes. Critics fear that this is exactly what will happen. Their fear is based on the desire of reformers to educate the whole child. What will happen, they ask, when stated learner outcomes violate the moral or religious views of parents?
  • Under the traditional system of course credits a student could take a sex-ed course, totally disagree with the instruction and yet pass the course by doing acceptable work on the tests presented. Occasion-ally, an instructor might make life difficult for a student who fails to conform, but if the student learns the material that would qualify him or her for a passing grade and credit towards graduation.
  • If transformational outcome-based reformers have their way, this student would not get credit for the course until his or her attitudes, feelings, and behaviors matched the desired goals of the learner outcomes.
  • Another goal requires students to know about and use community health resources. Notice that just knowing that Planned Parenthood has an office in town isn't enough, one must use it.
  • transformational outcome- based reform would be a much more efficient mechanism for changing our children's values and attitudes about issues facing our society
  • the direction these changes often take is in conflict with our Christian faith
  • "Who has authority over our children?"
  • Outcome-based education is an ideologically neutral tool for curricular construction; whether it is more effective than traditional approaches remains to be seen. Unfortunately, because of its student-centered approach, its ability to influence individuals with a politically correct set of doctrines seems to be great. Parents (and all other taxpayers) need to weigh the possible benefits of outcome-based reform with the potential negatives.
  • who will determine the learner outcomes for their schools
  • consideration of what learner outcomes the public wants rather than assuming that educators know what's best for our children. Who will decide what it means to be an educated person, the taxpaying consumer or the providers of education?
  • If students are going to be allowed to proceed through the material at their own rate, what happens to the brighter children? Eventually students will be at many levels, what then? Will added teachers be necessary? Will computer-assisted instruction allow for individual learning speeds? Either option will cost more money. Some reformers offer a scenario where brighter students help tutor slower ones thereby encouraging group responsibility rather than promoting an elite group of learners. Critics feel that a mastery- learning approach will inevitably hold back brighter students.
  • With outcome-based reform, many educators are calling for a broader set of evaluation techniques. But early attempts at grading students based on portfolios of various kinds of works has proved difficult. The Rand Corporation studied Vermont's attempt and found that "rater reliability--the extent to which raters agreed on the quality of a student's work--was low." There is a general dislike of standardized tests among the reformers because it focuses on what the child knows rather than the whole child, but is there a viable substitute? Will students find that it is more important to be politically correct than to know specific facts?
  • whether or not school bureaucracies will allow for such dramatic change? How will the unions respond? Will legislative mandates that are already on the books be removed, or will this new approach simply be laid over the rest, creating a jungle of regulations and red tape?
  • although districts may be given input as to how these outcomes are achieved, local control of the outcomes themselves may be lost.
  • Many parents feel that there is already too much emphasis on global citizenship, radical environmentalism, humanistic views of self-esteem, and human sexuality at the expense of reading, writing, math, and science.
  • education may become more propagandistic rather than academic in nature
izz aty

Awesome Chart Comparing Traditional Versus 21st Century Learning ~ Educational Technolo... - 0 views

www.educatorstechnology.com/...art-comparing-traditional.html

education learning

shared by izz aty on 05 Jun 15 - No Cached
  • Dewey’s discussion of experiential and progressive learning. What in the chart is labelled 21st century learner is in fact the kind of learner Dewey theorized in his work more than half  a century ago. Therefore, the ethos are not new but the circumstances are different.
  • dichotomizing traditional and 21st century learning does not necessarily favour the latter over the earlier though 21st century model of learning is what is expected in our classes but more importantly it raises educators critical awareness of the affordances and of inconveniences of each model  in the hope of constructing a robust model that meets the learning needs of individual students.
  • This chart is created by Like to Write  which has two interesting resources: liketowrite.com and liketoread.com .
izz aty

Course Design | Center for Teaching | Vanderbilt University - 0 views

cft.vanderbilt.edu/...course-design

shared by izz aty on 04 Jun 15 - No Cached
  • Tools for Teaching, by Barbara Gross Davis, offers a wealth of pragmatic and insightful tactics for designing, revising, and communicating with students about a course: Preparing or Revising a Course includes sections on defining and limiting course content, selecting textbooks and readings, setting course policies, and other administrative tasks. Creating a Syllabus lists twenty categories of information to consider including in a syllabus.
  • Radical Course Revision: A Case Study. In this article from the National Teaching and Learning Forum, Professor Julie Stout (Psychology, Indiana University) adapts principles from behavioral psychology in re-thinking course design, and includes sections on syllabus-building, linking grading to course goals, setting the right tone, and providing a safety net.
  • Course Planning and Teaching. This chapter, from Teaching at Carolina (University of North Carolina-Chapel Hill), offers two particularly useful templates: and Instructional Planning Chart (Figure 1), and a Taxonomy of Educated Objectives (Figure 2), based on Benjamin Bloom’s classic taxonomy. Additionally, the Focus of the Course section offers contrasting cases (Examples A and B) that distinguish between simply describing what will be covered in a course, and articulating specific learning outcomes.
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  • Teaching Goals Inventory. This tool, originally created by Patricia Cross and Thomas Angelo, contains 53 prompts to help instructors identify their goals for a particular course. This on-line version offers rapid self-scoring and data comparisons across goal areas and disciplines.
izz aty

How to Write a Preface and a Foreword | Scribendi.com - 0 views

www.scribendi.com/...preface_and_a_foreword.en.html

preface foreword writing writing style education language learning

shared by izz aty on 05 Jun 15 - No Cached
  • Foreword
  • because you've accomplished something, you are already published, and your name is well known.
  • Your purpose is to introduce an author/work to the world, which can be accomplished in a variety of ways. You could, for example, write about a chapter in the book, the book as a whole (assuming you've read it!), or the author's work in general
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  • If you know the author personally, talk about this relationship
  • you could discuss how the author's work has affected your life or the importance of the work you're introducing
  • talk about what's different in the current edition.
  • discuss the historical impact of the book.
  • Describe the journey of writing the book
  • Consider including a few or all of the following ideas:
  • Discuss how the book came about. Why did you write it? Why did you choose the particular subject? What was your motivation?
  • Give a brief description of the book, the main characters, or themes.
  • State the purpose of the book, especially if the work is non-fiction
  • describe what the reader can hope to learn by reading the book.
  • A preface, which is included in the front matter of a book, is your chance to speak directly to your readers about why you wrote the book, what it's about, and why it's important
  • Talk about any problems that came up during the writing and how you dealt with these trials and tribulations.
  • discuss your research process. Talk about your sources. Why are they unique?
  • Include acknowledgements. Thank the people who were instrumental in the writing of your book. Depending on the level of formality of the writing, these could range from colleagues to editors to family members.
  • Talk about how long it took you to write the book, if it's relevant.
  • You don't want the preface to drag on and on. A good rule is to try to keep it to one page, two at maximum, and be sure it is free of spelling and grammatical errors
  • izz aty on 05 Jun 15
     
    Are you thinking about writing a preface for your book or have you been asked to write a foreword? A preface is a brief introduction written by the author, as opposed to a foreword, which is an introduction written by another person that usually comes before the preface.
izz aty

Five Habits to Avoid in Fiction Writing | Scribendi.com - 0 views

www.scribendi.com/...oid_in_fiction_writing.en.html

writing writing style english language learning education reference language esol

shared by izz aty on 05 Jun 15 - No Cached
  • By avoiding these habits, your fiction writing will be greatly improved.
  • 1. Generic verbs and nouns
  • People, places, and things (i.e., nouns) have names, and it's your job to know what they are. Precise nouns work wonders in fiction writing because nouns have connotations or meanings that go beyond their dictionary definitions.
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  • This information could hint at what time of year it is (tulips are pretty scarce in September) and could also tell us something about the character who gives the flowers.
  • There are at least 12 synonyms for the verb to laugh, and each one evokes a specific image. A character could express amusement by cackling, chortling, chuckling, giggling, guffawing, snickering, sniggering, tittering, crowing, whooping, simpering, or smirking
  • Precise verbs contribute greatly to characterization.
  • 2. The exception: He said, she said
  • Reading good dialogue makes readers feel like they're actually listening in on a real conversation. Because of this, it can be very disruptive if the author keeps butting in to tell readers that the speaker intoned or declared or asserted or retorted.
  • It may  seem like using "said" repeatedly in dialogue tags is repetitive, but in fact the little word is so inconspicuous, it just fades into the background—which is exactly what we want when we're trying to listen in on a good conversation. The rare deviation is fine (asked, in particular, seems to be okay once in a while), but if you find yourself using a colorful synonym for every dialogue tag in your manuscript or screenplay, you may be doing more harm than good.
  • Third-person narration can be either limited (an objective narrator tells the story by focusing on a particular character's thoughts and interactions) or omniscient (the narrator sees and hears all)
  • many writers, in a misguided attempt to make their fiction writing descriptive, overuse these words.
  • Carrying a steaming and fragrant mug, she walked angrily and loudly into his office. Why write that, when you could have simply said: Carrying her peppermint tea, she stormed into his office. The second sentence actually gives us more information using fewer words.
  • 3. Adjective/Adverb-a-rhea
  • ...and adverbs that introduce redundancy...
  • ...or contradict the meaning of the verb or adjective they modify.
  • 4. Inconsistent point of view
  • In first-person narration, one character tells the story in his or her own voice (using "I")
  • be especially wary of adjectives that don’t actually convey much
  • No single point of view is better than another, but once you have made a choice, be consistent.
  • there are some great examples of novels that experiment with point of view by switching between narrators. But even in these stories, some kind of predictable pattern is imposed for clarity, such as a change in narrator from one chapter to the next, but not within a chapter.
  • 5. Unnaturally expositional, stilted, or irrelevant dialogue
  • Read your dialogue out loud. Does it sound like the way people actually talk
  • Are they talking about the weather? Because if they're talking about the weather, you'd better have a good reason for it.
  • the worst habit a fiction writer can develop is the habit of giving up too easily. Keep writing every day.
izz aty

What is a Teaching Portfolio? | The Gwenna Moss Centre for Teaching Effectiveness - 0 views

www.usask.ca/...what

shared by izz aty on 03 Jun 15 - No Cached
  • The teaching portfolio as an effective way for teachers to reflect upon, describe, and document their teaching philosophy, goals, and achievements.
  • hese files are teaching portfolios that document and describe your philosophy, activities, achievements and plans in teaching
  • A Portfolio is:A personal record drawn up and compiled by the teacher, often according to institutional, departmental, or college guidelines.A structured means of reflection on one's work, a process of self-evaluation and goal setting.An approach to teaching enhancement whereby a teacher can gauge successes, opportunities for improvement, and means for their fulfillment.A means of presenting information for job search or career enhancement, such as promotion, tenure, job application.  In short, creating a portfolio involves reflection, collection, selection, and connection.
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  • Six Steps are Involved: Clarify your teaching responsibilities.Reflect on your teaching goals, philosophy and style. Consider using the Teaching Perspectives Inventory (available in the Teaching Porfolio Resources section).Organize the material to support your purpose and the evaluators' guidelines or needs.Write the statement of philosophy.Select and append your best evidence, connecting it to your statement of philosophy. You want to provide enough evidence to convict you of the charge of excellent teaching. Show your draft to a colleague or instructional developer.
izz aty

Kaplan 1998 The teaching portfolio - 0 views

www.crlt.umich.edu/...CRLT_no11.pdf

teacher teaching uniklguidelines education

shared by izz aty on 03 Jun 15 - No Cached
    • izz aty
      izz aty on 03 Jun 15
       
      TP contains evidence of a faculty member's achievements in Tg... "selected information on Tg activities and solid evidence of their effectiveness (Seldin, 1997, p.2)
    • izz aty
      izz aty on 03 Jun 15
       
      Seldin, P. (1997). The teaching portfolio (2nd ed.). Bolton, MA: Anker.
    • izz aty
      izz aty on 03 Jun 15
       
      Possible items for inclusion: - products of good Tg (11 items) - material from oneself (18 items) - info from others (18 items)
izz aty

Teaching strategies and students' learning approaches by Dr. Lew Tek Yew | Curtin Saraw... - 0 views

www.curtin.edu.my/...IN13_18.htm

education higher education learning

shared by izz aty on 29 May 15 - No Cached
  • Malaysian Quality Assurance (QA) system in higher education evolved from certain educational legislation and directives that aspire to achieve international recognition and excellence and make Malaysia the educational hub in the Asian region.
  • established in 2007 with the overall responsibility for the local accreditation of higher education programmes and qualifications, and for supervising and regulating quality and standards in education providers
  • a principle instrument that classifies qualifications based on a set of criteria that is agreed nationally and benchmarked with international practices, and which clarifies the academic levels and learning outcomes. 
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  • Curtin Sarawak is committed to developing the abilities, knowledge and skills of its undergraduates so that they are able to apply concepts and understanding of the business disciplines for the benefit of the society and the nation.  
  • they will assume intellectually demanding positions in industry such as consulting, market research and policy making. These types of work require students to go beyond the rote memorisation skills that characterise surface approaches and develop deeper research and analytical skills. 
  • Biggs (1987) and Biggs and Moore (1993) have distinguished two common approaches to learning adopted by students. According to the researchers, the deep approach is characterised by a personal commitment to learning and an interest in the subject, and consequently, searches for relationships among materials and interprets knowledge in light of previous knowledge structures and experiences. The deep approach to learning is likely to result in better retention and transfer of knowledge and may lead to quality learning outcomes
  • This allows face-to-face class sessions to be used for active engagement and discussions between students in order to develop their critical thinking skills
  • Students using the deep approach study longer, perform better, and tend to be more intrinsically motivated than those adopting a surface approach (Mashishi & Rabin, 1999)
  • the conventional lecture style approach will thwart students’ ability to learn real world skills. Hence, a combination of the traditional teaching method and a student-centred learning approach will develop relevant skills and knowledge to fulfil the requirement of a dynamic and complex business environment.
  • classes where students report adopting a deeper approaches to learning, teaching staff report adopting approaches to teaching that are more oriented towards students, encourage students to construct their own knowledge, involve the students and challenge the students’ conceptions and current ideas through questions, discussions and presentations (Trigwell, Prosser & Waterhouse, 1999; Trigwell & Prosser, 2004).  
  • At Curtin Sarawak’s School of Business, we are encouraged to use the ‘flipped classroom’ model of teaching. This method requires students to prepare well before classes commence using the learning materials posted in the online learning platform
  • On the other hand, a surface approach to learning is characterised by an intention to acquire only sufficient knowledge to complete the task or pass the subject. Students rely on memorisation and reproduction of material and do not seek further connections, meaning or the implications of what is learned. Therefore, they are unlikely to experience high quality learning outcomes or develop appropriate skills and competencies.
  • the School invites prominent industry speakers to share practical industry applications of business theories and concepts with the students.         
  • to produce critical thinkers, academics need to adopt teaching strategies that challenge the students to think likewise on a regular basis. Conceptual change/student focused approaches to teaching are more likely to lead to student abilities to seek creative and innovative solutions to future issues, problems and situations.  
izz aty

How to Write Killer Copy for Your Website - 0 views

www.weebly.com/...e-killer-copy-for-your-website

writing language copywriting writing style language learning

shared by izz aty on 29 May 15 - No Cached
  • Here are some ways to write effective copy without pulling out your hair in the process.
  • Set a Goal
  • Every action or click is a sales pitch to move to the next element
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  • the end result is the same — to “sell" the user on a specific action. Frame every sentence in a way that leads users to this goal.
  • Use Clear, Concise Language
  • Every word on your website should have a purpose.
  • Use simple words, sentence structures and clear language
  • Edit, Edit, Edit!
  • Create a Voice
  • Establish a connection with your copy's tone and voice
  • The voice should match your brand image and remain consistent across channels
  • make a list of 10 words that describe your brand or blog, use those words to frame how you speak to users and use those words and synonyms in your copy
  • Remember, you are speaking to and creating a connection with users; personal pronouns are good option.
  • Avoid phrases that contain jargon or industry-specific terms unless they are necessary
  • Every word needs to be read and reread until it makes perfect sense
  • Replace boring words with those that incite action
  • Remember the basics of sentence structure -- include a subject and action. Hire an editor to help clean up your copy
  • Paint a Picture
  • The language on your website should pair with the visuals for a complete package. Simple descriptors can help show users what you are trying to say quickly.
  • Keep it Simple
  • Avoid things that are strange or overly complicated in introductory copy
  • Simple language is not only easy to understand, but it is also respectful of the user's time
  • Write Actively
  • Think of every sentence as it is actually happening — a subject performs an action (active voice).
  • Use strong active phrases and verbs and write in the active voice
  • There's a fun little trick to help you identify active versus passive voice: If you can add “by zombies" after the verb, and the sentence makes sense, you are writing in the passive voice and should restructure
izz aty

Elbert Hubbard - Wikiquote - 0 views

en.wikiquote.org/...Elbert_Hubbard

quotes elbert hubbard education

shared by izz aty on 20 May 15 - No Cached
  • A little more persistence, a little more effort, and what seemed hopeless failure may turn to glorious success. There is no failure except in no longer trying. There is no defeat except from within, no really insurmountable barrier save our own inherent weakness of purpose.
  • Every man should have a college education in order to show him how little the thing is really worth. The intellectual kings of the earth have seldom been college-bred.
  • Anyone who idolizes you is going to hate you when he discovers that you are fallible. He never forgives. He has deceived himself, and he blames you for it.
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  • He picked up the lemons that Fate had sent him and started a lemonade-stand. Hubbard, Elbert (1922). Selected Writings of Elbert Hubbard. V. Wm. H. Wise & Co./The Roycrofters. p. 237. Often quoted as "When life gives you lemons, make lemonade"
  • If you want work well done, select a busy man ‚ the other kind has no time.
  • In these days, a man who says a thing cannot be done is quite apt to be interrupted by some idiot doing it.
  • I AM an Anarchist. All good men are Anarchists. All cultured, kindly men; all gentlemen; all just men are Anarchists. Jesus was an Anarchist.
  • If you err it is not for me to punish you. We are punished by our sins not for them.
  • No man who believes in force and violence is an Anarchist. The true Anarchist decries all influences save those of love and reason. Ideas are his only arms.
  • Being an Anarchist I am also a Socialist. Socialism is the antithesis of Anarchy. One is the North Pole of Truth, the other the South
  • The Socialist believes in working for the good of all, while Anarchy is pure Individualism.
  • If there is any better way to teach virtue than by practicing it, I do not know it.
  • Good people are only half as good, and bad people only half as bad, as other people regard them
  • An Anarchist is one who minds his own business. An Anarchist does not believe in sending warships across wide oceans to kill brown men, and lay waste rice fields, and burn the homes of people who are fighting for liberty. An Anarchist does not drive women with babes at their breasts and other women with babes unborn, children and old men into the jungle to be devoured by beasts or fever or fear, or die of hunger, homeless, unhouseled and undone. Destruction, violence, ravages, murder, are perpetrated by statute law. .
  • It is only life and love that give love and life.
  • Young women with ambitions should be very crafty and cautious, lest mayhap they be caught in the soft, silken mesh of a happy marriage, and go down to oblivion, dead to the world.
  • To supply a thought is mental massage; but to evolve a thought of your own is an achievement. Thinking is a brain exercise — and no faculty grows save as it is exercised.
  • Do not go out of your way to do good whenever it comes your way. Men who make a business of doing good to others are apt to hate others in the same occupation. Simply be filled with the thought of good, and it will radiate — you do not have to bother about it, any more than you need trouble about your digestion.
  • Academic education is the act of memorizing things read in books, and things told by college professors who got their education mostly by memorizing things read in books.
  • A pessimist is a man who has been compelled to live with an optimist.
  • Making men live in three worlds at once — past, present and future has been the chief harm organized religion has done.
  • The greatest mistake you can make in life is to be continually fearing you will make one.
  • The way to learn to earn a living is to go at it and earn a living.
  • Woman's inaptitude for reasoning has not prevented her from arriving at truth; nor has man's ability to reason prevented him from floundering in absurdity.
  • Do nothing, say nothing, and be nothing, and you'll never be criticized.
  • They did not move very far away from where they originally stood. As I moved to the other side of the ship, in preparation for a jump when the right moment came, I called to him, "What are you going to do?" and he just shook his head, while Mrs. Hubbard smiled and said, "There does not seem to be anything to do." The expression seemed to produce action on the part of your father, for then he did one of the most dramatic things I ever saw done. He simply turned with Mrs. Hubbard and entered a room on the top deck, the door of which was open, and closed it behind him. It was apparent that his idea was that they should die together, and not risk being parted on going into the water.
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