How to Develop Effective Discussion Questions - Part II: Guidelines for Writing Questio... - 0 views
Online and blended communities of inquiry: Exploring the developmental and perceptional... - 1 views
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The CoI framework, with its emphasis on critical thinking and collaboration, provides a well-structured model and a set of guidelines to create effective learning communities in online and blended learning environments (Garrison & Anderson, 2003; Garrison & Vaughan, 2008).
Want to Facilitate Real Learning? Free Yourself From the 'Expert' Trap | Education on GOOD - 0 views
Free Resources for Teachers | The Art of Asking Questions - 1 views
Free Resources for Teachers | Help Students Say Something Substantial - 0 views
The Limits of "Time on Task" - 0 views
5 Powerful Questions Teachers Can Ask Students | Edutopia - 0 views
Teaching Adolescents How to Evaluate the Quality of Online Information | Edutopia - 0 views
Eight Tips for Fostering Flow in the Classroom | Greater Good - 0 views
http://mxtsch.people.wm.edu/Teaching/JCPE/Volume2/FlowTheoryandStudentEngagement_Whitso... - 0 views
Beyond Student Engagement: Achieving a State of Flow | Edutopia - 0 views
http://www.cedu.niu.edu/~shernoff/Shernoff%20and%20Csikszentmihalyi%20C011.pdf - 0 views
My Discussion Post Grading Rubric | sharing what i know - 0 views
online.jpg (JPEG Image, 550x406 pixels) - 0 views
Educational Technology - 0 views
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Modeling -- involves an expert's carrying out a task so that student can observe and build a conceptual model of the processes that are required to accomplish the task. For example, a teacher might model the reading process by reading aloud in one voice, while verbalizing her thought processes (summarize what she just read, what she thinks might happen next) in another voice. Coaching - consists of observing students while they carry out a task and offering hints, feedback, modeling, reminders, etc. Articulation - includes any method of getting students to articulate their knowledge, reasoning, or problem-solving processes. Reflection - enables students to compare their own problem-solving processes with those of an expert or another student. Exploration - involves pushing students into a mode of problem solving on their own. Forcing them to do exploration is critical, if they are to learn how to frame questions or problems that are interesting and that they can solve (Collins, Brown, Newman, 1989, 481-482).
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