Hypothes.is as a public research notebook - 0 views
A presentation format for deeper student questioning and universal engagement | emergen... - 0 views
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"Students presented their work. They had about 30 seconds. A few students served as a panel (if we're sticking with "Shark Tank", these are your Mark Cubans, your Mr. Wonderfuls, etc.). The teacher had prepared a few scripted questions, which the panel asked psuedo-randomly. The presenters knew these questions ahead of time and had to be prepared to answer them. Students responded to the questions that were selected. The panelists convened with their groupmates to discuss the presenters' responses and to develop deeper, more probing questions. The presenters also had a couple minutes to regroup and confer. After convening, the panelists return to their station and ask the questions that they and their group came up with. The presenters respond. From this point, it becomes semi-conversational as all the panelists are interested in getting their question answered.he presenters then answered those questions, which were generally more specific in nature and based on the initial responses of the presenters."
Flipped Learning: A Philosophy, Not a Fad | Teaching United States History - 0 views
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"By being up-front with my students about what I'm asking them to do outside of class, and-most essentially-why I have ordered things in that manner, I'm asking them to be co-owners of their learning experience. By making it clear that I'm doing my level best to value their time, they see my investment in their success."
Presentation Zen: Bill Evans on the Creative Process & Self-Teaching - 0 views
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"Harry: "I just can't say "Find an avenue" because he's gonna say "you're not teaching me anything!" Bill: "Well, maybe that's the way to teach though. Maybe if you say "you must find an avenue. Next week, I'll show you an avenue, but this week, find an avenue!""
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"Many years ago I spoke of Bill Evans and his great appreciation of simplicity, and his capacity for tremendous amplification through honest simplification. Recently I stumbled upon a rare, 45-minute interview from the 1960s which Bill Evans did along with his brother-also a wonderful pianist-Harry Evans. If you can find time to sit down and watch the entire interview, it may be the best thing you see all week. But to give you a feel of the message, let me place the videos here and highlight the key points along with my comments."
Why Understanding These Four Types of Mistakes Can Help Us Learn | MindShift | KQED News - 2 views
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"These constructive quotes communicate that mistakes are desirable, which is a positive message and part of what we want students to learn. An appreciation of mistakes helps us overcome our fear of making them, enabling us to take risks. But we also want students to understand what kinds of mistakes are most useful and how to most learn from them. "
OER: Some Questions and Answers - 0 views
Pennsylvania State U sees surge of interest in short, skills-based faculty development ... - 1 views
Love Letter to Online Learning - MICHELLE PACANSKY-BROCK - 0 views
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"Our organizational cultures need to embrace online learning as unique. We need to be supporting faculty by immersing them in engaging, meaningful online classes as part of their preparation to becoming great online instructors. When our organizational practices convey a hierarchy between face-to-face and online classes, that hierarchy will translate into the attitudes of the instructors who teach those classes."
Scaling Up Digital Literacy -- Campus Technology - 0 views
dy/dan » Blog Archive » [NCTM16] Beyond Relevance & Real World: Stronger Stra... - 0 views
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"My premise is that we're all sympathetic towards students who dislike mathematics, this course they're forced to take. We all have answers to the question, "What does it take to interest students in mathematics?" Though those answers are often implicit and unspoken, they're powerful. They determine the experiences students have in our classes. I lay out three of the most common answers I hear from teachers, principals, policymakers, publishers, etc., two of which are "make math real world" and "make math relevant." I offer evidence that those answers are incomplete and unreliable. Then I dive into research from Willingham, Kasmer, Roger & David Johnson, Mayer, et al., presenting stronger strategies for creating interest in mathematics education. "
Lost (and Found) in Translation: What Online Students Want | EDUCAUSE - 0 views
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"What do students most want from an online class? Connections. They want to develop relationships with the instructor, classmates, and the material. They want online learning to translate seamlessly from their computer to the lecture hall. In other words, to make it feel "real, like you are in the classroom." That's what instructors want, too"
The Emoji Is the Birth of a New Type of Language ( - 0 views
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"All you social dystopians can unclutch your pearls; no linguist thinks this bodes the end of writing. Text is our most powerful, go-to communication tool. For most people, these ideograms are an upgrade. And what an unusual one! Language always changes, of course; slang is born, prances, and dies. But it's exceedingly rare-maybe unprecedented-for a phonetic alphabet to suddenly acquire a big expansion pack of ideograms. In an age where we write more than ever, emoji is the new language of the heart. Go Back to Top. Skip To: Start of Article. "
The Weird and Wonderful World of Academic Twitter: Accounts that mock, self-ridicule an... - 4 views
George Washington U alumni sue university over quality of online program - 4 views
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