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Dianne Krause

Motivator: Create your own customized motivational poster - 0 views

bighugelabs.com/...motivator.php

tools photos poster generator fun posters web2.0

shared by Dianne Krause on 26 Jan 09 - Cached
  • Dianne Krause on 26 Jan 09
     
    Create your own customized motivational posters. Armed with a digital camera and that non-stop wit of yours, you now have the power to turn a simple photograph into a humorous or inspirational message. Print it, frame it! Make two-we know you've got hundreds of digital images and photos to spare! Make your own inspirational, funny, parody, sports or other posters. Perfect for the office, schools, teachers, coaches, as announcements, for parties, invitations, and a lot more.
Dianne Krause

Classroom Chuckles - Humor for Educators - 2 views

classroomchuckles.com/default.aspx

classroom humor educators

shared by Dianne Krause on 14 May 10 - Cached
  • Dianne Krause on 14 May 10
     
    ClassroomChuckles.com is THE website for teachers and educators to read and share funny classroom anecdotes. On ClassroomChuckles.com, visitors can read and rate classroom chuckles submitted by educators nationwide. Classroom Chuckles users can submit classroom chuckles to be featured on the site. Classroom Chuckles fans can also follow us on twitter and facebook to view featured chuckles throughout the day.
Dianne Krause

Dummies Book Cover Generator/Maker 2009 - 0 views

www.signgenerator.org/...dummies

generator fun humor graphics book

shared by Dianne Krause on 01 Feb 09 - Cached
  • Dianne Krause on 01 Feb 09
     
    You know those books "Windows for Dummies", "Drumming for Dummies", etc? Now you can make your own "for Dummies" images using this cool tool.
Dianne Krause

The Generator Blog - 0 views

generatorblog.blogspot.com

generator fun humor web2.0

shared by Dianne Krause on 04 Jan 09 - Cached
  • Dianne Krause on 04 Jan 09
     
    This blog is not about those machines used to change mechanical energy into electrical energy. It's about software that creates software. Software to play around and have fun with.
Dianne Krause

AutoMotivator: Make Your Own Motivational Poster - 0 views

wigflip.com/automotivator

poster tools generator posters photography humor cool web2.0

shared by Dianne Krause on 09 Nov 08 - Cached
  • Dianne Krause on 09 Nov 08
     
    AutoMotivator is for making (or faking) motivational posters. You choose the picture, colors, and text, and we make your poster.
Dianne Krause

Guidelines for Working with Adult Learners. ERIC Digest - 0 views

www.ericdigests.org/...working.htm

teacher pd professionaldevelopment onlinelearning facilitation opd etlo guidelines

shared by Dianne Krause on 06 Mar 10 - Cached
  • Known as the andragogical model, the use of learner-centered instruction--which supports addressing the needs and interests of learners--is regularly championed in the literature as the most effective way to teach adults.
  • Adults have a rich reservoir of experience that can serve as a resource for learning.
  • tend to have a life-, task-, or problem-centered orientation to learning as opposed to a subject-matter orientation
  • ...19 more annotations...
  • motivated to learn due to internal or intrinsic factors
  • herefore, adult learning in formal institutions can be viewed in terms of the direction and support needed by the learner in the following ways: learners need both direction and support, learners need direction, learners need support but are reasonably self-directing, or learners are moderately capable of providing their own direction and support
  • Even though learners may need both direction and support, they can still be involved in designing and directing their learning in meaningful ways.
  • Adult learner involvement in needs assessment initiates a partnership with the instructor
  • WWW question: Who needs What as defined by Whom, in which Who is the learners, WHAT are their needs, and WHOM are the definers
  • "How do we listen to adult learners before we design a course for them, so that their themes are heard and respected?
  • Developing an atmosphere in which adults feel both safe and challenged should be the goal
  • An ideal adult learning climate has a nonthreatening, nonjudgmental atmosphere in which adults have permission for and are expected to share in the responsibility for their learning.
  • Capitalize on the first session
  • Incorporate group work
  • Break the traditional classroom routine
  • -Use humor
  • Support opportunities for individual problem solving
  • equitable learning environment.
  • Consider their attitudes toward and knowledge about the variety of people they teach.
  • nstructors have a professional responsibility to accept every adult learner as of equal worth regardless of race, gender, ability, or background.
  • Think through the way they present their subjects or topics. T
  • Instructors must act on the belief that change and development are possible for all people and that their role is to assist the process in all learners
  • "Learning is part of a circuit that is one of life's fundamental pleasures: the [instructor's] role is to keep the current flowing" (p. 38). Instructors who have successfully engaged adults as partners by providing direction and support will have succeeded admirably.
  • Dianne Krause on 06 Mar 10
     
    ""Adults vote with their feet," a favorite adage of adult educators, is frequently used to describe a characteristic of adult learners. In most circumstances, adults are not captive learners and, if the learning situation does not suit their needs and interests, they will simply stop coming. In discussing adult education, Knowles (1980, 1984) distinguished between teacher-centered and learner-centered instruction. He promoted the latter because it viewed learners as mutual partners in the learning endeavor (Merriam and Caffarella 1991). Known as the andragogical model, the use of learner-centered instruction--which supports addressing the needs and interests of learners--is regularly championed in the literature as the most effective way to teach adults. However, Merriam and Caffarella (ibid.) assert that "adult learning in formal settings, for the most part, is still instructor designed and directed" (p. 26). Given the wide support for learner involvement, the discrepancy between adult education theory and practice is perplexing. How can instructors of adults become more learner centered in their practice? This ERIC Digest suggests guidelines and strategies that can be used in formal settings by instructors of adults to involve learners more effectively. "
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