Eric Mazur on new interactive teaching techniques | Harvard Magazine Mar-Apr 2012 - 1 views
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This innovative style of learning grew into "peer instruction" or "interactive learning," a pedagogical method that has spread far beyond physics and taken root on campuses nationally. Last year, Mazur gave nearly 100 lectures on the subject at venues all around the world. (His 1997 book Peer Instruction is a user's manual; a 2007 DVD, Interactive Teaching, produced by Harvard's Derek Bok Center for Teaching and Learning, illustrates the method in detail.)
Online Educational Delivery Models: A Descriptive View (EDUCAUSE Review) | EDUCAUSE.edu - 1 views
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Although there has been a long history of distance education, the creation of online education occurred just over a decade and a half ago-a relatively short time in academic terms. Early course delivery via the web had started by 1994, soon followed by a more structured approach using the new category of course management systems.1 Since that time, online education has slowly but steadily grown in popularity, to the point that in the fall of 2010, almost one-third of U.S. postsecondary students were taking at least one course online.2 Fast forward to 2012: a new concept called Massive Open Online Courses (MOOCs) is generating widespread interest in higher education circles. Most significantly, it has opened up strategic discussions in higher education cabinets and boardrooms about online education. Stanford, MIT, Harvard, the University of California-Berkeley, and others have thrown their support-in terms of investment, resources, and presidential backing-behind the transformative power of MOOCs and online education. National media outlets such as the Wall Street Journal, the New York Times, and The Atlantic are touting what David Brooks has called "the campus tsunami" of online education.
When people worry about math, the brain feels the pain | UChicago News - 2 views
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Beilock’s work has shown, for instance, that writing about math anxieties before a test can reduce one’s worries and lead to better performance.
Open Education for Writers | Academe Blog - 1 views
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I'm delighted to report that our efforts to grow Writing Commons like an academic journal have worked out really well. We've reviewed over 75 new webtexts, and we are in the process of publishing some excellent free resources for college students. Perhaps the most exciting result is that traffic is really blowing up! Since February of this year, 105,532 unique visitors have accessed Writing Commons.
How to Create Excellent Courses with Open Education Resources | online learning insights - 0 views
The Best Posts On The "Flipped Classroom" Idea | Larry Ferlazzo's Websites of... - 0 views
10 Ways To Use Technology To Teach Writing - 1 views
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There are a variety of tech tools and methods out there for teaching writing that can make the process easier and more fun for both teachers and students. While not every high-tech way of teaching writing will work for every class or every student, there's enough variety that there's bound to be something for everyone.
The Writing Revolution - Peg Tyre - The Atlantic - 0 views
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Deirdre DeAngelis began a detailed investigation into why, ultimately, New Dorp's students were failing. By 2008, she and her faculty had come to a singular answer: bad writing. Students' inability to translate thoughts into coherent, well-argued sentences, paragraphs, and essays was severely impeding intellectual growth in many subjects. Consistently, one of the largest differences between failing and successful students was that only the latter could express their thoughts on the page.
Blogging in the classroom: why your students should write online | Teacher Network | Gu... - 0 views
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Writing in classrooms seems to me to have two wildly different, conflicting purposes: a limited, traditional and strict purpose - because exams, like many decent jobs, will be about written skill; and a wider, idealistic one: the ultimate method of exchange of ideas in depth. So, first, we should repeatedly use formal tests to acclimatise students to exam-specific writing requirements - dull, precise, necessarily regular.
Essay on making student learning the focus of higher education | Inside Higher Ed - 0 views
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Too many college graduates are not prepared to think critically and creatively, speak and write cogently and clearly, solve problems, comprehend complex issues, accept responsibility and accountability, take the perspective of others, or meet the expectations of employers.
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The current culture -- the shared norms, values, standards, expectations and priorities -- of teaching and learning in the academy is not powerful enough to support true higher learning. As a result, students do not experience the kind of integrated, holistic, developmental, rigorous undergraduate education that must exist as an absolute condition for truly transformative higher learning to occur.
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Degrees have become deliverables because we are no longer willing to make students work hard against high standards to earn them.
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America faces a crisis in higher learning. Too many college graduates are not prepared to think critically and creatively, speak and write cogently and clearly, solve problems, comprehend complex issues, accept responsibility and accountability, take the perspective of others, or meet the expectations of employers.
Colleges differ on the role of exams in evaluating student writing | Inside Higher Ed - 1 views
Why Flip The Classroom When We Can Make It Do Cartwheels? | Co.Exist: World changing id... - 4 views
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In some ways, the flipped model is an improvement. Research shows that tailored tutoring is more effective than lectures for understanding, mastery, and retention. But the flipped classroom doesn't come close to preparing students for the challenges of today's world and workforce. As progressive educational activist Alfie Kohn notes, great teaching isn't just about content but motivation and empowerment: Real learning gives you the mental habits, practice, and confidence to know that, in a crisis, you can count on yourself to learn something new. That's crucial in a world where, according to the U.S. Department of Labor Statistics, adults change careers (not just jobs) four to six times or where, as an Australian study predicts, 65% of today's teens will end up in careers that haven't even been invented yet. We don't need to flip the classroom. We need to make it do cartwheels.
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I find this paragraph particularly telling: "The cartwheeled classroom not only connects text books and classrooms to the real world, but it also inspires, uplifts, and offers the joy of accomplishment. Transformative, connected knowledge isn't a thing--it's an action, an accomplishment, a connection that spins your world upside down, then sets you squarely on your feet, eager to whirl again. It's a paradigm shift." Imagine what this could mean for our ASU QEP, for example, if we told our twelve 2012-2013 teachers that each of their QEP courses was going to be taught within the larger context of being meaningful to the population of a Haitian, African, Muslim, or Afghan village or community. The difference for the students in their real-world learning would be immeasurable.