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Stephanie Cooper

Would You Hire Your Own Kids? 7 Skills Schools Should Be Teaching Them| The Committed S... - 1 views

www.21stcenturyfluency.com/blogpost.cfm

shared by Stephanie Cooper on 25 Jan 11 - No Cached
  • "First and foremost, I look for someone who asks good questions," Parker responded. "Our business is changing, and so the skills our engineers need change rapidly, as well. We can teach them the technical stuff. But for employees to solve problems or to learn new things, they have to know what questions to ask. And we can't teach them how to ask good questions - how to think. The ability to ask the right questions is the single most important skill."
    • Stephanie Cooper
      Stephanie Cooper on 25 Jan 11
       
      This is an example of the need for critical thinkers in the real world!!
  • "All of our work is done in teams. You have to know how to work well with others. But you also have to know how to engage the customer -- to find out what his needs are. If you can't engage others, then you won't learn what you need to know."
    • Stephanie Cooper
      Stephanie Cooper on 25 Jan 11
       
      Connectivism at work!
  • Where in the 20th century, rigor meant mastering more -- and more complex -- academic content, 21st century rigor is about creating new knowledge and applying what you know to new problems and situations.
Keith Hamon

Planning a Class with Backward Design - ProfHacker - The Chronicle of Higher Education - 1 views

chronicle.com/...33625

Mark Sample Grant Wiggins Jay McTighe instructional design Education 2.0

shared by Keith Hamon on 01 Jun 11 - No Cached
  • For example, they offer a three-stage diagram of the backward design process that looks deceptively simple: Identify desired results Determine Acceptable Evidence Plan Learning Experiences
    • Keith Hamon
      Keith Hamon on 01 Jun 11
       
      Starting with the results is often a fine way to achieve those results.
  • Keith Hamon on 01 Jun 11
     
    In their excellent book Understanding by Design, Grant Wiggins and Jay McTighe call the process of designing courses around learning goals "the backward design process."
anonymous

Informal, In Class Writing Activities - 3 views

writing.umn.edu/...in-class.html

shared by anonymous on 13 May 11 - Cached
  • anonymous on 13 May 11
     
    This article gives some good examples of different types of in class writing our QEP instructors can use for graded or non graded writing assignments.
Mary Ann Scott

Writing for Learning--Not Just for Demonstrating Learning - 2 views

www.ntlf.com/...writing.htm

writing learning process connectivism critical thinking

shared by Mary Ann Scott on 19 Apr 11 - Cached
  • And the main thing to keep in mind is that if you are not teaching a writing course, there is no law that says you have to comment.
    • Mary Ann Scott
      Mary Ann Scott on 19 Apr 11
       
      Not all writing is for the teacher's consumption and subsequent evaluation of the student's learning. It is part of the process of learning. We need to let students learn without judgment at least some of the time.
  • There's a quick and easy form of "proto-commenting" that is remarkably effective--especially appropriate perhaps for think pieces: putting straight lines alongside or underneath strong passages, wavy lines alongside or underneath problem passages, and X's next to things that seem plainly wrong. I can do this almost as fast as I can read, and it gives remarkably useful feedback to students: it conveys the presence and reactions of a reader.
    • Mary Ann Scott
      Mary Ann Scott on 19 Apr 11
       
      If you feel the need to respond, here is a short and easy way to remind your students that you are there to guide them.
  • Two-fers:
  • ...8 more annotations...
  • About think-pieces:
  • Students understand and retain course material much better when they write copiously about it. We tend to think of learning as input and writing as output, but it also works the other way around. Learning is increased by "putting out"; writing causes input. Students won't take writing seriously till all faculty demand it. Writing needn't take any time away from course material. We can demand good writing without teaching it. The demand itself teaches much. Students won't write enough unless we assign more writing than we can comment on--or even read. There is no law against not reading what we make them write. Writing can have a powerful communal or social dimension; it doesn't have to feel solitary.
    • Mary Ann Scott
      Mary Ann Scott on 19 Apr 11
       
      These premises are KEY. Read every one of them and consider how they can work in your class.
  • 8 minutes of writing at the start of class to help students bring to mind their homework reading or lab work or previous lectures. 8minutes in mid class when things go dead--or to get students to think about an important question that has come up. 8 minutes at the end of class or lecture to get them to think about what's been discussed. 5 minutes at the end of class to write to us about what they learned that day: what was the main idea for them, what was going on for them during that class. Not only will this help them integrate and internalize the course material; it helps our teaching by showing us what's getting through and what isn't.
    • Mary Ann Scott
      Mary Ann Scott on 19 Apr 11
       
      Some excellent examples of reflective writing in action.
  • This is the name I give to writing that is a bit more thought out and worked over--but not yet an essay:
  • Think pieces are a productive and nonpunitive way to make students do the reading on time and come to class.
  • When students understand that they are being asked for two very different kinds of writing in the course, their essays get better because of their extensive practice with low stakes think pieces, and their low stakes writing gets more thoughtful when they experience it as practice for the high stakes essays (and relief from them too)
    • Mary Ann Scott
      Mary Ann Scott on 19 Apr 11
       
      Take the "punishment" out of writing by showing your students that is part of learning. Give them the freedom to express themselves in ways that won't be judged.
  • I find term papers involve maximum work and minimum learning.
    • Mary Ann Scott
      Mary Ann Scott on 19 Apr 11
       
      Absolutely true!
  • Peer feedback or student response groups.
Mary Ann Scott

Instructor Class Description - 0 views

www.washington.edu/...462marianne.html

non-graded writing syllabus example

shared by Mary Ann Scott on 21 Apr 11 - No Cached
  • 20% four non-graded response “letters” and 2-page self-assessment
  • Students will engage in graded and non-graded writing assignments throughout the quarter.
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