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Writing the Methodology - Quantitative Approach - 0 views

www.bcps.org/...iting_method_quantitative.html writing methodology quantitative writing
shared by Stephanie Cooper on 25 Oct 13 - No Cached
  • Descriptive research seeks to describe the current status of an identified variable or phenomenon.  The researcher does not usually begin with an hypothesis, but is likely to develop one after collecting data.  Analysis and synthesis of the data provide the test of the hypothesis.  Systematic collection of information requires careful selection of the units studied and measurement of each variable in order to demonstrate validity.
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Looking for "Flippable" Moments | Flip It Consulting - 0 views

www.flipitconsulting.com/...looking-for-flippable-moments flipped classroom pedagogy hybrid elearning Education 2.0 education
shared by Stephanie Cooper on 28 Feb 13 - No Cached
  • For me, the FLIP is when you “Focus on your Learners by Involving them in the Process”
  • This is the moment when you stop talking at your learners and “flip” the work to them instead.  This is the moment when you allow them to struggle, ask questions, solve problems and do the “heavy lifting” required to learn the material.
  • Students can look up the content on their own and find the answer to a question within a matter of seconds.  What they can’t always do on their own is analyze, synthesize, and experience the process of engaging in higher levels of critical thinking. This is when they need to do the messy work of learning, evaluating, and critiquing. This is when they need your structure and guidance, but not your answers. They have to make meaning for themselves. This is a “flippable moment.”
    • Stephanie Cooper
      Stephanie Cooper on 28 Feb 13
       
      This is what Oprah would call an "aha" moment.  I've always wondered EXACTLY how to utilize the lecture-free time during class.  This puts it into perspective.
  • Stephanie Cooper on 28 Feb 13
     
    Great advice and tips for using the "Flipped" model
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Writing in College - 1. Some crucial differences between high school and college writing - 1 views

writing-program.uchicago.edu/...high_school_v_college.htm Writing College university composition critical thinking
shared by Nicolette Elzie on 17 Jan 14 - Cached
  • You get no credit for asserting the existence of something we already know exists.
  • You must shape and focus that discussion or analysis so that it supports a claim that you discovered and formulated and that all of your discussion and explanation develops and supports.
  • In that sense, you might state the point of your paper as "Well, I want to show/prove/claim/argue/demonstrate (any of those words will serve to introduce the point) that "Though Falstaff seems to play the role of Hal's father, he is, in fact, acting more like a younger brother who . . . ."" If you include in your paper what appears after I want to prove that, then that's the point of your paper, its main claim that the rest of your paper supports.
  • ...2 more annotations...
  • Most of us begin our research with a question, with a puzzle, something that we don't understand but want to, and maybe a vague sense of what an answer might look like. We hope that out of our early research to resolve that puzzle there emerges a solution to the puzzle, an idea that seems promising, but one that only more research can test.
  • A good point or claim typically has several key characteristics: it says something significant about what you have read, something that helps you and your readers understand it better; it says something that is not obvious, something that your reader didn't already know; it is at least mildly contestable, something that no one would agree with just by reading it; it asserts something that you can plausibly support in five pages, not something that would require a book.
  • Nicolette Elzie on 17 Jan 14
     
    I thought this was a great article on the differences between collegiate level writing and high school writing. Moreover, it lays a groundwork for writing a paper. If only there was some way to convey these differences to our students in a way that they will understand without feeling discouraged. I think the weakness of the article is that it is very long, if I wanted to pass this on to a student I fear that the sheer length would deter them away from both reading it and/or finishing it. On the other hand, if we could manage to make this simpler or convert it into a series of short workshops for students then I think the content would be extraordinarily beneficial.
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From the Campfire to the Holodeck: Creating Engaging and Powerful 21st Century Learning... - 0 views

www.amazon.com/...1118633938 traditional learning lecture nontraditional balanced classrooms environments
shared by Nicolette Elzie on 22 Nov 13 - No Cached
  • Nicolette Elzie on 22 Nov 13
     
    Author David Thornburg explores the importance of a balanced learning environment. An article by The Atlantic sums up his main ideology. http://www.theatlantic.com/education/archive/2013/11/lectures-didnt-work-in-1350-and-they-still-dont-work-today/281514/
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Lectures Didn't Work in 1350-and They Still Don't Work Today - Hope Reese - The Atlantic - 1 views

www.theatlantic.com/...281514 traditional learning lecture nontraditional balanced classrooms environments teaching pedagogy
shared by Nicolette Elzie on 22 Nov 13 - No Cached
  • Nicolette Elzie on 22 Nov 13
     
    To be read with "From the Campfire to the Holodeck: Creating Engaging and Powerful 21st Century Learning Environments"
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Is the Lecture Dead? - Richard Gunderman - The Atlantic - 1 views

www.theatlantic.com/...272578 passive learning traditional lecture nontraditional teaching environments classrooms balanced
shared by Nicolette Elzie on 22 Nov 13 - No Cached
  • Nicolette Elzie on 22 Nov 13
     
    An article discussing the ways lectures are still beneficial to the classroom and the elements that a good lecture should consist of.
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Is traditional teaching really all that bad? A within-student between-subject approach - 1 views

www.hks.harvard.edu/...G10-15_Schwerdt_Wuppermann.pdf traditional learning student achievement lecture
shared by Nicolette Elzie on 21 Nov 13 - No Cached
  • Nicolette Elzie on 21 Nov 13
     
    This study explored the relationship between a teacher's teaching style and the students' personal achievement.
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Getting More Out of Student Blogging | Sue Waters Blog - 0 views

suewaters.com/...g-more-out-of-student-blogging Sue Waters blogging elearning writing
shared by Keith Hamon on 16 Mar 13 - No Cached
  • Keith Hamon on 16 Mar 13
     
    So I've put together tips for getting the most out of blogging with your student (you can watch the recorded ETMOOC student blogging session here). For more information I recommend you work through our step by step guide to blogging with students.
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Online Educational Delivery Models: A Descriptive View (EDUCAUSE Review) | EDUCAUSE.edu - 1 views

www.educause.edu/...livery-models-descriptive-view Phil Hill elearning Education 2.0 MOOCs educause
shared by Keith Hamon on 16 Mar 13 - No Cached
  • Keith Hamon on 16 Mar 13
     
    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.
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Don't Give Up on the Lecture - Abigail Walthausen - The Atlantic - 1 views

www.theatlantic.com/...281624 Education 2.0
shared by Thomas Clancy on 21 Nov 13 - No Cached
  • Thomas Clancy on 21 Nov 13
     
    This is not so much a counter-response to the Flipped Classroom model, but instead a reminder that using what works from both models--Flipped or Traditional-- should be the teacher's goal.
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Google Helpouts: the Answers of the future? | Miscellaneous | Softonic - 2 views

features.en.softonic.com/outs-the-answers-of-the-future google helpouts video synchronous tutorials
shared by Stephanie Cooper on 29 Oct 13 - No Cached
  • Stephanie Cooper on 29 Oct 13
     
    Many writing centers are wondering if this would be helpful for synchronous tutorial sessions.
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Eric Mazur on new interactive teaching techniques | Harvard Magazine Mar-Apr 2012 - 1 views

harvardmagazine.com/...twilight-of-the-lecture Craig Lambert Eric Mazur flipped classroom elearning Education 2.0 social networking connectivism
shared by Keith Hamon on 21 Apr 13 - No Cached
  • Keith Hamon on 21 Apr 13
     
    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.)
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When people worry about math, the brain feels the pain | UChicago News - 2 views

news.uchicago.edu/...ry-about-math-brain-feels-pain brain math education anxiety
shared by Stephanie Cooper on 14 Nov 12 - No Cached
  • 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.
    • Stephanie Cooper
      Stephanie Cooper on 14 Nov 12
       
      Yet another reason to encourage reflective writing in the math classes!  This may actually help the math phobic students to perform better on their tests.  

ACU Blogs - 0 views

blogs.acu.edu blogs teaching
shared by Stephanie Cooper on 12 Nov 10 - No Cached
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