First day, first class lessons: What makes them exceptional? - Erica McWilliam - There are any number of ways to kick the year off with a new class. Through our recent research we have observed enough of what highly effective teachers do and say in their earliest interactions with students to realise that there is no universal formula for success, no set of pedagogical moves guaranteed to introduce every student to the pleasure of the rigour of high challenge learning. Yet we were also able to identify a small number of teachers – a subset of the many capable teachers videoed in our study – who stand out from their peers.
We want, by means of this brief paper, to elaborate how the pedagogical work of these exceptional teachers differs from that of their peers at the start of the school year. Observation of classroom practice never occurs in a conceptual vacuum. We have drawn on our shared understandings of the nature and purpose of pedagogical practice presented in three published papers to date. Respect. Structure. Challenge. Collaboration. Information. The seven ways of learning. Putting the pedagogic horse in front of the technology cart – Michael Sankey. Michael Sankey, Learning Futures, Griffith University This article was originally published in Chinese, as a peer reviewed article in the Journal of Distance Education in China.
Citation: Sankey, M. (2020). Putting the pedagogic horse in front of the technology cart. Journal of Distance Education in China. 5, pp .46-53. Both the original Chinese version and an English version are available through my Research Gate site. A much earlier version (the antecedent) of this was also published on the ASCILITE TELall Blog site Abstract This article explores what a pedagogy first model in learning and teaching in higher education looks like. Key words: Pedagogy, technology enhanced learning, higher education, pedagogy first model， Active Learning; Collaborative Learning, Authentic Learning Introduction I am (allegorically) a lecturer in visual arts, I went to arts college and did well, so well that I was asked to be a tutor, then became a lecturer and now I’m a senior lecturer.
What is pedagogy? Example: Pedagogy Resources | iTeachU. 5 Teaching Strategies of Award-Winning Online Instructors. The spring of 2020 has brought a sudden shift for many classrooms into an online setting. Teachers are trying to adjust their instruction rapidly, and many are doing remote teaching for the first time. Experience matters, and it can be frustrating trying to help our students in this new way with everything else happening right now. Fortunately, a recent study by Swapna Kumar, Florence Martin, Albert Ritzhaupt, and Kiran Budhrani in the open-access journal Online Learning shares the stories of a group of eight award-winning online instructors with a combined 109 years of experience teaching online courses.
The study authors interviewed university-level instructors about their approaches to online instruction. These approaches apply to K–12 students as well, because the instructors emphasize things like relevant course materials, a flexible approach to student work, and the importance of reflection in learning—all things we need in elementary and secondary education, too. 1. 2. 3. 4. 5. ABC Learning Design – Sprint design your courses and programs in just 90 minutes. Five Stage Model - Gilly Salmon. The 7Cs of Learning Design Toolkit. This section contains an integrated set of resources for technology-enhanced learning design across discplines.
The resources have all been tried and tested by participants on the University of Leicester's Carpe Diem workshops and the Open University's OULDI (OU Learning Design Initiative) project, and are organised under the headings of seven Cs: conceptualise, capture, create, communicate, collaborate, consider and consolidate. How to use the 7Cs toolkit for designing technology-enhanced learning A brief guide to using the resources in this toolkit The 7Cs e-tivities map This document contains links to all the e-tivities in the 7Cs learning design toolkit, along with a short purpose statement for each one. E-tivity 2: Introduce yourself Purpose: to introduce yourself to other participants on the 7Cs Learning Design course and get to know others. E-tivity 3: Start your reflective blog E-tivity 4: Course description E-tivity 5: How to ruin a course E-tivity 7: Consider your course features.
Students as Partners in Studying Engaged Learning - Center for Engaged Learning. As one of his five principles of good practice in the Scholarship of Teaching and Learning (SoTL), Peter Felten suggests that SoTL should be “conducted in partnership with students” (p. 123). Engaging students as partners or co-inquirers has numerous benefits. Students can help faculty/staff anticipate how their peers might respond to interview, survey, or focus group questions. They can provide contextual cues about learning environments beyond the classroom. They also can “serve as validity ‘checkers’ of our initial data summaries or interpretation, especially in qualitative work” (McKinney, 2007, p. 44). Beyond these benefits, Randy Bass asserts that such partnerships are essential to studying engaged learning (see video below): “If you are really taking learning, and the study of learning, seriously as a transactional activity between teaching and learning… it’s not a productive inquiry if you do not have all the voices in that dialogue active.
Students as Co-designers. Bottlenecks to Learning. Most instructors notice places in their courses where students find it difficult to learn. Decoding the Disciplines holds that these stuck places, or “bottlenecks” to learning, mark the important ways of knowing in a field. By “Decoding” what an expert does so that they do not get stuck at the bottleneck, we can spell out the expert’s mental process, the “critical thinking” of a discipline. Decoding the Disciplines is a theory of pedagogy with principles for identifying bottlenecks and decoding tacit disciplinary knowledge.
With expert tacit knowledge “Decoded,” we can make it available to students. Where can you learn Decoding at IUB? Every year CITL offers learning communities in which faculty can explore new ideas about teaching in community. What are bottlenecks and why do we care about them? We used to think these bottlenecks were simply conceptually difficult places. Examples of Bottlenecks—Students find it difficult to… 1. 2. Team-Based Learning (TBL) Just-in-Time Teaching (JiTT)
How To Mitigate The Forgetting Curve With Microlearning. With an increasingly globalized workforce it is important that employees constantly learn to adapt to new roles and obtain new skills. Companies are spending more than ever to keep their workforce up-to-date and remain relevant. Yet, there is a huge misunderstanding between training need and training deployment.
Training is important because it boosts confidence, increases motivation, and can add to a business’ economic success. However, research shows us that users can forget up to 80% of what they learned in a training course as soon as one week after completing it! The image below shows a typical learner journey. Example Learning Journey: Post-Training Learning Curve Drop Don’t let this happen to you! Also known as the "forgetting curve", this diagram shows how much information we predictably lose over time if we do nothing to try and retain it. Example Learning Journey: Mitigating the Forgetting Curve. Gibbs' Reflective Cycle. One of the most famous cyclical models of reflection leading you through six stages exploring an experience: description, feelings, evaluation, analysis, conclusion and action plan. Gibbs' Reflective Cycle was developed by Graham Gibbs in 1988 to give structure to learning from experiences.
It offers a framework for examining experiences, and given its cyclic nature lends itself particularly well to repeated experiences, allowing you to learn and plan from things that either went well or didn’t go well. It covers 6 stages: Description of the experience Feelings and thoughts about the experience Evaluation of the experience, both good and bad Analysis to make sense of the situation Conclusion about what you learned and what you could have done differently Action plan for how you would deal with similar situations in the future, or general changes you might find appropriate.
Below is further information on: This is just one model of reflection. The model Description Helpful questions: Feelings. Community of Practice Design Guide. Blended Learning Toolkit. Introduction The BlendKit Course is a set of subject matter neutral, open educational resources related to blended learning developed by Dr. Kelvin Thompson and available for self-study or for group use. Periodically, these materials will also be used as the basis for a facilitated open, online course. When available, information on such cohorts will be posted on this page.
The goal of the BlendKit Course is to provide assistance in designing and developing your blended learning course via a consideration of key issues related to blended learning and practical step-by-step guidance in helping you produce actual materials for your blended course (i.e., from design documents through creating content pages to peer review feedback at your own institution). Course Components/Navigation Course Home | Schedule | Learning Activities | DIY Tasks | Readings | Blogging | Badges | Recordings | Stories Your BlendKit Stories Map of User Access to BlendKit Course Materials (2018) Mailing List. Active Learning: Activities.
Peer Instruction (Mazur) Introduction In today's classrooms, there is great demand for active learning among both students and educators. Calls for active learning are not new (see Eliot, 1909), but a recent surge of interest in this concept is transforming pedagogical practices in higher education. The inspiration for this movement comes in large part from the now well-established benefits for student achievement and motivation produced by active learning environments (Bonwell and Eison, 1991; Braxton et al., 2000; National Research Council, 2000; Ambrose et al., 2010; Freeman et al., 2014).
With a growing number of educators keenly aware of the limitations of “transmissionist” teaching methods, many of them are trying out new pedagogical methods that encourage active learning (Dancy et al., 2016). Peer Instruction: A Popular Pedagogical Method That Promotes Active Learning The Peer Instruction Method 1. 2. 3. 4. 5. 6. 7. 1. 2. 3. 4. 5. 6. 7. 8. 9. Diffusion of Peer Instruction Why is Peer Instruction Effective?
Summaries of Learning Theories and Models - Learning Theories. Education Theory/Constructivism and Social Constructivism. "Constructivism is the philosophical and scientific position that knowledge arises through a process of active construction. "(Mascolol & Fischer, 2005) "As long as there were people asking each other questions, we have had constructivist classrooms. Constructivism, the study of learning, is about how we all make sense of our world, and that really hasn’t changed. "(Brooks, 1999) Background Constructivism and Social Constructivism are two similar learning theories which share a large number of underlying assumptions, and an interpretive epistemological position.
Underlying Assumptions Jonassen (1994) proposed that there are eight characteristics that underline the constructivist learning environments and are applicable to both perspectives: Constructivist learning environments provide multiple representations of reality. Epistemology The default epistemology in education is an empirical/reductionist approach to teaching and learning. Main Theorists Dewey Piaget Bruner Vygotsky According to Vygotsky: Zone of Proximal Development and Scaffolding | Simply Psychology. The Zone of Proximal Development and Scaffolding By Dr. Saul McLeod, updated 2019 What Is the Zone of Proximal Development? The zone of proximal development refers to the difference between what a learner can do without help and what he or she can achieve with guidance and encouragement from a skilled partner. Thus, the term “proximal” refers to those skills that the learner is “close” to mastering. Vygotsky's Definition of ZPD Vygotsky's Definition of ZPD The concept, zone of proximal development was developed by Soviet psychologist and social constructivist Lev Vygotsky (1896 – 1934).
The zone of proximal development (ZPD) has been defined as: "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance, or in collaboration with more capable peers" (Vygotsky, 1978, p. 86). More Knowledgeable Other More Knowledgeable Other Social Interaction Social Interaction. LD Samples. What is Self-Regulated Learning?
As a a first-generation college student and a single mom, Tina strives for a better life for herself and her daughter. She knows that a college education will set her on a path to a rewarding livelihood, but juggling college, work, and family puts many different demands on her time. Tina is dedicated to her studies and she dutifully highlights her textbook readings, memorizes vocabulary words, and spends long hours studying the night before her first exam.
And yet, she earns only a mediocre grade. I guess I'm not cut out for college after all, she muses. I work so hard, but I still don't have what it takes to earn the grades I need. What Tina doesn't realize is that not all forms of studying are equal. Self-regulated learning is a cyclical process, wherein the student plans for a task, monitors their performance, and then reflects on the outcome. The figure to the right illustrates the key steps of the process. Jump down to: 1. 1. Analyze the learning task. 2. 3. References. Challenge-based Learning. Challenge based learning - examples. Student View of Excellent Teaching. Backward Design. Understanding by Design. Overview Understanding by Design is a book written by Grant Wiggins and Jay McTighe that offers a framework for designing courses and content units called “Backward Design.”
Instructors typically approach course design in a “forward design” manner, meaning they consider the learning activities (how to teach the content), develop assessments around their learning activities, then attempt to draw connections to the learning goals of the course. In contrast, the backward design approach has instructors consider the learning goals of the course first. These learning goals embody the knowledge and skills instructors want their students to have learned when they leave the course. This teaching guide will explain the benefits of incorporating backward design. The Benefits of Using Backward Design “Our lessons, units, and courses should be logically inferred from the results sought, not derived from the methods, books, and activities with which we are most comfortable. References. Resources teaching methods backwards design. Instructional Design Articles | eLearning Industry. OLC Research Center for Digital Learning & Leadership - Teaching & Learning.
InstructionalDesign.org. Creating the right "climate" in the course for learning. Instructional Design. Learning Theories & Theorists. Learning Theories. Designing for development of cross-cultural competence in "at home" students and programs (those who cannot partake in Study Abroad) Ungrading, with Susan Blum. [00:00:00] Bonni Stachowiak: Today on episode number 350 of The Teaching in Higher Ed podcast, Ungrading with Susan Blum. [music] [00:00:09] Production Credit: Produced by Innovate Learning, maximizing human potential. [00:00:18] Bonni: Welcome to this episode of Teaching in Higher Ed. I’m Bonni Stachowiak, and this is the space where we explore the art and science of being more effective at facilitating learning. . [00:01:18] Susan Blum: Thanks, it’s so great to be here on this illustrious program. [00:01:22] Bonni: Oh, I’m so glad to just get this chance to talk with you. . [00:01:55] Susan: I loved grades.
. [00:02:50] Bonni: When I think back to my own childhood, I think back to having a growth mindset, but not utilizing this feeling that I got good. I didn’t understand really, I think the choices I was making. It’s interesting how it kind of evolves like that. I discovered Alfie Kohn, who literally changed my life. . [00:08:44] Susan: No, because I was made for school. . [00:29:25] Bonni: Yes. Nudging explained - SUE | Behavioural Design.
History of Instructional Design | Instructional Design Central (IDC) Instructional Design in Higher Education: Defining an Evolving Field. Tech and Learning.