ELA Lesson Reflection: Evidence And Arguments. The Reflective Student: A Taxonomy of Reflection Part 2. Reflective student Reflection can be a challenging endeavor.
It's not something that's fostered in school - typically someone else tells you how you're doing! At best, students can narrate what they did, but have trouble thinking abstractly about their learning - patterns, connections and progress. In an effort to help schools become more reflective learning environments, I've developed this "Taxonomy of Reflection" - modeled on Bloom's approach. It's posted in four installments: 1. See my Prezi tour of the Taxonomy 2. Each level of reflection is structured to parallel Bloom's taxonomy.
Taxonomy of reflection Bloom's Remembering: What did I do? Bloom's Understanding: What was important about what I did? Bloom's Application: When did I do this before?
Learning Exchange Sacramento, Adult Education Classes, Cooking, Photography, Golf Lessons, Art Classes, Spanish Classes... The Carnegie Cyber Academy - An Online Safety site and Games for Kids. Digital Citizenship by Robbie Grimes on Prezi. Tinderizer - Sending articles to your Kindle device, one click at a time! Time Management Strategies for Online Instructors. Remind101. The Partnership for 21st Century Skills. Teaching Adults: Is It Different? ERIC Digest.
ERIC Identifier: ED305495 Publication Date: 1989-00-00 Author: Imel, Susan Source: ERIC Clearinghouse on Adult Career and Vocational Education Columbus OH.
The adult education literature generally supports the idea that teaching adults should be approached in a different way than teaching children and adolescents, groups sometimes referred to as preadults. The assumption that teachers of adults should use a style of teaching different from that used with preadults is based on "informed professional opinion; philosophical assumptions associated with humanistic psychology and progressive education; and a growing body of research and theory on adult learning, development, and socialization" (Beder and Darkenwald 1982, p. 143).
Following a discussion of the major model underlying this assumption, this ERIC Digest examines research that investigates differences in these teaching styles and suggests considerations for practice. Is teaching adults different? Digital Literacy and Citizenship Classroom Curriculum. Building an Online Learning Community. Education Week Teacher Professional Development Sourcebook: The Changing Landscape of Teacher Learning.
Did You Know 4.0. Guidelines for Working with Adult Learners. ERIC Digest. ERIC Identifier: ED377313 Publication Date: 1994-00-00 Author: Imel, Susan Source: ERIC Clearinghouse on Adult Career and Vocational Education Columbus OH.
"The adults did not have to be there: if the class was disagreeable, they could simply stop coming. In teaching [adults], the customer, not the subject, comes first and is always right, and the customer is the learner. " (Rogers 1989, p. 3) Building An Online Learning Community by Kevin Wilcoxon. “One thing is certain, learning communities are more engaging and members more engaged than is the case with traditional instruction.”
How can an instructional designer (ID) leverage social interaction online to engage learners, increase exchange and dialogue, and get better results, without losing the purposeful focus provided by an instructor or traditional course content and structure? Many IDs are intrigued by the potential of communal experiences online, but there is a great deal of uncertainty about how to proceed. Here are a couple of cases that you may find interesting. PLN: Your Personal Learning Network Made Easy. What is a PLN?
If I had to define what a ‘Personal Learning Network’ is, I would keep it simple and broad: n. – the entire collection of people with whom you engage and exchange information, usually online. Personal Learning Networks, or PLNs, have been around forever. Stages of PLN adoption. David Warlick wrote a post the other day about being able to zip up or turn off your Personal Learning Network (PLN).
I too have been thinking about how one goes about starting a PLN, how do you monitor it, and how do you learn to shut it off. We all continue to push teachers to start PLNs if they haven’t already. PLE Diagrams. 7 Student Myths of the Online Classroom. Thanks to technology, students and instructors can share knowledge over large distances.
The online learning environment gives students the opportunity to earn a degree while working, traveling, serving in the military, or attending kid's soccer games. Many of the same features of a traditional institution of higher education are valid for online universities-books, faculty, administrative processes, and, of course, homework. However, online universities rarely require face-to-face student and faculty meetings so interactions and assessment must take place in the virtual Internet world. As an instructor of on-campus courses for more than 18 years and online classes for more than 10, I have come across several myths student have about online classes.
Such illusions lead to disappointment in grades and faculty interactions. Improving the Discussion Board - Lehigh University. Guidelines for Discussion Board Writing "The art of writing on the discussion board is to keep the conversation going.
" I have said that the visible heart of our community is the discussion board. But discussion board writing may be new to you. What makes good discussion board writing? How should you operate in that space? The Skills Both Online Students And Teachers Must Have. Decades after the Sloan Consortium funded the first large-scale online learning programs in the U.S., online learning has finally hit its stride. According to the 2012 Survey of Online Learning conducted by the Babson Survey Research Group, the number of students taking at least one online course has now surpassed 6.7 million, an increase of more than 570,000 students over the previous year.
Moreover, thirty-two percent of higher education students now take at least one course online. Yet despite this bullish growth, research shows that course completion and program retention rates are “generally lower” in online courses than in face-to-face courses. Non-traditional students – students 25 and older who return to school for any reason, including 2- or 4-year degrees, professional certification, workforce training or just continuing education – are most attracted to online learning because of the flexibility and “anytime, anywhere” style of instruction. Discussion Rubric. University of Wisconsin - Stout — Schedule of Online Courses, Online Certificate Programs, and Graduate Degree Follow us on Facebook.
This rubric may be used for self-assessment and peer feedback. Online Class Netiquette. Microsoft Word - Netiquette2.docx - netiquette.pdf. O:\Newsletters\Fall 2003\Fall 2 - Fostering_Critical_Engagement_in_Online_Discussions_by_Barbara_Monroe.pdf. Paper_3008_290.doc - successfulonlinediscussion.pdf. Socratic_Questioning - Socratic_Questioning.pdf. Socratic questioning. Socratic questioning (or Socratic maieutics) is disciplined questioning that can be used to pursue thought in many directions and for many purposes, including: to explore complex ideas, to get to the truth of things, to open up issues and problems, to uncover assumptions, to analyze concepts, to distinguish what we know from what we don't know, to follow out logical implications of thought or to control the discussion.
The key to distinguishing Socratic questioning from questioning per se is that Socratic questioning is systematic, disciplined, deep and usually focuses on fundamental concepts, principles, theories, issues or problems. Socratic questioning is referred to in teaching, and has gained currency as a concept in education particularly in the past two decades. Pedagogy In teaching, teachers can use Socratic questioning for at least two purposes: Five-Minute Film Festival: Twitter in Education. I think it's fair to say that Twitter can no longer be dismissed as a trivial passing fad.
Though I had dabbled with a personal account, my entire opinion changed when I started my @VideoAmy account and dove in to the conversations educators were engaged in. While some people certainly do tweet about what they're having for breakfast, teachers, administrators, and educational organizations use Twitter in a whole different way -- making smart use of those 140 characters to share resources, wisdom, and inspiration. With the wealth of information out there, you have to cut through the noise a little to figure out how it will work best for you. PLN-building? Teaching with Video. Docs. Leon Wieseltier Commencement Speech at Brandeis University 2013. On May 19, New Republic literary editor Leon Wieseltier spoke at the commencement ceremony of Brandeis University, addressing the graduates as "fellow humanists. " Here is a text of his talk. Has there ever been a moment in American life when the humanities were cherished less, and has there ever been a moment in American life when the humanities were needed more?
I am genuinely honored to be addressing you this morning, because in recent years I have come to regard a commitment to the humanities as nothing less than an act of intellectual defiance, of cultural dissidence. For decades now in America we have been witnessing a steady and sickening denigration of humanistic understanding and humanistic method. 10 Things I've Learned About Teaching Online.
Illinois Online Network: Educational Resources. Illinois Online Network: Educational Resources. Illinois Online Network: Educational Resources. Build and cultivate your own community - Ning.com. Project Based Learning. Collaboration – Integral in Common Core Assessment. Www.flatclassroomproject.org/file/view/Flat_Classroom_LL_August07.pdf.
Education Assessing Projects. Technology-Rich Learning:Technology Skills Every Teacher Needs. Mobile Learning Strategies for Online Professional Development Facilitators. If you are a participant in an ETLO training course, your facilitator may have provided you with one or more opportunities to receive course-related information via your mobile device(s). ETLO believes that the opportunity to choose when and how to receive course information is necessary to create a personalized learning experience.