Student Engagement and Being in the Flow. When I think about engaging students, I think about Flow. Flow is the mental state of operation in which a person in an activity is fully immersed in a feeling of energized focus, full involvement, and success in the process of the activity. In 1997, Mihaly Csíkszentmihályi published this graph that depicts the relationship between the challenges of a task and skills. Flow only occurs when the activity is a higher-than-average challenge and requires above-average skills. Graph of Flow from Wikipedia: The center of this graph (where the sectors meet) represents one’s average levels of challenge and skill. The further from the center an experience is, the greater the intensity of that state of being (whether it is flow or anxiety or boredom or relaxation).
Kindergarteners spend more time learning how to take a test than learning how to socialize. Conditions of FLOW Mihaly Csíkszentmihályi identified ten factors one may experience with FLOW: The Home of Building Learning Power. Elteachertrainer. Social and Emotional Learning Research Review. Editor's Note: This article was originally written by Vanessa Vega, with subsequent updates made by the Edutopia staff. Numerous research reports show that social and emotional learning (SEL) can have a positive impact on students' academic performance. Edutopia's SEL research review explores those reports and helps make sense of the results. In this series of four articles, learn how researchers define social and emotional learning, review some of the possible learning outcomes, get our recommendations of evidence-based programs, find tips for avoiding pitfalls when implementing SEL programs, and dig in to a comprehensive annotated bibliography with links to all the studies and reports cited in these pages.
What is Social and Emotional Learning? How do we define social and emotional learning (SEL)? Researchers generally agree upon five key competencies of SEL (Durlak, Weissberg, Dymnicki, Taylor & Schellinger, 2011). Learning Outcomes SEL Skills and Academic Success. Survey instruments for attitude. On-line & Off-line Survey Instruments: Motivation, Cognitive Styles, Learning Styles, and Learning Strategies This collection is intended as a brief guide to the world of motivation, cognitive-style, learning-style, and learning-strategy questionnaires.
The first section of this bibliography is a list of websites which offers survey instruments related to motivation, learning preferences, and learning strategies. These consist of two kinds of sites: interactive sites allow users to take the tests on-line and provide some information about the tests, however, they usually do not provide scoring algorithms. Source sites permit visitors to download and print ready-to-use tests. These sites vary as to the amount of information provided. In the second section, a collection of instruments not available on the web is provided. This bibliography is meant to provide teachers and researchers with a way to familiarize themselves with some of the instruments available. Personality Tests Motivation. Eslwriting.org — Teaching students how to write their dreams.
Samples: Creative Syllabi - Enhancing Education. Syllabi do not have to be simple, typed documents, but can incorporate graphics (photos, comics, designs) and other creative elements. Some instructors design their syllabi to embody course goals; for instance, the syllabus for a typography class might itself reflect design elements that are part of the course content. Some instructors develop graphic syllabi, which represent the organization of the course in graphic rather than text form. As long as your syllabus serves the functions you intend, have some fun with it! BayesianMethodsSyllabus.pdfMichele DiPietro, Applied Bayesian MethodsKineticsSyllabus.pdfE.
Ko, Chemical Engineering KineticsTypographySyllabus.pdfKaren Moyer and Dan Boyarski, Typography One: Type as Image. Five Common Mistakes in Writing Lesson Plans. 2. The Parts Each part of a lesson plan should fulfill some purpose in communicating the specific content, the objective, the learning prerequisites, what will happen, the sequence of student and teacher activities, the materials required, and the actual assessment procedures.
Taken together, these parts constitute an end (the objective), the means (what will happen and the student and teacher activities), and an input (information about students and necessary resources). At the conclusion of a lesson, the assessment tells the teacher how well students actually attained the objective. In a diagram, the process looks something like this: Input ======>process=====>output Let's look at each part separately. Input: This part refers to the physical materials, other resources, and information that will be required by the process. 1. 2. 3. 4. 5. Process This is the actual plan. 1. As an example, here is a template that I have used successfully to teach students to write lesson plans: I .
II . III. Approaches to Foreign Language Syllabus Design. ERIC Identifier: ED295460 Publication Date: 1988-05-00 Author: Reilly, Tarey Source: ERIC Clearinghouse on Languages and Linguistics Washington DC. This "Digest" is based on the ERIC/CLL "Language in Education" series monograph entitled "Approaches to Syllabus Design for Foreign Language Teaching" by Karl Krahnke, available from Prentice-Hall/Regents for $11.33.
To order, write to: Book Distribution Center, Route 59 at Brook Hill Dr., West Nyack, NY 10994 or call: 1-800-223-1360. A language teaching syllabus involves the integration of subject matter (what to talk about) and linguistic matter (how to talk about it); that is, the actual matter that makes up teaching. Choices of syllabi can range from the more or less purely linguistic, where the content of instruction is the grammatical and lexical forms of the language, to the purely semantic or informational, where the content of instruction is some skill or information and only incidentally the form of the language. 1. 2. 3. 4. 5. 6. How to design a structural-lexical syllabus. Teaching Tips | The Teaching Center. Evaluating Teaching Effectiveness. On this page you will find: Why Document Teaching Effectivenes: "The University community believes that excellence in teaching and excellence in research go hand in hand, and as a matter of policy teaching and research are both essential duties of every faculty member.
Promotion depends upon the demonstration of excellence in both areas. The essential question in the evaluation of teaching is whether the candidate contributes in an effective, creative, and appropriate way to the teaching mission of the department. . - 1987 Policy for Evaluation of Teaching (for Advancement and Promotion) Sources and Methods for Documenting Teaching Effectiveness: “Under no circumstances will a tenure commitment be made unless there is clear documentation of ability and diligence in the teaching role.”
Traditionally, end of semester student course evaluations have been the primary focus for evaluations of teaching. Student Evaluation (end-of-course). Rubrics. Jump to Navigation Top Links Search form Center for Teaching and Learning Vice Provost for Teaching, Learning, Academic Planning and Facilities You are here Home › Teaching Resources › Assessment & Evaluation › Rubrics Rubrics Misc Rubrics The Western Association of Schools and Colleges (WASC) Rubrics Rubrics for Assessment There are many resources on the web that provide examples of rubrics that can be used in assessment. Value Rubrics Packet , including rubrics on: Creative Thinking Critical Thinking Information LIterary Inquiry Analysis Oral Communication Problem Solving Quantitative Literacy Reading Written Communication Other Assessment Resources Main menu Teaching Resources Office of the Vice Provost for Teaching, Learning, Academic Planning & Facilities | Email the Center for Teaching and Learning © UC Regents.
Alternatives to Final Exams. For many courses of varying format and size, across many disciplines, reasonable alternatives to traditional tests (i.e., paper-based T/F or Multiple Choice) exist. In fact, oftentimes the alternatives may even be advantageous to promote student learning and be more authentic means of students demonstrating what they have learned at the higher levels of Bloom's Taxonomy (synthesis, analysis, evaluation). All such courses should, however, include appropriate summative evaluation activities per COCI policy on (alternatives to) final exams. Paper instead of test A standard alternative to a test, the paper can take many forms. Make sure that the paper is integral to the course and not simply an add-on.
One way to accomplish this, to help students write better, and to encourage academic integrity is to give the assignment early and ask for portions of the paper to be turned in at intervals: preliminary topic, outline, bibliography, draft, and so on. Memorandum or briefing Fact Sheet. What are learning goals? As subject matter experts in their field, faculty know almost intuitively what the most important things are that students must master.
In order to develop learning goals, faculty should answer the question, “What do I want my students to know or be able to do by the end of this course?” Developing a set of learning goals for a course takes what faculty know but don’t always state and puts it into a short list of real concepts that can guide students and add clarity to teaching and learning. The overall goal for teaching should be learning. When students know what they should be able to do by the end of a course it will be less of a challenge for them to meet that goal. How can learning goals add value to teaching and learning? Clearly defined learning goals contribute to a structure that surrounds a course and can aid in selecting appropriate graded and ungraded assessments, selecting relevant content for the course, and enhancing the assessment or grading practices.
List of Action Verbs. Films. Why Long Lectures Are Ineffective. Each school day, millions of students move in unison from classroom to classroom where they listen to 50- to 90-minute lectures. Despite there being anywhere from 20 to 300 humans in the room, there is little actual interaction. This model of education is so commonplace that we have accepted it as a given. For centuries, it has been the most economical way to “educate” a large number of students.
Today, however, we know about the limitations of the class lecture, so why does it remain the most common format? (MORE: Should Teachers Be Allowed to Share Their Lesson Plans?) In 1996, in a journal called the National Teaching & Learning Forum, two professors from Indiana University — Joan Middendorf and Alan Kalish — described how research on human attention and retention speaks against the value of long lectures. Middendorf and Kalish also cited a study from 1985 which tested students on their recall of facts contained in a 20-minute presentation. The IELTS Exam in Hong Kong. English and ESL Resources The following is a combination of excellent websites compiled by ITS staff to help students, teachers and the community with their English and English as a second language (ESL) training and courses. BBC Learning English Voice of America: Special English NPR online hourly news and daily shows (Morning edition, All Things Considered, etc. from US National Public Radio; many of their programs keep an archive of past shows CNN Video US and international news services Family Health two-minute audio files on a variety of health questions, from Ohio University's Dr.
Great speeches historical speeches and transcripts Vincent Voice Library historic speeches and other recordings, from US presidents and others (audio) English Club : ESL Webguide : Listening Yahoo! Improving Your Listening suggestions and activities for listening to the news; lectures; movies; British and American English, and conversations. Improving Your Listening Northumbria University About ESL: listening tips. Personal Learning Environments and the revolution of Vygotsky’s Zone of Proximal Development. Developmental psychologist Lev Vygotsky defined what the person or a student can do — or the problems they can solve — as three different stages: What a student can do on their own, working independently or without anyone’s help.What the student can do with the help of someone.What it is beyond the student’s reach even if helped by someone else. He called the second stage the Zone of Proximal Development (ZPD) which had, as said, two limits: the lower limit, which was set by the maximum level of independent performance, and the upper limit, the maximum level of additional responsibility the student can accept with the assistance of an able instructor.
But Vygotsky believed that learning shouldn’t follow development, but rather should lead it. A student should constantly be reaching slightly beyond their capabilities rather than working within them (Jo Turner-Attwell, 2009). This reaching beyond one’s capabilities can be pictured as the student entering their Zone of Proximal Development. Learning Technology. ProfessorWord: Improve your vocabulary while you surf the web.
WebQuest Repository. About us Courses & workshops Consultancy services Clients & publications Tools & webquests Resources / WebQuests / Repository WebQuests Repository About this repository This is a growing selection of WebQuests created by participants on our courses. Note: The following Creative Commons license applies to all these WebQuests: ELT materials by As per author is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Share this See also © The Consultants-E Ltd., 2003 - 2014 Sitefinity ASP.NET CMS. Ged578 / Learning Style Theories.
Learning Styles Theories Presented To You By John Whitley, Jr. Ellen Park Gustavo Madrigal Maximize Your Ability To Learn "An important part of that understanding is knowing who we are and what we can do... Behaviorism- An assumption that a learner is passive, responding to environmental stimuli. Positive indicates the application of a stimulus; Negative indicates the withholding of a stimulus. Cognitivism- Cognitivism focuses on mental processes which includes how people perceive, think, remember, learn, solve problems. Constructivism- It is a theory based on how people learn. When individuals encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe, or maybe discarding the new information as irrelevant.
Multiple Intelligences-Howard Gardner. 8 Multiple Intelligences 1. The ability to understand people's moods, motivations, desires, and intentions. 2. Assessing your own moods,motivations,desires and intentions. 3. 4. 5. 6. 7. 8. 1. 2. 100 Helpful Web Tools for Every Kind of Learner. Educationaljargonschs.wikispaces.com/file/view/learning-styles.pdf/199591632/learning-styles.pdf. What is a Good Teacher? Persuasion Map. Online. Vocabulary Development for Gifted Students.
Brave New Words: Novice Lexicography and the Oxford English Dictionary. Reading Educator. Discover Your Personality Type | Myers Briggs. Learning Styles of the Net Generation. What is Active Learning? Multiple Intelligences. Increasing Student Motivation - Full Video. The Natural Approach (Krashen) Stephen Krashen on Language Acquisition.