background preloader

Teaching College Science

Facebook Twitter

How Students Critiquing One Another’s Work Raises The Quality Bar. Too often, when students produce school work, they turn it into a teacher for a grade and move on.

How Students Critiquing One Another’s Work Raises The Quality Bar

And after the teacher spends time evaluating the student’s work, many students never look at the feedback, a cycle that frustrates both parties and isn’t the most effective way to learn. Several schools are trying a different model — one that takes more time but also helps students feel more ownership over the quality of their work. Called peer critique, students follow clear protocols that remind them to “be kind, be specific, and be helpful” in the feedback they give to peers.

In the Edutopia video shown below about Two Rivers Charter School in Washington, D.C., students explain how through a process of revisions, they can feel proud about gradually producing high quality work. And, since students start doing the peer critique protocol in preschool, the school has built up a culture infused with a growth mindset. Pronounce Names - Dictionary of Name Pronunciation, How to say or pronounce names, Name pronunciation website. Insidehighered. NEW ORLEANS -- Sherri Restauri, who joined Coastal Carolina University last summer as director of online learning, said that pre-course assessment surveys she used in the past never showed her what skills her students had.

insidehighered

She said web-based eLearnReady, created by her Coastal Carolina colleague Cheng-Yuan Lee, provides that information. “You know what [skills] they have, and you can use that information to shape the class,” said Restauri, speaking during a session at the Online Learning Consortium's Innovate conference here last week. “As an instructional designer and director of online learning, this is huge.” eLearnReady provides information about students’ abilities at the onset of an online class, offering insights that can help instructors tailor their teaching to boost learners’ success, Lee and Restauri said during their conference session.

Social Videos - Pedagogical Repository. Description Instructor: Jim Hobart, Advertising/Public Relations, Nicholson School of Communication, UCF Course Title: ADV3008 Principles of Advertising Student generated video; have students create their own videos to illustrate course concepts or ideas.

Social Videos - Pedagogical Repository

Share not only with other fellow students, but also with family and friends. Benefits: student-centered learning; motivation; anchored instruction Copyright concerns: Increase students’ awareness of intellectual property; cannot use whatever they can find online Learn about Fair use; educational & research use; purpose/a small % creative common license: creative commons offer a range of licenses for the distribution of copyrighted works for anyone to use. S Teaching Online Pedagogical Repository.

The following links to effective practices for blended learning courses are provided by UCF’s Teaching Online Pedagogical Repository (TOPR).

s Teaching Online Pedagogical Repository

Each entry describes a strategy drawn from the pedagogical practice of online teaching faculty, depicts this strategy with artifacts from actual courses, and is aligned with findings from research or professional practice literature. If you are interested in contributing an entry to TOPR, you may use submit your entry using the TOPR Contribution Form. If you are interested in becoming a regular contributor, please send an email message contact to topr@ucf.edu for more information.

Course Content Interaction Blogs. Discussions large classes - Pedagogical Repository. Description Holding effective, engaging discussions in large classes can be a challenge.

Discussions large classes - Pedagogical Repository

However, they provide an opportunity for online students to engage with each other and the instructor in a way not possible with other kinds of assessments. Here are some ideas to structure this effectively. Group Size: The most common acceptable number for groups is 8-10 people (Baker, 2011; Seo, 2007). It is likely to be beneficial to break up large classes into smaller groups to focus the discussion. Layout: Encourage students to label their posts and responses unique titles that reflect the content of their message.

Prompt: The choice of discussion prompt is also a factor. Facilitation: There is no indication that a certain number of posts must made by the instructor in order to support students in discussion (Cranney et al., 2011). Instructor Testimony Instructor: UCF's Dr. LIT 3313: Science Fiction is taught as a large reduced seat time M course with 175 students. Link to example artifact(s) Three Ways to Engage Students In and Outside the Classroom. When students become directly engaged in the learning process, they take ownership of their education.

Three Ways to Engage Students In and Outside the Classroom

The following learning activities have helped me to engage students in and outside the classroom. The strategies also help keep my teaching relevant, fresh, and creative. Get real Silence filled the classroom when the grimacing woman wearing layers of torn sweatshirts and mismatched work boots kicked an empty desk by the door. She fished out a wrinkled paper from her jean’s front pocket and waved it high in the air. For the past several years, I have invited professional social workers to role-play clients that my students may one day encounter in their careers as social workers. These realistic role-plays are primarily designed to be problem-solving exercises. See a show. II - Home. OER Commons. Quick Rubrics. Photography that bears witness.

National Center for Case Study Teaching in Science (NCCSTS) Classroom and behaviour. Maximize learning.