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10 Tips to Develop Persistence - Elusive Life Persist (intransitive verb, \pər-ˈsist, -ˈzist\ ): to go on resolutely or stubbornly in spite of opposition, importunity, or warning. (via Merriam-Webster) Persistence is attributed by many as a crucial key to success. The problem is that, for most of us, persistence is not natural; we prefer instead to follow the path of least-resistance. The good news is that persistence is a trait that can be developed. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Start including these tips into your daily routine and you will find yourself inching closer toward your goals! What have you done in your own life to develop persistence and achieve your goals? “As long as there’s breath in you – PERSIST!” Image Credit: Flickr user pyjama

Teaching Notes for Using Discussions for Active Learning Teaching Notes for Using Discussions for Active Learning Objectives At the end of the session, participants will be able to: • describe what it is like to participate as a student in a whole class online discussion and a small group online discussion. • list strategies that facilitate online discussions that build community and enhance learning. • evaluate strategies that are most useful for specific goals • begin to develop questions and assignments that generate online interaction and critical thinking. • be able to explain what a rubric is, how it could help students and faculty in a discussion, and be able to identify some elements of an effective discussion rubric. Stage 1—Identify the problems in an Online Current Discussion Participants read the following online instructions before coming to class: You are group of faculty team teaching an interdisciplinary course of 50 students on “Current Issues in the .” In Class Exercise (20 minutes) • Review objectives. (20 minutes.) (15 minutes. A. B.

tips4teaching | Ideas and resources for teachers Rubric for Online Discussion Board Participation Rubric for Asynchronous Discussion Participation Name___________________________________________________________ Asynchronous discussion enhances learning as you share your ideas, perspectives, and experiences with the class. You develop and refine your thoughts through the writing process, plus broaden your classmates’ understanding of the course content. Use the following feedback to improve the quality of your discussion contributions. Examples of postings that demonstrate higher levels of thinking: “Some common themes I see between your experiences and our textbook are….” For more information, contact Barbara Frey at

5 Strategies for Fostering a Collaborative Culture in a PBL Classroom As a middle school teacher I understand that my students are at a developmental crossroads. They want to be seen as independent, responsible adults but at the same time still need guidance in order to be successful. This makes this age both challenging and rewarding to work with, as it allows me as a teacher to help them as they become the independent students they see themselves to be. It is not uncommon for teachers new to Project Based Learning to express skepticism or concern about “dropping the reins” and allowing students to take more control over the pace and scope of their learning. How to start this process is a common question. Although it can look different in every class, here are some possible approaches that may prove successful with your own students. Make sure team members know what is expected of them If not everyone is clear about the goals for the day or the tasks that they’ve been assigned, nothing will get done successfully.

Three Scenarios for Engaging Students with Rubrics October 22, 2010 E-Coaching Tip 82 (#3 Fall 2010) Three Scenarios for Engaging Students with Rubrics How would you like to make one or two minor changes in your course design that would help your teaching go more smoothly while accelerating your students’ learning? What might this minor yet powerful change be? The change lays in the use of rubrics, scoring systems that clarify goals and communicate standards of student work. Here are three rubric scenarios. Getting Started with Rubrics You are likely using rubrics for one of your assignments. Should I share the rubric with my students ahead of time? These preparations make the use of rubrics go smoothly. Rubric Scenario One: Traditional Instructor Use This scenario is probably the most traditional use of rubrics. Rubric Scenario Two: Self Evaluation with Rubrics This scenario is a minor tweak on scenario one and invests more review responsibility with the learner. Rubric Scenario Three: Rubric Peer Review Types of Rubrics Conclusion

Get Your Community on Board with PBL Real-world learning is a big motivator in Project Based Learning. Most students respond positively when they have opportunities to tackle challenges or investigate issues that extend beyond the classroom walls. Make the most of these learning experiences by ensuring that community members are ready and willing to get involved in projects, too. Here are some strategies to help get your community on board with PBL. Lay the groundwork. Recruit content-area experts. Recruit community clients. Offer students as problem-solvers. Open your doors. Watch Hangout with BIE: Building Support for the 4 C's Suzie Boss, PBL blogger and author, discusses how to build support for an effort to explicitly teach and assess critical thinking, collaboration, communication, and creativity with PBL.

6 Scaffolding Strategies to Use With Your Students What’s the opposite of scaffolding a lesson? Saying to students, “Read this nine-page science article, write a detailed essay on the topic it explores, and turn it in by Wednesday.” Yikes! No safety net, no parachute—they’re just left to their own devices. Let’s start by agreeing that scaffolding a lesson and differentiating instruction are two different things. Simply put, scaffolding is what you do first with kids. Scaffolding and differentiation do have something in common, though. So let’s get to some scaffolding strategies you may or may not have tried yet. 1. How many of us say that we learn best by seeing something rather than hearing about it? Try a fishbowl activity, where a small group in the center is circled by the rest of the class; the group in the middle, or fishbowl, engages in an activity, modeling how it’s done for the larger group. 2. 3. All learners need time to process new ideas and information. 4. 5. 6.