Instructional Strategies for Online Courses Instructional Strategies for Online Courses Effective online instruction depends on learning experiences appropriately designed and facilitated by knowledgeable educators. Because learners have different learning stylesor a combination of styles, online educators should design activities multiple modes of learning in order to provide significant experiences for each class participant. In designing online courses, use multiple instructional strategies. Teaching models exist which apply to traditional higher education learning environments, and when designing courses for the online environment, these strategies should be adapted to the new environment. Traditionally, in a teacher-centered classroom, instructors control their environment because they have a monopoly on information. Online learning environments permit a range of interactive methodologies. Learning contracts connect educational needs to individual student needs. The discussion group Guided design Role playing Games The panel
No, It’s Not Arbitrary and Does Make Sense: Teaching the English Punctuation System You might also try putting a period at the end of a “thought.” And what about semi-colons and colons? Well…maybe those are for exceptionally long breaths and thoughts? Okay, I guess you can see that these are no official “Strunk and White” rules about usage but rather the kind of myths about standard punctuation that are perpetuated, sometimes by educators, I’m afraid. Add to this the concern that writers, such as novelist and poets, often employ their own creative punctuation: for example, poet e.e. cummings wrote in all lower-case; popular novelist Stephen King, a former English teacher, writes long, run-on sentences to indicate stream-of-consciousness thought. So by the time students come onto a college campus, they’re often under the impression that punctuation doesn’t matter, or is arbitrary, and makes no sense—sometimes all three.
Active and Coopeative Learning The past decade has seen an explosion of interest among college faculty in the teaching methods variously grouped under the terms 'active learning' and 'cooperative learning'. However, even with this interest, there remains much misunderstanding of and mistrust of the pedagogical "movement" behind the words. The majority of all college faculty still teach their classes in the traditional lecture mode. Some of the criticism and hesitation seems to originate in the idea that techniques of active and cooperative learning are genuine alternatives to, rather than enhancements of, professors' lectures. We provide below a survey of a wide variety of active learning techniques which can be used to supplement rather than replace lectures. "Active Learning" is, in short, anything that students do in a classroom other than merely passively listening to an instructor's lecture. Exercises for Individual Students
open thinking: rants & resources from an open educator What Is Active Learning? Defining "active learning" is a bit problematic. The term means different thing to different people, while for some the very concept is redundant since it is impossible to learn anything passively. Certainly this is true, but it doesn't get us very far toward understanding active learning and how it can be applied in college classrooms. We might think of active learning as an approach to instruction in which students engage the material they study through reading, writing, talking, listening, and reflecting. Think of the difference between a jar that's filled and a lamp that's lit. Students and their learning needs are at the center of active learning. Using active learning does not mean abandoning the lecture format, but it does take class time. What follows is a description of some of the basic elements of active learning followed by guidelines for using them in your classroom. Basic Elements of Active Learning Talking and Listening Writing Reading Reflecting Keys to Success Be creative!
AOS Home > English > ESL > Area of Study: Belonging > AOS This material was written by Carmen Vallis and modified for HSC English (ESL) by Eve Mayes, Condell Park High School. Key vocabulary to use in responses on Swallow the air Context of Swallow the air Telling stories to belong Who belongs? The language of belonging Relating other texts Key vocabulary to use in responses on Swallow the air Look at the list of words related to belonging and Swallow the Air. The "Red light" words are important to know to write well on Swallow the Air and belonging. Look up and learn any words that you are unfamiliar with. RED LIGHT - You HAVE to know these words and what they mean AMBER LIGHT - You SHOULD know these words and what they mean GREEN LIGHT - It's GOOD for you to know these words Download a PDF version of this table. Context of Swallow the air Like all texts, Swallow the air was written in a specific context that influences the ideas of belonging that are explored and the language used. Activity: Aunty
Arthur F. Thurnau Professors Arthur F. Thurnau Professorships are awarded annually to tenured faculty who have made outstanding contributions to undergraduate education at the University of Michigan and who have had a demonstrable impact on the intellectual development and lives of their students. For more information about the Thurnau Professorship please see This series of videos demonstrates how these outstanding faculty stimulate student engagement in their courses. Thurnau Professors and Student Engagement Profiles of Thurnau Professors For a list of all Thurnau Professors please see The Principal of Change Glossary of Instructional Strategies Current number of strategies and methods: 1271 Last updated: 27 July, 2013 Definitions written by Kelly Jo Rowan. ©1996-2013 Kelly Jo Rowan. 10 + 2 (Ten Plus Two) Direct instruction variation where the teacher presents for ten minutes, students share and reflect for two minutes, then the cycle repeats. 1st TRIP (First TRIP) A reading strategy consisting of: Title, Relationships, Intent of questions, Put in perspective. 3-2-1 (Three-Two-One) Writing activity where students write: 3 key terms from what they have just learned, 2 ideas they would like to learn more about, and 1 concept or skill they think they have mastered. 5 + 1 (Five Plus One) Direct instruction variation where the teacher presents for five minutes, students share and reflect for one minute, then the cycle repeats. A-B-C Summarize A form of review in which each student in a class is assigned a different letter of the alphabet and they must select a word starting with that letter that is related to the topic being studied. Acronyms