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From YouTube to U2 - Krug
From YouTube to U2 - Krug
From YouTube to U2 - Krug
From YouTube to U2 - Krug
From YouTube to U2 - Krug
From YouTube to U2 - Krug
From YouTube to U2 - Krug
From YouTube to U2 - Krug
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From YouTube to U2 - Krug

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The objective of this presentation is to identify and discuss inexpensive, easy-to-use, learner-centered classroom techniques for stimulating student learning and skills development

The objective of this presentation is to identify and discuss inexpensive, easy-to-use, learner-centered classroom techniques for stimulating student learning and skills development

Published in: Education, Technology
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  • 1. From YouTube to U2 – Low Cost Techniques to Enhance Student Learning in the Classroom Ron Krug Allegany College of Maryland 2009 Mid-Atlantic Regional Conference College of Southern Maryland
  • 2. Objective <ul><li>To identify and discuss inexpensive, easy-to-use, learner-centered classroom techniques for stimulating student learning and skills development </li></ul>
  • 3. Variety of Classroom Techniques = Greater Learning <ul><li>Entertaining Media </li></ul><ul><ul><li>e.g. Podcasts </li></ul></ul><ul><ul><ul><li>Accounting Systems & Software Textbook </li></ul></ul></ul><ul><ul><li>e.g. YouTube </li></ul></ul><ul><ul><ul><li>Alison Chang's CNN Intellectual Property </li></ul></ul></ul><ul><ul><ul><li>Process Costing </li></ul></ul></ul><ul><ul><li>e.g. Merlot </li></ul></ul><ul><ul><ul><li>Guide to Financial Statements </li></ul></ul></ul><ul><ul><ul><li>Accounting Basics; StudyBeat.com </li></ul></ul></ul><ul><ul><ul><li>Accounting Basics Quiz </li></ul></ul></ul>
  • 4. Variety of Classroom Techniques = Greater Learning <ul><li>Quiz of Past Material </li></ul><ul><ul><li>Includes pretest/posttest </li></ul></ul><ul><li>Small Group Discussions – critical thinking activities </li></ul><ul><ul><li>Form groups of 3-4 students </li></ul></ul><ul><ul><li>Assign short in-class group projects to be turned in for a grade (30 to 60 minutes) </li></ul></ul><ul><ul><li>For each assignment one group member is designated to take notes </li></ul></ul><ul><ul><ul><li>Group notes will be turned in for grading. </li></ul></ul></ul><ul><ul><ul><li>Grading criteria is established by instructor and presented to students as rubric. </li></ul></ul></ul><ul><ul><li>For each assignment one group member is designated to make presentation or answer questions </li></ul></ul><ul><ul><ul><li>Instructor will write key points on the board and class will discuss. </li></ul></ul></ul><ul><ul><li>Students are briefed on key topics before starting the project. </li></ul></ul>
  • 5. Variety of Classroom Techniques = Greater Learning <ul><li>Solo/Share Activity – students work independently on a short activity and then join rest of group for discussion. </li></ul><ul><ul><li>Consider addressing decisions that students might need to make personally </li></ul></ul><ul><ul><ul><li>e.g. Purchase a new or used car </li></ul></ul></ul><ul><ul><ul><li>e.g. Hybrid cars and breakeven analysis </li></ul></ul></ul><ul><ul><ul><li>e.g. The value of a college education (including opportunity cost) </li></ul></ul></ul><ul><li>Team Competition – first group to answer correctly gets bonus points. </li></ul><ul><li>Games </li></ul><ul><ul><li>Quiz- Tree.com </li></ul></ul>
  • 6. Variety of Classroom Techniques = Greater Learning <ul><li>Real World Application/Current Events </li></ul><ul><ul><li>e.g. Yahoo! News </li></ul></ul><ul><ul><ul><li>Health care reform </li></ul></ul></ul><ul><li>Debates </li></ul><ul><ul><li>On ethical issues </li></ul></ul><ul><ul><ul><li>Assign students randomly to argue each position on the issue. </li></ul></ul></ul><ul><ul><li>On Discussion Board Topics </li></ul></ul><ul><ul><ul><li>Blackboard </li></ul></ul></ul>
  • 7. Variety of Classroom Techniques = Greater Learning <ul><li>Mnemonics and Acronyms </li></ul><ul><ul><li>e.g. Debits and credits </li></ul></ul><ul><ul><ul><li>“ A ll D rippy E els L ove C ucumbers and R adishes” </li></ul></ul></ul><ul><ul><ul><ul><li>Assets, drawings and expenses have normal debit balances. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Liabilities, capital and revenues have normal credit balances. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Visual Aids </li></ul></ul></ul></ul><ul><ul><li>e.g. Equivalent Units (Managerial Accounting) </li></ul></ul><ul><ul><ul><li>Four half-full glasses can make how many full glasses? </li></ul></ul></ul><ul><ul><ul><ul><li>Display four half-full glasses </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Empty two of the glasses into other glasses. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Four half-full glasses are equivalent to two full glasses. 4 x 50% = 2 x 100% </li></ul></ul></ul></ul>
  • 8. No Time for All These Tricks? <ul><li>Consider hybrid learning (at least for some of the course material) </li></ul><ul><ul><li>Lecture </li></ul></ul><ul><ul><ul><li>Each chapter lecture is a PowerPoint slide show with voiceover. </li></ul></ul></ul><ul><ul><ul><li>Slides are adapted from those provided by the publisher. </li></ul></ul></ul><ul><ul><ul><ul><li>Blackboard </li></ul></ul></ul></ul><ul><ul><li>Discussion </li></ul></ul><ul><ul><ul><li>Class time is used for projects and for additional discussion of the lecture material. </li></ul></ul></ul>

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