Motivating susan
•Download as PPTX, PDF•
0 likes•129 views
Motivation is defined as an internal state that drives learners and keeps them engaged in certain activities. If a student is motivated to learn, they will develop soft skills like attitude, listening, empathy, relationship building, and tact that help them achieve their goals. At the end of each unit, a critical thinking question will be posted online for students to answer and discuss with each other to earn extra credit towards their unit grade.
Report
Share
Report
Share
Recommended
Conducting A Needs Assessment 1.1
The document discusses developing a framework to help science teachers incorporate more inquiry-based learning into their classrooms. National and state standards now require teaching science through inquiry. However, teachers face challenges in implementing inquiry due to lack of training, perceived time constraints, and adherence to traditional teaching methods. The proposed framework would provide teachers training in adapting existing curriculum, facilitating inquiry lessons, and assessing student learning through inquiry. It aims to support teachers in grades 6-12 as mandated by education standards.
SWOT analysis on student centered learning in KRG
The document presents a SWOT analysis of applying student-centered learning in the Kurdistan Region of Iraq. Some strengths identified include students developing lifelong skills, building social skills, and gaining cognitive support from peers. Weaknesses include large class sizes, lack of infrastructure, and teacher training issues. Opportunities include engaging students and gaining government support. Threats involve difficulties applying it to large classes and risks of favoritism. The conclusion is that a full analysis is needed to determine if implementing student-centered learning would be appropriate in Kurdistan's context.
Learner needs v1
Hand-out for course teams and learner-facing institutional services to support thinking about learners' digital literacy needs. Backed up by findings from the JISC Learning Literacies in a Digital Age study.
A piece of information distance education
This document discusses distance education. It defines distance education as a form of education where teachers and students are separated during instruction and various technologies are used to facilitate communication. Some key advantages discussed are increased access, flexibility in scheduling, and the ability to engage globally. Disadvantages include the need for self-motivation, feelings of isolation, and the effort required to develop online materials. The document also examines evaluation methods in distance education, including traditional written exams as well as alternative methods like portfolios and projects. It outlines criteria like skills, knowledge and application that should be considered during evaluation.
Collaborative Leadership Frameworks
The document discusses three collaborative leadership frameworks - professional learning communities, communities of practice, and critical friends groups. It provides definitions and characteristics of each framework. It then discusses how each framework could support a school-wide initiative to create a consistent discipline system and increase instructional time by addressing behavior issues. The document concludes that critical friends groups would be the best option to begin with to build consistent responses to behaviors at each grade level and then professional learning communities could be implemented to increase consistency school-wide.
Edtech report
This document discusses the importance of interaction in distance education. Interaction is acknowledged as a powerful facilitator for learning, especially in online learning. A variety of teaching models are available to facilitate interaction in distance education.
A guide for comprehensive needs assessment
A comprehensive needs assessment should identify gaps between a school's current performance and its goals. It provides direction by determining priorities and resources to maximize impact. The assessment involves gathering both qualitative and quantitative data from multiple sources to develop goals and monitor implementation. It is critical for a planning team to conduct the needs assessment and analyze the data to identify root causes and priorities. The results should be used to create SMART goals and select strategies to meet identified needs.
Assistive Technology WebQuest
This document discusses assistive technologies used to help students with special needs in the classroom. It defines special needs and important terms like IEPs, inclusion, and least restrictive environment. It provides examples of assistive technologies like transcription software, voice amplifiers, and magnifiers. It then describes a third grade class with several students with disabilities like ADHD, auditory problems, and difficulties with reading/writing. It explains the specific technologies and classroom accommodations used to help each student, such as transcription software, seating arrangements, behavior rewards, and larger text.
Recommended
Conducting A Needs Assessment 1.1
The document discusses developing a framework to help science teachers incorporate more inquiry-based learning into their classrooms. National and state standards now require teaching science through inquiry. However, teachers face challenges in implementing inquiry due to lack of training, perceived time constraints, and adherence to traditional teaching methods. The proposed framework would provide teachers training in adapting existing curriculum, facilitating inquiry lessons, and assessing student learning through inquiry. It aims to support teachers in grades 6-12 as mandated by education standards.
SWOT analysis on student centered learning in KRG
The document presents a SWOT analysis of applying student-centered learning in the Kurdistan Region of Iraq. Some strengths identified include students developing lifelong skills, building social skills, and gaining cognitive support from peers. Weaknesses include large class sizes, lack of infrastructure, and teacher training issues. Opportunities include engaging students and gaining government support. Threats involve difficulties applying it to large classes and risks of favoritism. The conclusion is that a full analysis is needed to determine if implementing student-centered learning would be appropriate in Kurdistan's context.
Learner needs v1
Hand-out for course teams and learner-facing institutional services to support thinking about learners' digital literacy needs. Backed up by findings from the JISC Learning Literacies in a Digital Age study.
A piece of information distance education
This document discusses distance education. It defines distance education as a form of education where teachers and students are separated during instruction and various technologies are used to facilitate communication. Some key advantages discussed are increased access, flexibility in scheduling, and the ability to engage globally. Disadvantages include the need for self-motivation, feelings of isolation, and the effort required to develop online materials. The document also examines evaluation methods in distance education, including traditional written exams as well as alternative methods like portfolios and projects. It outlines criteria like skills, knowledge and application that should be considered during evaluation.
Collaborative Leadership Frameworks
The document discusses three collaborative leadership frameworks - professional learning communities, communities of practice, and critical friends groups. It provides definitions and characteristics of each framework. It then discusses how each framework could support a school-wide initiative to create a consistent discipline system and increase instructional time by addressing behavior issues. The document concludes that critical friends groups would be the best option to begin with to build consistent responses to behaviors at each grade level and then professional learning communities could be implemented to increase consistency school-wide.
Edtech report
This document discusses the importance of interaction in distance education. Interaction is acknowledged as a powerful facilitator for learning, especially in online learning. A variety of teaching models are available to facilitate interaction in distance education.
A guide for comprehensive needs assessment
A comprehensive needs assessment should identify gaps between a school's current performance and its goals. It provides direction by determining priorities and resources to maximize impact. The assessment involves gathering both qualitative and quantitative data from multiple sources to develop goals and monitor implementation. It is critical for a planning team to conduct the needs assessment and analyze the data to identify root causes and priorities. The results should be used to create SMART goals and select strategies to meet identified needs.
Assistive Technology WebQuest
This document discusses assistive technologies used to help students with special needs in the classroom. It defines special needs and important terms like IEPs, inclusion, and least restrictive environment. It provides examples of assistive technologies like transcription software, voice amplifiers, and magnifiers. It then describes a third grade class with several students with disabilities like ADHD, auditory problems, and difficulties with reading/writing. It explains the specific technologies and classroom accommodations used to help each student, such as transcription software, seating arrangements, behavior rewards, and larger text.
Slide Show on LD
The document discusses learning disabilities, including how they are identified and strategies for helping students with learning disabilities. It defines a learning disability according to the federal government as a severe discrepancy between a student's achievement and intellectual ability. Learning disabilities can affect areas like reading, writing, and mathematics. Students may struggle with tasks involving listening, speaking, reading, writing, reasoning, or mathematical abilities. The document discusses methods of identifying learning disabilities, such as using IQ and achievement test scores or the response to intervention approach. It also provides information on the causes of learning disabilities and common characteristics, as well as educational considerations, resources, and effective teaching strategies.
Teaching Presence
The document discusses research on effective online learning environments. It summarizes a framework that identifies three important presences for online learning: social presence, teaching presence, and cognitive presence. Teaching presence is then explored in more depth. It is broken into three categories - facilitating discourse, direct instruction, and instructional design/organization. Each category contains indicators of effective teaching practices. Research findings show students reported high levels of learning and satisfaction when instructors demonstrated behaviors aligned with the teaching presence framework.
The Student and Distance Education
This presentation focuses on the importance of the student and their role in a distance education course
Creating a sense of belonging - Retaining learner attention #edlw2019
Presentation by Jennifer Roberts, ODLAA and Unisa, at the 2019 European Distance Learning Week's first-day webinar on "Distance Education: Challenges on the European and the Global Level" - 11 November 2019
Recording of the discussion is available: https://eden-online.adobeconnect.com/pymtl303yih1/ & https://www.youtube.com/watch?v=Y7AzzgjReps
Online and Hybrid Classes in Early Childhood Education
The document discusses challenges and strategies for teaching online and hybrid early childhood education courses. It addresses issues like technical competence, preparation time constraints, discourse patterns, engagement, emotion, and flexibility. Suggested strategies include readiness quizzes, clear expectations, small collaborative groups, encouragement, and accessible technical support. The top lessons are to provide institutional support for quality training, limit class sizes, and ensure technical support for students and faculty.
We’re in this together – getting involved through information literacy strate...
We’re in this together – getting involved through information literacy strate...IL Group (CILIP Information Literacy Group)
This document outlines an assignment given to postgraduate education students to help develop their information literacy skills. The assignment involved students researching topics related to diversity and inclusion, then writing a 500-word reflective summary about their information literacy skills and areas for improvement. Key aspects of the assignment included having students identify which skills they had developed competency in and which needed work, reflect on effective research strategies and how to critically evaluate sources, and consider how to apply their new skills to teaching their own students in the future. Feedback from students indicated that the practical information literacy session and reflective approach to the assignment were useful for developing their skills and thinking critically about information literacy.Self Directed Learning & Networking in Medical Education
1. Members of the networking group who have experience implementing OSCEs could provide advice and share resources on developing cases, creating checklists, training examiners, and evaluating students.
2. Volunteers from other institutions could assist in piloting the OSCEs or serving as standardized patients to prepare for the real assessment.
3. Feedback from the network could help identify and address any challenges in order to refine the OSCE process before the high-stakes examination.
Selecting learning environment
This document discusses different types of learning environments, including learner-centered, knowledge-centered, assessment-centered, and community-centered environments. A learner-centered environment focuses on students' prior knowledge and makes lessons relevant to their lives. A knowledge-centered environment focuses on teaching core concepts and organizing lessons to maximize understanding. Assessment-centered environments use formative and summative assessments to improve teaching and measure learning. Community-centered environments foster collaboration and lifelong learning by creating a classroom community.
ICBL Evaluation
This document discusses the importance of evaluating hybrid and online courses. It notes that evaluation is particularly important for these types of courses since they differ from traditional face-to-face courses and are still experimental in nature. The document outlines several areas that are important to evaluate, including learner support, course organization and design, instructional design and delivery, integration of online and in-person activities for hybrid courses, student assessment, and student feedback. It also provides some examples of evaluation tools and considerations for each area.
Evaluating the evaluator a reflective approach
This document summarizes research on different approaches to evaluating teaching quality, including Student Evaluation of Teaching (SET), Peer Observation of Teaching (POT), and Peer Observation of Review (POR). It argues that SET is unreliable and focuses more on instructor personality than actual learning. POT and POR were introduced as alternatives, but faculty still saw them as evaluative and threatening. The document advocates for a reflective approach to POT that ensures quality enhancement without anxiety or resistance from faculty. It discusses different POT models and argues they still involve administrative evaluation, when faculty want evaluation removed from promotion decisions to freely enhance self-learning.
SS&R conference presentation 2011
Engaging Practices vs. Skill Building in a First Year Experience Course: What are Students Learning?
The document discusses an FYE course at Eastern Oregon University that was initially focused on teaching study skills but has evolved to include more engaging practices. It describes activities used in the course like writing "This I Believe" essays to share values and doing an undergraduate research project. Assessment found that students reported increased confidence, improved social and time management skills, and learning about campus resources and others' values and beliefs. The engaging activities were effective in helping students feel they belong at the university and can succeed.
Blogs mph 13
This document discusses using blogs for critical reflection in a Master of Public Health (MPH) class. It provides background on why blogging is assigned, including that it allows for additional learning and interaction between students and lecturers. Students are asked to make 4 blog contributions over the semester reflecting on course materials and commenting on 2-3 other students' blogs. Blogging encourages critical reflection by assessing assumptions and considering different perspectives. An example of a thoughtful student blog post is provided that critically analyzes a journal article on asthma. Overall, the document makes the case for how blogging can enhance learning through critical reflection in an MPH program.
Chapter 6 teaching and distance education
This document discusses key aspects of teaching and distance education, including moving from teacher-centered to student-centered learning, the differences between distance learning and distributed learning, structuring instruction, instructional methods, using a course management system, policy issues, student support, and legal issues like plagiarism.
Chapter 7 the student and distance education
This document discusses key considerations for distance education. It finds that self-discipline and flexibility are important traits for adult distance learners. The primary reasons students enroll are flexibility, academic achievement, and family responsibilities. Creating a collaborative classroom culture with clear expectations and protocols is important. Students must take responsibility for their learning, and instructors should understand students' characteristics. Communication methods and participation are also essential elements for success in distance education.
Online teaching skills mini workshop
Presentation offers overview of what it takes for successful online teaching and offers tips for managing online course facilitation.
Teaching Presentation new2
This document discusses strategies for improving student engagement and teaching in the library. It notes several issues, such as poor student motivation, lack of formal assessment, and poor communication between libraries and academics. It proposes introducing more interactive activities, tracking student progress through four levels of skills, and evaluating the impact of the changes. Some potential challenges are that students may feel overscrutinized and academics may resist the changes. The document creates a timeline for developing and testing the new approaches over the 2016-2017 academic year.
Chapter 5 instructional design for distance education
This document discusses instructional design for distance education. It defines instructional design as a way of thinking and solving problems for instructional technologists, similar to how scientific methods guide scientists. It also outlines the key components of a successful learning system, including learners, content, methods, materials, environment, technology, and evaluation. The document provides guidance on understanding learners, choosing appropriate teaching strategies and media, using visuals effectively, managing technology and resources, designing online courses, and organizing content into units, modules and topics.
Exceptional gifts and talents
1. The document discusses gifted, creative, and talented students, noting their extraordinary abilities in at least one area, ability to elaborate on ideas, and transform or construct new meanings from ideas.
2. It notes that gifted students are developmentally advanced in language and thought, and generally well-adjusted socially.
3. Definitions of giftedness influence funding, programs, services, and teacher training provided for gifted students. IQ scores above 130 are typically considered gifted.
cooperative learning with computer
The document discusses cooperative learning as a strategy for implementing IT-supported learning in schools that may not have enough computers. Cooperative learning involves students working in small groups on common tasks. It has several benefits, including encouraging active learning, increasing academic performance, and improving social skills. When using computers, students tend to interact and help each other, showing computers can foster positive social behaviors. For cooperative learning to be effective, teachers must assign mixed-ability groups, establish shared goals and individual accountability, teach social skills, and help groups process information.
Heuristic for categorizing active learning teaching strategies
The document defines active learning as an instructional approach where students engage dynamically with material through activities like reading, writing, speaking and reflecting, contrasted with traditional passive learning. It then discusses the goals and strategies of the Active Learning Working Group (ALWG) at Miyazaki International College (MIC) which was established to investigate active learning practices used by faculty. The ALWG has identified over 30 active learning teaching strategies used by MIC faculty which are categorized into a two-dimensional matrix based on whether they are inward/outward focused and prepared/extemporaneous.
Research proposal
This document summarizes the introduction chapter of a thesis on the impact of higher order thinking on student performance in higher education. It discusses how critical thinking skills are important for students' academic and career success but are not always developed. The study aims to identify student cognitive levels, thinking limitations, learning preferences, effective teaching methods, and the impact of these factors on academic performance. It signifies the importance of the study for ensuring equal opportunities in education and developing students' problem-solving abilities for future careers.
Embracing the Role of Academic Advising in Supporting Student Success
This document discusses the important role of academic advising in supporting student success and retention. It argues that effective advising is key to promoting student engagement and integration, which are important factors that influence student intentions to stay or leave college. The document also discusses promising advising practices such as viewing advising as teaching, using collaborative reflection and decision-making, implementing advising syllabi, and promoting student self-authorship and high-impact educational experiences.
More Related Content
What's hot
Slide Show on LD
The document discusses learning disabilities, including how they are identified and strategies for helping students with learning disabilities. It defines a learning disability according to the federal government as a severe discrepancy between a student's achievement and intellectual ability. Learning disabilities can affect areas like reading, writing, and mathematics. Students may struggle with tasks involving listening, speaking, reading, writing, reasoning, or mathematical abilities. The document discusses methods of identifying learning disabilities, such as using IQ and achievement test scores or the response to intervention approach. It also provides information on the causes of learning disabilities and common characteristics, as well as educational considerations, resources, and effective teaching strategies.
Teaching Presence
The document discusses research on effective online learning environments. It summarizes a framework that identifies three important presences for online learning: social presence, teaching presence, and cognitive presence. Teaching presence is then explored in more depth. It is broken into three categories - facilitating discourse, direct instruction, and instructional design/organization. Each category contains indicators of effective teaching practices. Research findings show students reported high levels of learning and satisfaction when instructors demonstrated behaviors aligned with the teaching presence framework.
The Student and Distance Education
This presentation focuses on the importance of the student and their role in a distance education course
Creating a sense of belonging - Retaining learner attention #edlw2019
Presentation by Jennifer Roberts, ODLAA and Unisa, at the 2019 European Distance Learning Week's first-day webinar on "Distance Education: Challenges on the European and the Global Level" - 11 November 2019
Recording of the discussion is available: https://eden-online.adobeconnect.com/pymtl303yih1/ & https://www.youtube.com/watch?v=Y7AzzgjReps
Online and Hybrid Classes in Early Childhood Education
The document discusses challenges and strategies for teaching online and hybrid early childhood education courses. It addresses issues like technical competence, preparation time constraints, discourse patterns, engagement, emotion, and flexibility. Suggested strategies include readiness quizzes, clear expectations, small collaborative groups, encouragement, and accessible technical support. The top lessons are to provide institutional support for quality training, limit class sizes, and ensure technical support for students and faculty.
We’re in this together – getting involved through information literacy strate...
We’re in this together – getting involved through information literacy strate...IL Group (CILIP Information Literacy Group)
This document outlines an assignment given to postgraduate education students to help develop their information literacy skills. The assignment involved students researching topics related to diversity and inclusion, then writing a 500-word reflective summary about their information literacy skills and areas for improvement. Key aspects of the assignment included having students identify which skills they had developed competency in and which needed work, reflect on effective research strategies and how to critically evaluate sources, and consider how to apply their new skills to teaching their own students in the future. Feedback from students indicated that the practical information literacy session and reflective approach to the assignment were useful for developing their skills and thinking critically about information literacy.Self Directed Learning & Networking in Medical Education
1. Members of the networking group who have experience implementing OSCEs could provide advice and share resources on developing cases, creating checklists, training examiners, and evaluating students.
2. Volunteers from other institutions could assist in piloting the OSCEs or serving as standardized patients to prepare for the real assessment.
3. Feedback from the network could help identify and address any challenges in order to refine the OSCE process before the high-stakes examination.
Selecting learning environment
This document discusses different types of learning environments, including learner-centered, knowledge-centered, assessment-centered, and community-centered environments. A learner-centered environment focuses on students' prior knowledge and makes lessons relevant to their lives. A knowledge-centered environment focuses on teaching core concepts and organizing lessons to maximize understanding. Assessment-centered environments use formative and summative assessments to improve teaching and measure learning. Community-centered environments foster collaboration and lifelong learning by creating a classroom community.
ICBL Evaluation
This document discusses the importance of evaluating hybrid and online courses. It notes that evaluation is particularly important for these types of courses since they differ from traditional face-to-face courses and are still experimental in nature. The document outlines several areas that are important to evaluate, including learner support, course organization and design, instructional design and delivery, integration of online and in-person activities for hybrid courses, student assessment, and student feedback. It also provides some examples of evaluation tools and considerations for each area.
Evaluating the evaluator a reflective approach
This document summarizes research on different approaches to evaluating teaching quality, including Student Evaluation of Teaching (SET), Peer Observation of Teaching (POT), and Peer Observation of Review (POR). It argues that SET is unreliable and focuses more on instructor personality than actual learning. POT and POR were introduced as alternatives, but faculty still saw them as evaluative and threatening. The document advocates for a reflective approach to POT that ensures quality enhancement without anxiety or resistance from faculty. It discusses different POT models and argues they still involve administrative evaluation, when faculty want evaluation removed from promotion decisions to freely enhance self-learning.
SS&R conference presentation 2011
Engaging Practices vs. Skill Building in a First Year Experience Course: What are Students Learning?
The document discusses an FYE course at Eastern Oregon University that was initially focused on teaching study skills but has evolved to include more engaging practices. It describes activities used in the course like writing "This I Believe" essays to share values and doing an undergraduate research project. Assessment found that students reported increased confidence, improved social and time management skills, and learning about campus resources and others' values and beliefs. The engaging activities were effective in helping students feel they belong at the university and can succeed.
Blogs mph 13
This document discusses using blogs for critical reflection in a Master of Public Health (MPH) class. It provides background on why blogging is assigned, including that it allows for additional learning and interaction between students and lecturers. Students are asked to make 4 blog contributions over the semester reflecting on course materials and commenting on 2-3 other students' blogs. Blogging encourages critical reflection by assessing assumptions and considering different perspectives. An example of a thoughtful student blog post is provided that critically analyzes a journal article on asthma. Overall, the document makes the case for how blogging can enhance learning through critical reflection in an MPH program.
Chapter 6 teaching and distance education
This document discusses key aspects of teaching and distance education, including moving from teacher-centered to student-centered learning, the differences between distance learning and distributed learning, structuring instruction, instructional methods, using a course management system, policy issues, student support, and legal issues like plagiarism.
Chapter 7 the student and distance education
This document discusses key considerations for distance education. It finds that self-discipline and flexibility are important traits for adult distance learners. The primary reasons students enroll are flexibility, academic achievement, and family responsibilities. Creating a collaborative classroom culture with clear expectations and protocols is important. Students must take responsibility for their learning, and instructors should understand students' characteristics. Communication methods and participation are also essential elements for success in distance education.
Online teaching skills mini workshop
Presentation offers overview of what it takes for successful online teaching and offers tips for managing online course facilitation.
Teaching Presentation new2
This document discusses strategies for improving student engagement and teaching in the library. It notes several issues, such as poor student motivation, lack of formal assessment, and poor communication between libraries and academics. It proposes introducing more interactive activities, tracking student progress through four levels of skills, and evaluating the impact of the changes. Some potential challenges are that students may feel overscrutinized and academics may resist the changes. The document creates a timeline for developing and testing the new approaches over the 2016-2017 academic year.
Chapter 5 instructional design for distance education
This document discusses instructional design for distance education. It defines instructional design as a way of thinking and solving problems for instructional technologists, similar to how scientific methods guide scientists. It also outlines the key components of a successful learning system, including learners, content, methods, materials, environment, technology, and evaluation. The document provides guidance on understanding learners, choosing appropriate teaching strategies and media, using visuals effectively, managing technology and resources, designing online courses, and organizing content into units, modules and topics.
Exceptional gifts and talents
1. The document discusses gifted, creative, and talented students, noting their extraordinary abilities in at least one area, ability to elaborate on ideas, and transform or construct new meanings from ideas.
2. It notes that gifted students are developmentally advanced in language and thought, and generally well-adjusted socially.
3. Definitions of giftedness influence funding, programs, services, and teacher training provided for gifted students. IQ scores above 130 are typically considered gifted.
cooperative learning with computer
The document discusses cooperative learning as a strategy for implementing IT-supported learning in schools that may not have enough computers. Cooperative learning involves students working in small groups on common tasks. It has several benefits, including encouraging active learning, increasing academic performance, and improving social skills. When using computers, students tend to interact and help each other, showing computers can foster positive social behaviors. For cooperative learning to be effective, teachers must assign mixed-ability groups, establish shared goals and individual accountability, teach social skills, and help groups process information.
Heuristic for categorizing active learning teaching strategies
The document defines active learning as an instructional approach where students engage dynamically with material through activities like reading, writing, speaking and reflecting, contrasted with traditional passive learning. It then discusses the goals and strategies of the Active Learning Working Group (ALWG) at Miyazaki International College (MIC) which was established to investigate active learning practices used by faculty. The ALWG has identified over 30 active learning teaching strategies used by MIC faculty which are categorized into a two-dimensional matrix based on whether they are inward/outward focused and prepared/extemporaneous.
What's hot (20)
Creating a sense of belonging - Retaining learner attention #edlw2019
Creating a sense of belonging - Retaining learner attention #edlw2019
Online and Hybrid Classes in Early Childhood Education
Online and Hybrid Classes in Early Childhood Education
We’re in this together – getting involved through information literacy strate...
We’re in this together – getting involved through information literacy strate...
Self Directed Learning & Networking in Medical Education
Self Directed Learning & Networking in Medical Education
Chapter 5 instructional design for distance education
Chapter 5 instructional design for distance education
Heuristic for categorizing active learning teaching strategies
Heuristic for categorizing active learning teaching strategies
Similar to Motivating susan
Research proposal
This document summarizes the introduction chapter of a thesis on the impact of higher order thinking on student performance in higher education. It discusses how critical thinking skills are important for students' academic and career success but are not always developed. The study aims to identify student cognitive levels, thinking limitations, learning preferences, effective teaching methods, and the impact of these factors on academic performance. It signifies the importance of the study for ensuring equal opportunities in education and developing students' problem-solving abilities for future careers.
Embracing the Role of Academic Advising in Supporting Student Success
This document discusses the important role of academic advising in supporting student success and retention. It argues that effective advising is key to promoting student engagement and integration, which are important factors that influence student intentions to stay or leave college. The document also discusses promising advising practices such as viewing advising as teaching, using collaborative reflection and decision-making, implementing advising syllabi, and promoting student self-authorship and high-impact educational experiences.
Cooperative and collaborative learning
The document discusses cooperative learning as an instructional strategy where students work in small groups to help each other learn. It defines cooperative learning and contrasts it with individual and competitive learning. The key elements that make cooperative learning effective are positive interdependence, individual accountability, group processing, interpersonal skills, and face-to-face interaction. When implemented properly with these elements, cooperative learning has benefits like increased achievement, improved relationships, and higher motivation. Several examples of cooperative learning strategies and their benefits are provided.
Teaching approches
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
Teaching approches
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
DISCUSSION ISSUES ON TEACHING APPROACHES
This document discusses issues related to teaching approaches for mathematics science. It begins with an introduction on the importance of mathematics education and constructivist learning. It then describes several different teaching approaches: constructivism, cooperative learning, contextual learning, and mastery learning. For each approach, it provides the definition, principles or elements, example classroom activities, and an example question. The document is intended as a reference for discussing different teaching methods in mathematics.
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 3-Teaching Strategies to help...
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 3-Teaching Strategies to help promote critical thinking-AIOU-8611
8611unit3-211018031036.pdf
This document discusses strategies for promoting critical thinking in teaching. It advocates for cooperative and collaborative learning approaches over traditional lecture-based methods. Some key points:
- Cooperative learning is effective when students rely on each other through positive interdependence and individual accountability. Face-to-face interaction and collaborative skills are important.
- Classroom debates and discussions encourage independent and dynamic thought by having students critically analyze conflicting information. Different types of debates structure interaction.
- Both teacher and student questions are valuable for learning, with teachers aiming for deeper understanding and students seeking clarity. Formative and summative assessments evaluate individual and group work. Performance-based assessments clearly define scoring criteria.
Teaching Strategies to Promote Critical thinking-8611-UNIT 3
CRITICAL THINKING & REFLECTIVE PRACTICES-8611-Teaching Strategies to Promote Critical thinking-UNIT 3-AIOU
Mental Health Challenges in UAE Colleges.pdf
This document discusses mental health challenges facing college students in the UAE. It identifies three main issues affecting students: overwhelming academic pressure, cultural adaptation challenges, and social/peer pressures. To address these issues, the document recommends establishing on-campus mental health services to provide counseling and support. It also suggests cultural sensitivity training for educators to help international students and implementing peer support networks to promote a sense of community. The goal is to create a learning environment that supports students' mental well-being and academic success.
Building student motivation
The document discusses various strategies for motivating students and staff in educational settings. It explores how intrinsic motivation can be developed through giving students choices, social interaction, ensuring they feel accountable, incorporating creativity, enabling success, and providing appropriate challenges and feedback. Modeling enthusiasm and regularly praising authentic efforts are also presented as important factors for motivation. The discussion suggests motivation is best supported through a cooperative approach where leadership is shared and staff work together on a common vision.
Read belowwrite one long paragraph each for each readings response.docx
Read below
write one long paragraph each for each readings response/ feedback
there are 2 readings.
1. What are the uses and limitations of Bloom’s Taxonomy?
Bloom’s Taxonomy’s are used as a means for teachers, schools, and/or districts to classify and evaluate instructional goals in order to create educational objectives. Once created, said educational objectives should progress from lower level cognitive skills, to higher order cognitive skills; therefore, “lower level skills within a domain are generally considered prerequisite to higher levels.” building upon the lower level prerequisite knowledge.”(
Flinders
,
The Curriculum Studies Reader
, 2013, p. 102)
A limitation of Bloom’s Taxonomy is that the desired, theoretical progression through the cognitive skills might not necessarily occur if a teacher, school, and/or district repeatedly target lower level cognitive skills.
What is an instructional goal? What is an objective?
Depending upon whom is being asked, the terms “instructional goals” and “instructional objectives” are often used indiscriminately of each other. Within these situations, both terms simply refer to the “aims, and intents, etc” of the instruction. (
Flinders
,
The Curriculum Studies Reader
, 2013, p.95)
With other people, and in other settings, a “‘goal’ describes a broader descriptions of intent”; whilst an “‘objective’ denotes a more specific spelling out of the goal”.(
Flinders
,
The Curriculum Studies Reader
, 2013, p. 95) The two definitions call to mind the following analogy: The instructional goal is an entire tree. While the objective, is one branch of said tree. In this way, one better understands the difference, yet the intrinsic relationship between the two terms remains apparent.
How do goals and objectives drive instruction?
Goals should function like a large tree, as in the aforementioned analogy. A goal is an overarching big picture of what is to be learned. The objective used to accomplish the learning, should not be overarching. Objectives should be: A. Clear and concise, B. Include a measurable learner behavior, and C. Include a verb delineating how said learner behavior will be accomplished.
A well written objective should never include words such as: know, review, learn, will do. All of those verbs are neither measurable, nor clear. Making them less than ideal to be used as an educational objective.
How does/should a teacher determine goals and objectives?
When determining goals/objectives, a teacher should consider many factors. One should evaluate which cognitive level of Bloom’s Taxonomy is required to complete the objective. Are there any covert skills that need to be taught before the goal? One should also consider the most suitable verb choice to achieve the goal.
How do politics (at the local, state, national and international level) contribute to the setting of classroom goals and objectives?
Internationally, the United States does not fare well in math, science, or reading in compar.
Comparing Internal and External Factors of Student Motivation in.docx
Comparing Internal and External Factors of Student Motivation
in Saudi Arabian and South Korean Schools
Motivation is a unique phenomenon. Merriam Webster online dictionary defines motivation as the act or process of giving someone a reason for doing something ( ). Psychologists define motivation as a force that drives somebody to behave in a particular way, especially when it comes to fulfilling personal goals (Oniyama & Oniyama, 2005). Student motivation is described as the ability to “stimulate academic learners to behave in a desirable way that favors quality outcomes whether it be in academics, sports or other extracurricular activities” (Christiana, 2009, p. ). One researcher described the term motivation as, “What get people going, keeps them going, and helps them finish tasks” (Pinrich, 2003, p. ).
Of great importance when addressing motivating is identifying the distinction between intrinsic and extrinsic motivation. Extrinsic motivation comes from external factors that are not related to the task. An example is a learner striving to achieve good grades because they want to get a good job. Intrinsic motivation, on the other hand, comes from internal factors related to the task. Analysts sometimes refer to intrinsic motivation as self-or personal motivation, which propel one with the need to fulfill personal desires. A learner striving to achieve good grades because he/she wants to be a scholar exhibits intrinsic motivation (Christiana, 2009). These motivational factors are very important for the student to take ownership of his or her success; therefore, a teacher can stimulate motivation, but the student must want to be motivated in order to succeed.
From an intrinsic perspective, students need to be encouraged to consider how performing well in a particular discipline, such as mathematics, would make them feel (Delong & Winter, 2002). Teachers working with students need to rely on aspects such as personal fulfillment to help students appreciate a particular subject on a more personal level (Tiwari, Tiwari, & Sharma, 2014). Internal motivation is difficult to achieve yet the benefits are long lasting and very effective. The intrinsic factors cover students’ involvement, curiosity, challenges, and social interaction (Faulkner, 2009).
External motivation is highly dependent on the use of assorted rewards. Reward based approach is only effective for a short time and once the headlined objectives are attained, it is easy for an individual to lose a sense of motivation. Extrinsic motivation is appropriate and useful, but psychologists recommend rewards for short-term goals and internal for longer term goals (Delong & Winter, 2002). Regardless of its effectiveness or the duration of the effectiveness, these variables can be used to motivate students towards a desired performance.
Motivation directs the behavior of an individual towards particular goals. Goals can either be short term or long term. In either case, it is the motiva.
Increasing Student Motivation
This document outlines strategies for increasing student motivation in the classroom. It discusses establishing a conducive learning environment, varying teaching methods, incorporating positive competition, and the importance of motivation for student learning. Effective approaches include setting goals, developing student skills, making content relevant, and providing feedback. The presenter draws on research and experience to suggest ways for instructors to maximize student motivation.
Increasing student motivation
This presentation discusses effective approaches for increasing student motivation in the classroom. It explores establishing a conducive learning environment, varying learning experiences through incorporating positive competition and other techniques. Research and the presenter's teaching experiences are used to demonstrate the important role motivation plays in student learning. Strategies discussed include setting goals, developing time management and study skills, using interactive materials and social media, and providing feedback to students. The overall goal is to help instructors maximize the value of student motivation.
Level 1 tc b7 concept paper
This document provides an overview of a teacher counselor training program at Ateneo de Naga University. The training aims to empower classroom teachers with counseling skills to better support students' holistic development. It consists of 5 parts: understanding oneself as a teacher-counselor, understanding students and their developmental stages, learning basic counseling techniques, practicing skills through role-playing, and learning about the school's crisis intervention services. The goal is to help teachers build empathy with students and address their personal, social, emotional, and academic needs through individualized support. Completing this training can assist teachers in their role as mentors according to the university's Ignatian philosophy of education.
Optional online assignment
The document discusses several methods to promote student efforts in learning, including enhancing students' self-belief in their abilities as learners, enabling students to work autonomously and with others, recognizing the central role of teachers in engagement, creating active and collaborative learning experiences, ensuring educational experiences challenge students, and investing in support services. Specific techniques mentioned include collaborative learning, cooperative learning, interactive sessions, dealing with heterogeneous groups, project work, and workshops/seminars. The goal is to shift students from passive learning to taking an active role in their education.
Group Proposal_Jones.pdf
This document proposes a group for first-generation high school seniors who will be attending college. The group will meet weekly in their spring semester to discuss concerns about academics, social pressures, finances, and navigating college. It will be led by guidance counselors and cover topics from a book on preparing for college. The goals are to build support and prevent barriers to success. Students will evaluate each session and provide overall feedback to improve future groups for other students.
Optional online assignment
This document discusses several methods for promoting student effort in learning, including:
1. Enhancing students' self-belief in their ability to learn and overcome challenges.
2. Providing opportunities for students to work autonomously and with others to develop competence and intrinsic motivation.
3. Recognizing the central role of teachers in student engagement when they are approachable, well-prepared, and sensitive to student needs.
It also discusses specific techniques like collaborative learning, where students work together to solve problems or create products, drawing on each other's skills, and co-operative learning, where students work in groups to achieve shared learning goals.
Curriculum strategies supporting students' mental health
The document discusses curriculum strategies to promote students' mental health and well-being. It identifies several factors that support or pose risks to students' mental health in the learning environment. It then outlines various strategies that can be incorporated into curriculum to foster students' mental health, including framing learning in terms of progress not failure, providing early and meaningful feedback, developing a sense of belonging through collaboration, ensuring cultural inclusiveness and relevance, and supporting the development of competence and professional identity. The discussion emphasizes understanding students' individual challenges and supporting staff confidence in promoting mental health through the curriculum.
Similar to Motivating susan (20)
Embracing the Role of Academic Advising in Supporting Student Success
Embracing the Role of Academic Advising in Supporting Student Success
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 3-Teaching Strategies to help...
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 3-Teaching Strategies to help...
Teaching Strategies to Promote Critical thinking-8611-UNIT 3
Teaching Strategies to Promote Critical thinking-8611-UNIT 3
Read belowwrite one long paragraph each for each readings response.docx
Read belowwrite one long paragraph each for each readings response.docx
Comparing Internal and External Factors of Student Motivation in.docx
Comparing Internal and External Factors of Student Motivation in.docx
Curriculum strategies supporting students' mental health
Curriculum strategies supporting students' mental health
Motivating susan
- 2. Motivation may be defined as “an internal state that arouses learners, steers them in a particular direction and keeps them engaged with certain activities (Lei, 2010, p 153) If a student is motivated to learn, the student will develop the soft skills he / she needs to achieve his/her goals namely: Attitude Listening Empathy Relationship Tact (Cabuhat, 2013, How Much Do You Know Motivation, Hard Skills versus Soft Skills)
- 3. A critical thinking or application of skills type of question will be given and posted at eduos.net – Bryman College Students - Medical Assisting – Discussion Forum at the end of each Unit. Susan and the students can use the lecture slides which can be accessed in SlideShare as a guide in answering the exercise. Susan and other students can share ideas and make comments on answers given by other students using eduos.net. An additional credit points will be added to their Unit Grade for relevant responses and comments.