The document discusses effective questioning strategies for teachers, noting that most classroom questions are low-level recall questions. It provides tips for crafting higher-order, open-ended questions that engage students more deeply and promote skills like metacognition, vocabulary development, and writing. Sample questioning techniques are demonstrated around topics like note-taking, technology use, and declaring independence from England.
The document summarizes information from three websites about essential questions. It restates the key points from each website, such as that essential questions develop foundational understandings, arise from people's attempts to learn about the world, and allow exploration of the connection between personal experience and objective dimensions of the world. The document also notes things learned, such as that essential questions are at the boundary of known and unknown. Overall, the summary emphasizes that essential questions motivate meaningful inquiry, provide motivation for research, and help make meaning of life events.
E. Paul Torrance was a pioneer in the field of creativity and developed several tests to measure creative thinking abilities. He authored over 1,100 publications on creativity and conducted longitudinal research over 50 years tracking the development of creative thinking in students. Future Problem Solving Program International (FPSPI) teaches students creative problem solving, complex issue analysis, research skills, and teamwork. Studies show FPS students score higher than non-FPS students on creativity tests and utilize skills such as collaboration and communication in their future careers. Former FPS students reported the program helped develop their creative thinking, appreciation for considering future issues, and ability to approach problems systematically.
Here are some suggestions for what to do if those situations occur:
- If there is no response, give students more time to think and don't call on anyone right away. You can also rephrase the question.
- If the same people keep raising their hands, call on others randomly using names or have students discuss in groups first before opening it up.
- If answers are called out, remind students to wait until everyone has had time to think and not call out answers.
- If answers take too long, have student groups discuss first to generate ideas before bringing it back to the whole class.
- For wrong answers, thank the student for sharing and have other students explain the right answer respectfully without
This document contains trivia questions about training topics including:
- The affectionate nickname for "Level 1" post-training evaluation forms is "Smile Sheets".
- Malcolm Knowles is considered the father of adult learning theory.
- The phenomenon where learners retain less of what they've learned over time is called the "Forgetting Curve".
- Nancy Duarte is a visual design genius known for books like "Resonate" and "slide:ology".
Developing critical thinking with WebQuestsPhilip Saxon
This short presentation discusses critical thinking and its relevance to our daily lives; it then proposes WebQuests as tool teachers can use to promote it with learners.
Utilizing the UDL Framework to Impact Student Learning and Expression Matt Bergman
This document discusses utilizing the Universal Design for Learning (UDL) framework to impact student learning and expression. It provides an overview of the goals and agenda for a session on UDL, which includes understanding the three UDL principles, analyzing how UDL supports meeting standards, and identifying UDL-aligned resources. The overall goal is to build awareness of UDL strategies to create flexible learning environments that address learner variability and reduce barriers to access the curriculum.
The document provides guidance on writing good research questions by listing question stems and discussing how to evaluate questions. It suggests using question stems like "To what extent...?", "How far...?", and "Should...?" to modify questions and improve them. It then lists criteria for evaluating questions, such as whether the question is relevant, challenging, has an ethical dimension, and can be meaningfully researched.
The document discusses effective questioning strategies for teachers, noting that most classroom questions are low-level recall questions. It provides tips for crafting higher-order, open-ended questions that engage students more deeply and promote skills like metacognition, vocabulary development, and writing. Sample questioning techniques are demonstrated around topics like note-taking, technology use, and declaring independence from England.
The document summarizes information from three websites about essential questions. It restates the key points from each website, such as that essential questions develop foundational understandings, arise from people's attempts to learn about the world, and allow exploration of the connection between personal experience and objective dimensions of the world. The document also notes things learned, such as that essential questions are at the boundary of known and unknown. Overall, the summary emphasizes that essential questions motivate meaningful inquiry, provide motivation for research, and help make meaning of life events.
E. Paul Torrance was a pioneer in the field of creativity and developed several tests to measure creative thinking abilities. He authored over 1,100 publications on creativity and conducted longitudinal research over 50 years tracking the development of creative thinking in students. Future Problem Solving Program International (FPSPI) teaches students creative problem solving, complex issue analysis, research skills, and teamwork. Studies show FPS students score higher than non-FPS students on creativity tests and utilize skills such as collaboration and communication in their future careers. Former FPS students reported the program helped develop their creative thinking, appreciation for considering future issues, and ability to approach problems systematically.
Here are some suggestions for what to do if those situations occur:
- If there is no response, give students more time to think and don't call on anyone right away. You can also rephrase the question.
- If the same people keep raising their hands, call on others randomly using names or have students discuss in groups first before opening it up.
- If answers are called out, remind students to wait until everyone has had time to think and not call out answers.
- If answers take too long, have student groups discuss first to generate ideas before bringing it back to the whole class.
- For wrong answers, thank the student for sharing and have other students explain the right answer respectfully without
This document contains trivia questions about training topics including:
- The affectionate nickname for "Level 1" post-training evaluation forms is "Smile Sheets".
- Malcolm Knowles is considered the father of adult learning theory.
- The phenomenon where learners retain less of what they've learned over time is called the "Forgetting Curve".
- Nancy Duarte is a visual design genius known for books like "Resonate" and "slide:ology".
Developing critical thinking with WebQuestsPhilip Saxon
This short presentation discusses critical thinking and its relevance to our daily lives; it then proposes WebQuests as tool teachers can use to promote it with learners.
Utilizing the UDL Framework to Impact Student Learning and Expression Matt Bergman
This document discusses utilizing the Universal Design for Learning (UDL) framework to impact student learning and expression. It provides an overview of the goals and agenda for a session on UDL, which includes understanding the three UDL principles, analyzing how UDL supports meeting standards, and identifying UDL-aligned resources. The overall goal is to build awareness of UDL strategies to create flexible learning environments that address learner variability and reduce barriers to access the curriculum.
The document provides guidance on writing good research questions by listing question stems and discussing how to evaluate questions. It suggests using question stems like "To what extent...?", "How far...?", and "Should...?" to modify questions and improve them. It then lists criteria for evaluating questions, such as whether the question is relevant, challenging, has an ethical dimension, and can be meaningfully researched.
Essential Questions are key to the learning experience as they help students and teachers develop guidance for complex topics. E.Q.s promote original thinking by sparking investigations and research rather than just facts. They are best used by matching them to higher levels of Bloom's Taxonomy like analysis and synthesis so students are engaging in critical thinking. E.Q.s provide benefits throughout students' education and lives by teaching important questioning skills.
This document provides an overview and summary of topics covered in a classroom management class, including:
- A creativity activity where students complete a picture, add details, and give it a title.
- Tales from the field and wrapping up classroom management plans.
- Discussing differentiation, curriculum compacting, and other ideas to meet varied student needs including learning contracts and interest-based explorations.
- Presenting on the theories of Gardner and Torrance about multiple intelligences and creativity.
- Assigning students to do a classroom makeover challenge analyzing problems and implementing solutions.
Asking Good Questions: A Hands-On Clicker WorkshopDerek Bruff
This document provides guidance on how to create effective clicker questions for classroom use. It recommends asking rhetorical, evaluative, and objective-aligned questions and basing answer choices on common misconceptions. Instructors should predict student responses, revise questions over time, and be flexible. The document also includes prompts to help write high-quality questions, such as considering what context students need and which cognitive skills the question requires.
The document discusses assistive technology and learning disabilities. It provides an overview of assistive technology considerations for IEP teams, how students learn, and where breakdowns can occur. It also discusses principles for assistive technology, challenges with written expression, and tools that can help with writing, reading, and accommodating learning disabilities including speech recognition software, writing strategies software, and reading software.
The document provides instructions for an activity where participants are split into groups of 5 or fewer and given a stimulus word. Each group must use their laptop to research the word and discuss it from multiple perspectives. A representative from each group will then concisely summarize their team's views. The activity aims to practice approaching topics from various angles through 8-way thinking. Participants are also given a mock interview question from Microsoft as a sample problem to solve on their own in one minute.
The document discusses Problem Based Learning (PBL) and its use in social studies and language arts classrooms. It provides examples of driving questions and problems that teachers can use for PBL units. Key characteristics of PBL include using ill-structured problems, student-centered learning, collaborative work, and authentic assessments. Resources listed at the end provide additional information on PBL and suggestions for online simulations and activities.
Universal design can help all learners. Learn how to use technology to support students with learning disabilities. Learn what programs are currently available, and how to advocate for consistent best practices in your school.
This document provides an overview of Bloom's taxonomy and multiple intelligences theories of learning. It defines the six levels of Bloom's taxonomy - knowledge, comprehension, application, analysis, synthesis, and evaluation - and gives examples of questions for each level related to the story of Goldilocks. It also outlines Howard Gardner's theory of multiple intelligences, describing the eight intelligences and giving teaching strategies for each. Finally, it discusses learning styles and provides descriptions and teaching strategies for visual, auditory, kinesthetic, and verbal learners.
The document outlines a final project for a 7th grade class. It describes the students, which include 13 girls and 7 boys from a variety of racial backgrounds. It notes that 1/3 are visual learners, 1/3 are hands-on learners, and 1/3 are book learners. The main objectives are to stress the importance of critical thinking for their webquest project, discuss a podcast they listened to, and introduce a hashtag collaboration method using #ProjectMichelangelo on social media to help students who need assistance.
Differentiation: From Orator to FacilitatorKirsten Olson
This document discusses differentiation in education. It provides examples of how different students learn best in different ways. Effective differentiation allows students choice in how they explore content and demonstrate their learning. It involves gradual release of responsibility to students and grouping students strategically based on their needs. Differentiation has been shown to improve student engagement and achievement when implemented properly through varied instructional techniques, activities, and assessments. The document offers advice on planning and tools to help teachers differentiate instruction.
This document summarizes key discussion points from a lecture on learning and teaching:
1. The lecture covered qualities of good teachers, analyzing video examples of teaching to identify what children were learning and the teachers' roles. Participants also discussed characteristics of effective learning.
2. The impact of digital technologies on learning was debated, considering how the digital world may change learning and what distinguishes positive from negative influences.
3. The session concluded by considering how participants will facilitate growth in both learning and teaching for the children they will instruct. Attendees were assigned follow-up reading and blog responses.
The document discusses developing higher-order thinking skills in students for math and writing. It suggests that traditional math problems lack realism and are not framed by students. For math, teachers should see problems from the students' perspective, let students struggle productively, and encourage talk and collaboration. For writing, it recommends focusing on audience and purpose, co-constructing criteria, spending time on prewriting, and assessing at all stages of the writing process. The goal is to help students justify choices, make judgments, and express themselves effectively.
Deeper Inquiry in PBL, ISTE 2013, Suzie Boss and Mike GwaltneyMike Gwaltney
This document summarizes key strategies for taking thinking deeper in digital age project based learning. It discusses six signposts or strategies: 1) Set the stage for inquiry by establishing a safe environment for questioning and investigating; 2) Make the world safe for thinking by inviting feedback and formative assessment; 3) Invite feedback to support formative assessment; 4) Think about thinking by using thinking routines to reflect on cognitive processes; 5) Think as experts do by modeling higher-order thinking; and 6) Watch for spirals where learning builds upon previous learning in an iterative process. The document provides examples of thinking routines and resources to support signpost strategies.
Using Surveys to Improve Your Library - Part 1ALATechSource
This document summarizes a presentation about using surveys to improve libraries. It discusses:
1. The assessment lifecycle of planning, implementing, analyzing, reacting and refining based on survey results. Surveys are best used to understand attitudes, beliefs and experiences.
2. When surveys should be used, including their pros and cons. Surveys work well to gather information from many people but cannot probe deeper. Triangulation of methods is often needed.
3. How to plan surveys, including defining populations, using random or convenience sampling, getting permissions, timing and incentives. Web surveys are convenient but risk self-selection bias. Piloting is important to validate the survey.
This document discusses metacognition and strategies for facilitating metacognition in online class discussions. Metacognition refers to thinking about one's own thinking. The benefits of metacognitive strategies include increased material comprehension, better alignment with assignments, improved discussions, and stronger arguments. The document provides examples of metacognitive strategies that can be used at different stages of online discussions, such as predicting outcomes, self-questioning, and reflecting on learning. It also addresses barriers to implementing these strategies and how to determine if overcoming those barriers is worthwhile.
This document discusses social learning analytics and how discourse and disposition analytics can be used to facilitate learning. Discourse analytics examines how learners engage in dialogue to construct knowledge by analyzing discussion transcripts. Disposition analytics focuses on malleable learner dispositions like learning relationships, creativity, and critical thinking. Data on interactions and discussions can provide insights into learners' dispositions and how they are developing, in order to support facilitating learning relationships and other beneficial dispositions.
This presentation has been used to guide workshops on research and academic writing conventions for upperclassman and first-year graduate students. However, it could be adapted for a first and second year student audience. The content is rich, emphasizing reflection, research/inquiry, as well as grammar. This material also demonstrates how to use new media as part of an overall research strategy. The presentation is designed to be presented interactively with writers across the disciplines, multilingual writers, and any writer unfamiliar with the academic writing process. The content is not linear, as many slides could be clipped and customized for integration into a first-year writing course, or even a session or workshop for graduate student writers of any classification.
Research communication skills & public intellectualism in graduate educationJennifer Englund
This document discusses research on improving graduate students' communication skills and public intellectualism. It outlines the benefits of these skills for diverse career paths and engaging with societal challenges. The document reviews literature calling for better research communication and recognition of public scholarship. It proposes interviewing graduate students to practice presenting research and gauging their responses to explaining work to public audiences. Sample interviews are provided. The document concludes by inviting emails from those interested in being interviewed.
How to Plan a OBE Lesson incorporating ICT to support aspects of Learning & Thinking
In the Classroom by Ceanlia Vermeulen attending the
INNOVATE 2008 SCHOOLS’ ICT CONFERENCE
CAPE TOWN 1-3 OCTOBER 2008
Are you new to the International Studies Schools Network (ISSN)? If so, this three-part workshop is for you! Participants will learn about the history and driving principles of the ISSN. After reviewing the ISSN Global School Design Model participants will learn the ISSN approach to curriculum, instruction, and assessment: the Graduate Performance System (GPS). Importantly, participants will be introduced to valuable resources designed to help transform teaching and learning while preparing students for college, career, and global citizenship.
Essential Questions are key to the learning experience as they help students and teachers develop guidance for complex topics. E.Q.s promote original thinking by sparking investigations and research rather than just facts. They are best used by matching them to higher levels of Bloom's Taxonomy like analysis and synthesis so students are engaging in critical thinking. E.Q.s provide benefits throughout students' education and lives by teaching important questioning skills.
This document provides an overview and summary of topics covered in a classroom management class, including:
- A creativity activity where students complete a picture, add details, and give it a title.
- Tales from the field and wrapping up classroom management plans.
- Discussing differentiation, curriculum compacting, and other ideas to meet varied student needs including learning contracts and interest-based explorations.
- Presenting on the theories of Gardner and Torrance about multiple intelligences and creativity.
- Assigning students to do a classroom makeover challenge analyzing problems and implementing solutions.
Asking Good Questions: A Hands-On Clicker WorkshopDerek Bruff
This document provides guidance on how to create effective clicker questions for classroom use. It recommends asking rhetorical, evaluative, and objective-aligned questions and basing answer choices on common misconceptions. Instructors should predict student responses, revise questions over time, and be flexible. The document also includes prompts to help write high-quality questions, such as considering what context students need and which cognitive skills the question requires.
The document discusses assistive technology and learning disabilities. It provides an overview of assistive technology considerations for IEP teams, how students learn, and where breakdowns can occur. It also discusses principles for assistive technology, challenges with written expression, and tools that can help with writing, reading, and accommodating learning disabilities including speech recognition software, writing strategies software, and reading software.
The document provides instructions for an activity where participants are split into groups of 5 or fewer and given a stimulus word. Each group must use their laptop to research the word and discuss it from multiple perspectives. A representative from each group will then concisely summarize their team's views. The activity aims to practice approaching topics from various angles through 8-way thinking. Participants are also given a mock interview question from Microsoft as a sample problem to solve on their own in one minute.
The document discusses Problem Based Learning (PBL) and its use in social studies and language arts classrooms. It provides examples of driving questions and problems that teachers can use for PBL units. Key characteristics of PBL include using ill-structured problems, student-centered learning, collaborative work, and authentic assessments. Resources listed at the end provide additional information on PBL and suggestions for online simulations and activities.
Universal design can help all learners. Learn how to use technology to support students with learning disabilities. Learn what programs are currently available, and how to advocate for consistent best practices in your school.
This document provides an overview of Bloom's taxonomy and multiple intelligences theories of learning. It defines the six levels of Bloom's taxonomy - knowledge, comprehension, application, analysis, synthesis, and evaluation - and gives examples of questions for each level related to the story of Goldilocks. It also outlines Howard Gardner's theory of multiple intelligences, describing the eight intelligences and giving teaching strategies for each. Finally, it discusses learning styles and provides descriptions and teaching strategies for visual, auditory, kinesthetic, and verbal learners.
The document outlines a final project for a 7th grade class. It describes the students, which include 13 girls and 7 boys from a variety of racial backgrounds. It notes that 1/3 are visual learners, 1/3 are hands-on learners, and 1/3 are book learners. The main objectives are to stress the importance of critical thinking for their webquest project, discuss a podcast they listened to, and introduce a hashtag collaboration method using #ProjectMichelangelo on social media to help students who need assistance.
Differentiation: From Orator to FacilitatorKirsten Olson
This document discusses differentiation in education. It provides examples of how different students learn best in different ways. Effective differentiation allows students choice in how they explore content and demonstrate their learning. It involves gradual release of responsibility to students and grouping students strategically based on their needs. Differentiation has been shown to improve student engagement and achievement when implemented properly through varied instructional techniques, activities, and assessments. The document offers advice on planning and tools to help teachers differentiate instruction.
This document summarizes key discussion points from a lecture on learning and teaching:
1. The lecture covered qualities of good teachers, analyzing video examples of teaching to identify what children were learning and the teachers' roles. Participants also discussed characteristics of effective learning.
2. The impact of digital technologies on learning was debated, considering how the digital world may change learning and what distinguishes positive from negative influences.
3. The session concluded by considering how participants will facilitate growth in both learning and teaching for the children they will instruct. Attendees were assigned follow-up reading and blog responses.
The document discusses developing higher-order thinking skills in students for math and writing. It suggests that traditional math problems lack realism and are not framed by students. For math, teachers should see problems from the students' perspective, let students struggle productively, and encourage talk and collaboration. For writing, it recommends focusing on audience and purpose, co-constructing criteria, spending time on prewriting, and assessing at all stages of the writing process. The goal is to help students justify choices, make judgments, and express themselves effectively.
Deeper Inquiry in PBL, ISTE 2013, Suzie Boss and Mike GwaltneyMike Gwaltney
This document summarizes key strategies for taking thinking deeper in digital age project based learning. It discusses six signposts or strategies: 1) Set the stage for inquiry by establishing a safe environment for questioning and investigating; 2) Make the world safe for thinking by inviting feedback and formative assessment; 3) Invite feedback to support formative assessment; 4) Think about thinking by using thinking routines to reflect on cognitive processes; 5) Think as experts do by modeling higher-order thinking; and 6) Watch for spirals where learning builds upon previous learning in an iterative process. The document provides examples of thinking routines and resources to support signpost strategies.
Using Surveys to Improve Your Library - Part 1ALATechSource
This document summarizes a presentation about using surveys to improve libraries. It discusses:
1. The assessment lifecycle of planning, implementing, analyzing, reacting and refining based on survey results. Surveys are best used to understand attitudes, beliefs and experiences.
2. When surveys should be used, including their pros and cons. Surveys work well to gather information from many people but cannot probe deeper. Triangulation of methods is often needed.
3. How to plan surveys, including defining populations, using random or convenience sampling, getting permissions, timing and incentives. Web surveys are convenient but risk self-selection bias. Piloting is important to validate the survey.
This document discusses metacognition and strategies for facilitating metacognition in online class discussions. Metacognition refers to thinking about one's own thinking. The benefits of metacognitive strategies include increased material comprehension, better alignment with assignments, improved discussions, and stronger arguments. The document provides examples of metacognitive strategies that can be used at different stages of online discussions, such as predicting outcomes, self-questioning, and reflecting on learning. It also addresses barriers to implementing these strategies and how to determine if overcoming those barriers is worthwhile.
This document discusses social learning analytics and how discourse and disposition analytics can be used to facilitate learning. Discourse analytics examines how learners engage in dialogue to construct knowledge by analyzing discussion transcripts. Disposition analytics focuses on malleable learner dispositions like learning relationships, creativity, and critical thinking. Data on interactions and discussions can provide insights into learners' dispositions and how they are developing, in order to support facilitating learning relationships and other beneficial dispositions.
This presentation has been used to guide workshops on research and academic writing conventions for upperclassman and first-year graduate students. However, it could be adapted for a first and second year student audience. The content is rich, emphasizing reflection, research/inquiry, as well as grammar. This material also demonstrates how to use new media as part of an overall research strategy. The presentation is designed to be presented interactively with writers across the disciplines, multilingual writers, and any writer unfamiliar with the academic writing process. The content is not linear, as many slides could be clipped and customized for integration into a first-year writing course, or even a session or workshop for graduate student writers of any classification.
Research communication skills & public intellectualism in graduate educationJennifer Englund
This document discusses research on improving graduate students' communication skills and public intellectualism. It outlines the benefits of these skills for diverse career paths and engaging with societal challenges. The document reviews literature calling for better research communication and recognition of public scholarship. It proposes interviewing graduate students to practice presenting research and gauging their responses to explaining work to public audiences. Sample interviews are provided. The document concludes by inviting emails from those interested in being interviewed.
How to Plan a OBE Lesson incorporating ICT to support aspects of Learning & Thinking
In the Classroom by Ceanlia Vermeulen attending the
INNOVATE 2008 SCHOOLS’ ICT CONFERENCE
CAPE TOWN 1-3 OCTOBER 2008
Are you new to the International Studies Schools Network (ISSN)? If so, this three-part workshop is for you! Participants will learn about the history and driving principles of the ISSN. After reviewing the ISSN Global School Design Model participants will learn the ISSN approach to curriculum, instruction, and assessment: the Graduate Performance System (GPS). Importantly, participants will be introduced to valuable resources designed to help transform teaching and learning while preparing students for college, career, and global citizenship.
Learning at the Speed of Technology – Why Technology Helps Us Learn FasterRyan Gunhold
Learning today is moving more and more towards the use of technology as the primary tool for learning. In this presentation - you can consider the top trends shaping learning today and why it is so attractive to learners.
Thinking and learning: skills for the 21st Century?SteveHiggins
The document discusses teaching thinking skills and 21st century skills. It provides an overview of evidence that teaching thinking is effective and outlines different approaches to teaching thinking, such as programs that use stories and philosophy. While digital skills are important, technology does not replace the need to explicitly teach thinking. Assessing thinking is also important but complex. Overall, teaching thinking should be both discrete and infused across subjects to help students learn how to think independently.
How Does Reading & Learning Change on the Internet: Responding to New LiteraciesJulie Coiro
This slide show provides an overview of the ways in which reading comprehension looks different relative to how we locate, critical evaluate, synthesize, and communicate information on the Internet.
Make clickers work for you: Faciltiation and question writingStephanie Chasteen
Clickers can make teaching more effective and fun, but how does a teacher best use clickers in the class? In this interactive workshop, we’ll explore research-based ideas for questioning to achieve student engagement and deep learning. We will focus on the use of “peer instruction” in which students discuss challenging questions. We’ll compare example questions, practice writing questions, discuss common challenges, and share tips on getting students to productively reason through them. No software needed.
The document discusses integrating technology into classroom instruction. It describes how participants will learn to incorporate technology to support higher-order thinking skills and 21st century skills like collaboration. An agenda is provided covering topics like technology planning, project-based learning, Google tools, games for learning, and differentiated instruction using technology.
The document summarizes a presentation about integrating technology into classroom instruction. It discusses using technology to support higher-order thinking skills and collaboration through activities like project-based learning. Examples provided include using tools like Google Docs, visual ranking activities, and primary source materials to engage students in authentic tasks. Differentiation strategies are also addressed to meet varied student needs with technology.
Openness, Learning Analytics, and Continuous Quality ImprovementDavid Wiley
- Openness in education refers to making educational materials like textbooks, courses, and resources freely available and allowing them to be reused, revised, remixed, and redistributed.
- When educational materials are openly shared, expertise can be given without being given away as knowledge is nonrivalrous. This unprecedented sharing allows for education to occur on a greater scale than ever before.
- Analytics of student interaction data from open educational resources and courses can help identify struggling students and curricular areas needing improvement, enabling continuous quality improvement of education through an ongoing cycle of assessment and refinement.
The document discusses using technology to promote higher-order thinking in students. It suggests asking open-ended questions to encourage creative problem solving rather than fact memorization. Specific strategies mentioned include project-based learning, using different modes of expression, and creating student-centered stories to make learning meaningful.
This document discusses using Understanding by Design (UbD) and technology to design curriculum. It explains the key components of UbD including identifying desired results, determining acceptable evidence of learning, and planning learning experiences. It provides examples of how to analyze goals, identify understandings and essential questions. It also discusses using technology to enhance formative assessment, research, collaboration and project-based learning in line with UbD principles.
This document outlines an agenda for a professional development session on incorporating rigor through effective questioning strategies. It includes activities where teachers discuss and share how they write test questions, ask questions in class, and use question information. Models of questioning like Bloom's Taxonomy and Ciardello's question types are presented. Teachers work in groups to match question types to taxonomy levels and provide examples. Accommodations for English learners and exceptional children are discussed. The session aims to dispel myths about rigor and provide strategies for increasing complexity, such as problem-based learning.
The document describes an agenda for a workshop on differentiation and Understanding by Design (UbD). The workshop will cover Stage 3 of UbD, which focuses on determining what learners need to meet desired performance goals and how to best use classroom time. Participants will discuss key concepts like why a "one size fits all" approach does not work, learner profiles, and differentiation. The document also outlines essential questions and enduring understandings for the workshop, including explaining differentiation and its relationship to curriculum. Participants will learn strategies for hooking students, equipping them with skills and knowledge, providing opportunities for reflection and revision, and tailoring activities to individual needs.
This document introduces various thinking routines that can be used in classrooms to develop students' critical thinking skills. It discusses tools from Harvard Project Zero and Thinker Keys that provide different routines. Thinking routines are presented as short activities that provoke deep thinking across different subjects. Examples are given of routines that analyze layers of meaning, compare options, or have students examine the thoughts and feelings behind facts. Implementing thinking routines regularly is said to transform how students learn. The document encourages teachers to try different routines and integrate them into their teaching.
This document outlines activities for an online course exploring open educational practices and resources about Cape honey bees. It includes:
- Four research questions about educator and learner confidence using open educational practices and resources before and after a course.
- A definition of open educational practices as collaborative practices using open educational resources, technologies, and social networks for interaction and knowledge sharing.
- Five hands-on activities for students to learn about Cape honey bee anatomy, food sources, communication, environment, and strategies for population recovery.
- Instructions for using cloud spaces like Google Docs for group work and sharing resources.
- Opportunities for students to discuss the perspective of different stakeholders in using open resources and collaborative online
Similar to 3 Ring Circus: a model for understanding and teaching students about bias (20)
The document outlines the plan for an EDUC 4500 class session on library research skills. The learning objectives include helping students get assistance from librarians, develop keywords for research topics, and search databases and the catalog. The curriculum covers signing up for interlibrary loans, developing search strategies, searching specific journals and citations, and finding books. Notes indicate some students' proposed topics like technology in ELA classrooms and engaging reluctant readers. Materials needed include a handout and live searching of suggested topics. A reflection notes covering major areas but some techniques like citations were new to most students.
This class plan outlines the learning objectives, curriculum, and materials for a course. The objectives are for students to learn three unspecified skills. The curriculum section lists the unit or assignment being taught but provides no details. Sample topics that could be used for demonstrations are mentioned but not described. Materials needed for the class are listed.
Sample Problem Based Learning Lesson Plan (STEM)Virginia Cairns
This document outlines a lesson plan for a CHEM 4530 class on proteins and nucleic acids. The plan involves an activity where students work in groups to research broad interdisciplinary questions. They are given time to brainstorm, search for sources, and develop research strategies. Groups then present their processes. As homework, students must write a lab report applying what they learned about interdisciplinary research and source evaluation during the in-class activity. The report should follow a specific format including an introduction, literature review on their topic, methods outlining their research process, a discussion of interdisciplinarity, and conclusions with cited sources.
This document discusses three topics for middle/high school teachers: 1) Achieving teacher buy-in and inviting collaboration, 2) Teaching critical thinking and research skills, and 3) Specific instructional approaches for STEM disciplines. For the first topic, it suggests identifying supportive teachers, taking incremental steps, and providing structure for collaboration. For critical thinking, it emphasizes skills like discernment, evaluation, and synthesis to develop higher-order thinking. For STEM, it recommends problem-based learning using real-world problems, and scaffolded lessons building skills over time with a common theme.
This document provides guidance on perfecting interview skills through various "dance steps" including preparing resumes and cover letters, researching potential employers, preparing for common and specific interview questions, participating in additional interview events beyond the main interview, evaluating potential job offers, and tips for salary negotiation. The document outlines key elements that should be included in resumes, cover letters, research binders, and negotiation preparations. It also provides advice on dressing for success, listening skills, and maintaining awareness that an interview is a two-way process of evaluating fit between candidate and employer.
This document summarizes the experience of librarians at the University of Tennessee at Chattanooga teaching a one-credit course on emerging technologies called "Beyond Facebook." It describes two iterations of the course, with the first being taught by multiple instructors in a distributed format and the second by a single instructor. It discusses lessons learned, including issues around copyright, students' heavy reliance on passive internet and social media use, and the need for hands-on guidance. The conclusion reflects on potential expansions of the course approach to other student levels and libraries.
Negotiator cat was demanding more from its owner. The cat wanted additional food or toys and would not stop meowing until its demands were met. The owner's blog post humorously described the situation with their cat making demands and negotiating for more items.
Presentation on the implementation of Instant Messaging Reference Services at the Lupton Library. Given at the Tennessee Library Association Annual Conference, Chattanooga, TN, April, 2007.
Presentation on the implementation of Instant Messaging Reference Services at the Lupton Library. Given at the Tennessee Library Association Annual Conference, Chattanooga, TN, April, 2007.
Studentopia: Build The Students What They WantVirginia Cairns
Pre-conference workshop on the UTC Library Building Program presented with colleagues at the Tennessee Library Association Annual Conference, Nashville, TN, March 2009.
Presentation at the ALA National Conference in Chicago, July 2009. Covers strategies for advancing your career in academic librarianship. Final slide includes links to speakers notes posted elsewhere.
Persuasive Proposals for increasing electronic resourcesVirginia Cairns
This document provides tips for creating persuasive proposals to increase electronic resources and library services. It recommends collecting comprehensive data on campus demographics, existing surveys, e-journal usage, interlibrary loan, and website usage to identify needs. Budget information should be included to show how the resource supports strategic plans and current funding gaps. Qualitative feedback from librarians, faculty, and students can strengthen the proposal. Well-chosen quotes and visuals can help sell the idea. The proposal should have a lean, focused format with hard data, soft qualitative evidence, and a compelling conclusion.
The document discusses executing and tracking a project management plan by hosting a kickoff event, setting the schedule and pace, tracking progress through regular status meetings, monitoring activities and adjusting timelines and budgets as needed, ensuring regular communication through status reports from workgroups, using technologies like Google Docs to keep all members informed, balancing leadership style with the team's styles, and avoiding pitfalls like lack of communication and oversight.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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Phyto-Pharmacological Screening, New Strategies for evaluating
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8. What Are The 3 Rings?
Information Landscape
Interlopers
9. What Are The 3 Rings?
Information Landscape
Interlopers
Individual
10. Ring 1: The Information Landscape
o What is it?
o Who produced it?
o When was it created?
o What is the intent?
o Can it be verified?
(Traditional information
evaluation skills)
11. How Do We Teach This?
o Cra(a)p Test
o Information Timeline
o BEAM Model
o (Ideas from the Audience)
o ?
o ?
o ?
15. Ring 2: The Interlopers
o Search Engine Algorithms
o Individual Search History
o Browser and OS Influences
o Device (phone vs laptop)
o Increasing Dominance of
Advertising
(Things that influence what you see in
your search results – and that we are
often completely unaware of).
16. Interloper Problems – Search Results
o Not always fair and balanced
o Reinforce filter bubbles
o Reflect programmer biases
o Can be ephemeral and elusive
o Dominance of advertising (esp. on phones)
o Dominance of a few companies
19. Where’s the Information?
o Search real world questions
o Advertising increasingly dominates results
o Many "articles" are just ads
20. Two Tabs, Side by Side
o Quartz article (2018)
o Google two opposing sides of the same
question.
o Compare results
o What happens over time as Google
tracks your search habits?
21. How Else Might We Teach This?
(Ideas from the Audience)
o ?
o ?
o ?
22. Ring 3: The Individual
o Implicit Bias
o Internalized
o Automatic
o Invisible
26. No One Is Immune
Bias is universal and ubiquitous
o Difficult to overcome
o Requires conscious effort
o Requires listening
o Requires questioning
o Requires admitting
o Requires discomfort
27. Strategy 1: Build In Metacognition
o You have to think about your thinking.
o Learning is a consequence of thinking
(not doing). - David Perkins
28. How Might We Do This?
o Think before you do (pre-reflection)
o Problem based learning
o Present a scenario
o Plan a strategy
o Execute the strategy
o Reflect and report
o Make students accountable
29. In Fifty Minutes? Srsly?
o Idea: Develop modules for courses
o Reusable
o Align with syllabus
o Do not require your presence
o Can accommodate longer
engagement than a one shot
o Requires Faculty Buy-In
o Just Do It
30. Other Ideas for Metacognition?
(Ideas from the Audience)
o ?
o ?
o ?
31. Strategy 2: Look for Ways to Blur the Lines
o Avoid yes/no debates or questions
o Encourage multiple perspectives
o Also perspective taking
o Identify commonalities
o In their study, these researchers found that the
subjects who engaged in a task that required them
to list characteristics that were common to both the
ingroup and outgroup, manifested less implicit bias
against the outgroup than their control group
counterparts. (Hall 2009)
o Adversarial collaboration
o Daniel Kahneman
o Requires compromise, trade offs
o Listening with respect and empathy
32. In Practice? How?
o Well crafted activities and assignments
o Multiple sources, varying perspectives
o Intentional gaps, students have to read
between the lines
o Question prompts
o Open ended
o Higher order
o Thinking, discussing, sharing
33. Other Ideas for Identifying and Reducing Implicit Bias?
(Ideas from the Audience)
o ?
o ?
o ?
35. Bare Minimum Takeaways…
o Use Carefully Designed Examples
o Build In Time for Students to Think
o Keep Things Blurry and Puzzling
o Encourage Listening and Speaking
o Ideas Can be Used at Any Level
o The goal may seem beyond our scope…
o But even SMALL efforts can make a difference
36. Sources
Bizup, Joseph. “BEAM: A Rhetorical Vocabulary for Teaching Research-Based Writing.” Rhetoric Review 27.1 (2008): 72-86. Communication & Mass
Media Complete. Web. 4 February 2014.
Otero, Vanessa. (2018). Media bias chart. Available at: https://www.adfontesmedia.com/
Noble, S. (2018). Algorithms of oppression : how search engines reinforce racism . New York: New York University Press.
Hao, Karen. (2018) Google is finally admitting it has a filter bubble problem. Quartz. https://qz.com/1194566/google-is-finally-admitting-it-has-
a-filter-bubble-problem/
Costa, Ben and Kallick, Bena. (2014). Habits of Mind chart. The Institute for Habits of Mind. http://www.habitsofmindinstitute.org/wp-
content/uploads/2014/05/HOM.Chart_.Horizontal.pdf
Ritchhart, R., & Perkins, D. (n.d.). Making Thinking Visible. Educational Leadership, 65(5), 57–61.
Hartman H.J. (2015) Engaging Adolescent Students’ Metacognition Through WebQuests: A Case Study of Embedded Metacognition. In: Peña-
Ayala A. (eds) Metacognition: Fundaments, Applications, and Trends. Intelligent Systems Reference Library, vol 76.
Hall, N. R., Crisp, R. J., & Suen, M. (2009). Reducing implicit prejudice by blurring intergroup boundaries. Basic and Applied Social Psychology,
31(3), 244–254.
Kahneman, D. (2011). Thinking, fast and slow (1st ed.). New York: Farrar, Straus and Giroux.
Slamet Wahyudi Yulianto. (2015). Critical Pedagogy Principles in Teaching EFL Reading. English Review: Journal of English Education, 4(1), 25–38.
37. Additional Interesting Things to Read
Manufactured illiteracy and Miseducation
Salon on Manufactured illiteracyhttp://www.salon.com/2017/06/24/manufactured-illiteracy-and-miseducation-a-long-process-of-decline-led-to-president-donald-trump/
Neil Strauss of Rolling Stone on Why We are Living in the Age of Fear http://www.rollingstone.com/politics/features/why-were-living-in-the-age-of-fear-w443554
Motivated Ignorance / Willful Ignorance
Vox article on Motivated Ignorance https://www.vox.com/science-and-health/2017/5/15/15585176/motivated-ignorance-politics-debate
Daniel Levitin on The Butchering of The Age of Reason http://www.thedailybeast.com/the-butchering-of-the-age-of-reason
Short video on Why Facts Won’t Convince People and What You Can Do About it https://www.facebook.com/saved/?cref=28
Denialism: What drives people to reject facts? https://www.theguardian.com/news/2018/aug/03/denialism-what-drives-people-to-reject-the-
truth?utm_source=pocket&utm_medium=email&utm_campaign=pockethits
Filter Bubbles
Eli Pariser on the Filter Bubble phenomenon https://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles#t-515511
Unconscious Bias https://www.brainpickings.org/2014/04/09/the-hidden-brain-shankar-vedantam/
Confirmation Bias https://youarenotsosmart.com/2010/06/23/confirmation-bias/
The Backfire Effect http://theoatmeal.com/comics/believe
MRI study on neural effects of conflicting political beliefs https://www.nature.com/articles/srep39589