Active learning
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The document discusses three assignments - research papers, power point presentations, and current event reports - that require students to thoroughly learn material and demonstrate their knowledge. It explains that research papers require in-depth understanding of a topic, presentations require explaining key points about a topic, and reports help students stay informed on current issues. The document states that these assignments give students experience obtaining information and presenting it in their own words while understanding different perspectives on topics or situations.
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The document proposes an experimental study to examine how reading English books and using learning objects in mathematics can impact student learning outcomes. It involves a control group that will not do reading or learn reading skills, and an experimental group that will. Data will be collected through literature reviews, questionnaires, and interviews to compare the differences in learning attitudes and capabilities between the groups before and after the experiment.
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The document discusses a research group's questions about how reading English books and using learning objects can impact students' learning. They propose conducting an experiment with a control group and experimental group to test the effects of additional reading time and teaching reading skills on English learning, and using learning objects to study their impact on math learning outcomes. The group also plans to review related literature and conduct pre-and post-questionnaires and interviews to analyze differences in students' learning attitudes and abilities.
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Slides presented at a PLC (Professional Learning Community) mini convention in Malaysia. The slides depict lesson procedure, findings, self-reflections of this teacher, as well as reflections of team members, knowledgeable other and students. The research was conducted in the Lesson Study mode of PLC.
Summative rubric
This document provides a rubric for evaluating a student's HyperStudio/PowerPoint presentation on a research question related to Revolutionary History. It evaluates the quality of the student's research question, the number of relevant resources used, and how well their presentation answered the question and was organized. A high-scoring presentation would have an enthusiastic research question, use 4+ relevant resources, and give 4+ pieces of information in a well-organized 5-minute PowerPoint explaining how the student arrived at their question and research process.
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Critical analysis of research article
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Activity Based Learning & Active Learning Methodology
Similar to Active learning
Active learning
The document discusses a third grade teacher reflecting on assignments given to students. The teacher sees the assignments mostly involve lower-level thinking. Three learning strategies are highlighted - conversation learning, case-based learning, and collaborative learning. Conversation learning promotes discussion between students and teachers. Case-based learning allows students to apply knowledge to realistic situations. Collaborative learning encourages students to work together in pairs or groups. The teacher believes incorporating these strategies could enrich student learning and better develop their skills.
Active Learning Assignment
The document discusses a third grade teacher reflecting on assignments given to students. The teacher sees the assignments mostly involve lower-level thinking. Three learning strategies are highlighted - conversation learning, case-based learning, and collaborative learning. Conversation learning shifts explanation tasks to students and allows open discussion. Case-based learning requires students to apply understanding to realistic scenarios. Collaborative learning takes learning beyond rote memorization through partner and group work. The teacher believes incorporating these strategies could enrich student learning and better develop skills like expanding on responses and working with others.
KRP Parents Guidebook
This document is a guidebook for parents and teachers to help students develop research skills. It provides exercises, learning objectives, and descriptions for each step of the research process. The guidebook introduces research and why teaching students these skills is important. It outlines the typical research process and describes each step for the student's research project, including choosing a topic, developing questions, finding information, organizing findings, and presenting. It provides guidance for parents and teachers to facilitate each step of the student's project.
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This document discusses interactive learning and teaching. It defines interactive learning as a hands-on approach where students engage with lesson materials, each other, and teachers. Some examples of interactive learning activities provided are problem-based learning, project-based learning, simulations, group work, and peer review. Both advantages like student engagement and flexibility, and disadvantages like differing opinions are outlined. The document also discusses how to adapt texts for English learners through summarization, elaboration, rewriting, and translation to key concepts and vocabulary.
DQ 1 for two peopleGuided Response Locate and respond to two cl.docx
DQ 1 for two people
Guided Response: Locate and respond to two classmates’ posts which contain differing perspectives on the value of action research or that which is different than your own. What new or different perspectives regarding action research do you now have as a result? Provide specific feedback regarding their ideas to improve their practice and how their concepts will impact students. *It is expected for you to follow up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking.
# 1 response I need answer
Brianna McPhatter
6/11/2015 10:57:23 AM
Discussion One
Part One: According Eileen Ferrance (2000) in Themes in education: Action research, action research “involves people working to improve their skills, techniques, and strategies. Action research is not about learning why we do certain things, but rather how we can do things better. It is about how we can change our instruction to impact students” (p. 9). Considering this perspective as well as the information in Chapter 1 of Action Research: A Guide for the Teacher Researcher, factors that bring value to action research, differentiating it from traditional educational research are having decision-making authority, more commitment to continuous professional development and school improvement, information gathered will help teachers with reflection and creating better action plans (Mills, 2014).
Part Two: Ferrance (2000) adds, “One of the drawbacks of individual research is that it may not be shared with others unless the teacher chooses to present findings at a faculty meeting, make a formal presentation at a conference, or submit written material to a listserv, journal, or newsletter” (p. 9). Considering that my final project will be an action research proposal presentation, this will lead me to improve my practice and make changes to instruction to positively impact students by using research to better inform myself about what needs to be done to improve the development of students.
Part Three: The article addresses additional comparisons between action and traditional research. The article stated that, “is a powerful tool for (…) education and promotion practitioners who want to focus on improving the quality of their programs and services” (Acosta & Golts, 2014).
References
Acosta, S., & Goltz, H. H. (2014). Transforming practices: A primer on action research.
Health Promotion Practice, 15(4), 465-470. doi:10.1177/1524839914527591
Ferrance, E. (2000). Themes in education: Action research. Providence, RI: LAB at
Brown University. Retrieved from http://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.education-alliance/files/publications/act_research.pdf
Mills, G. E. (2014). Action research: A guide for the teacher researcher (5th ed.).
Boston, MA: Pearson Education, Inc.
# 2
Julie Danks
6/10/ ...
Section 1 Lesson PreparationTeacher Candidate Name Susan Dar.docx
This lesson plan outlines a first grade lesson on distinguishing between facts and opinions. The teacher candidate provides details on lesson preparation such as unit focus, learning standards, and objectives. The plan includes sections on instructional planning such as prior knowledge connection, anticipatory set, differentiation strategies, and a reflection. Key aspects covered are introducing facts and opinions using examples, a KWL chart, group work with partners, and a fact/opinion worksheet and game for assessment. Differentiation strategies aim to engage all students including those with special needs.
Baily Zugay Before, During, and After Reading Strategies
The document provides examples of strategies to use before, during, and after reading to improve comprehension. Some strategies described for before reading include anticipation guides, concept sorts, and think-pair-share to activate prior knowledge. During reading, the document recommends concept maps, jigsaws, and paragraph shrinking to help students organize information and work together. Power notes are also described as a way for students to connect main ideas to details while reading.
Practice Formal Lesson Reading (government cont.)
The lesson plan aims to teach 4th grade students how to make inferences when reading texts. Students will use a graphic organizer and engage in group discussions to combine their background knowledge with details from an article about political parties to draw inferences. The lesson begins with an opener to activate prior knowledge. Students will then read the article individually and in groups, noting details. They will use their graphic organizers to make at least two inferences with a partner. The lesson supports all learners through modeling, scaffolding, and differentiated discussions and assessments.
This is a graded discussion 5 points possibledue oct 14 week 4
This document outlines the requirements for a graded discussion forum in an education course. Students must make an initial post by Day 3 sharing the key details of an action research study they reviewed. They then must respond to at least two peers by Day 7. Initial posts should include the purpose, research questions, outcomes, modifications for future studies, and importance of the study. Responses should take the role of a teacher listening to a presentation, asking questions and offering alternative viewpoints. Students will also reflect on redesigning a previous assignment and how it promotes learning skills and ongoing evaluation.
Christoffel m week 6_projectapproach
The Project Approach is a teaching strategy that engages students in in-depth investigations of real-world topics. It is a three phase process where students first explore their prior knowledge on a topic, then investigate the topic further through questions and research, and finally present what they've learned. The approach aims to develop students' thinking, engagement, and creativity. When implemented well, it can highly motivate students and improve their learning, thinking skills, and ability to collaborate. However, teachers must be able to skillfully guide student inquiries through open-ended questions.
Presentation literate environment analysis
The document discusses creating a literate environment for students that promotes reading, writing, listening and speaking. It emphasizes the importance of getting to know students' interests and abilities through assessments in order to group students and select appropriate texts. The author learned about analyzing texts using tools like the literacy matrix and gained strategies for teaching students to be strategic thinkers. The course helped the author improve their approach to literacy instruction and environment.
22 formative assessment techniques
The document discusses 22 formative assessment techniques that teachers can use to evaluate student learning in the classroom. The techniques are simple to administer and provide teachers with evidence of student understanding to help adjust lesson plans. They also help students understand where they need to focus their efforts. Some of the techniques discussed include using popsicle sticks to call on random students, exit tickets where students submit answers before leaving class, using whiteboards for students to show answers, and think-pair-share activities.
3-Discussion Board AssignmentIn this Discussion Board, creat.docx
3-Discussion Board Assignment
In this Discussion Board, create a post and respond to others using the chapter on Proposals but also your initial research. This is an excellent opportunity to describe to classmates what you are focusing on, what areas of research you are excited about, and what areas of research you are entering into that is new for you.
Write respond both of the classmate’s posts.
First Classmate ‘s Post
My proposal topic revolves around gentrification and what can be done to limit its negative effects. I'm most excited about finding a credible person who is educated on this topic so I can interview them and use them as one of my sources. This way I have a lot more credibility if I were to find that my overall research aligns with my interviewees information. I seek to interview someone as I have noticed that my sources are usually in the form of websites or books. I want to offer more variety in my sources that reflects the amount of time invested in my research.
Writing a formal proposal with various different elements is new to me. I've never written a proposal in which I include visuals. Also, this is one topic in which the solutions are not handed to me in my research. In many occasions, when I research a problem, I also research its solutions and I usually find them quickly. For gentrification, however, there are multiple suggested solutions and not one main solution that stands out. I feel this way I'll be encouraged to further contemplate and research all the solutions. As a result, my research on all of the possible solutions will allow me to weigh each solution against each other and choose main solutions that I truly believe.
Second Classmate’s Post
The research that I will be doing will be focused on big data's effect on democracy and how major tech companies and politicians use psychology/sociology to attain what they want by using massive amounts of data collected from citizen's private lives. I'm interested in how the psychological aspect is used in this context. It's a relatively new concept in tech and how it relates to voting and politics is fascinating - and a little frightening. Although psychology is closely related to sociology, sociology is a pretty new discipline for me to delve into so I'll be spending a lot of time exploring that it and how it's connected to government and technology. I'm hopeful that the topic I chose allows me to write a well-rounded paper since it involves multiple disciplines: matters of the mind, tech, and politics.
Grading Rubric for Reading Quiz
5 pts.
The reader/responder answered each question in complete sentences, answering, specifically, what each question asked for. Students used a main idea for each question and supported their answer with evidence (quotes, summary or paraphrasing) from the reading/media.
3 pts.
The student answered many of the questions but not all of them. Students may have answered each question, but errors in grammar or sentenc ...
Inquiry unit a. bockino
This document outlines an inquiry-based research project for 3rd grade students that can be adapted for other grades. Students will choose their own topics to research and form essential questions. They will learn research skills like taking notes from sources found online, in books, and from interviews. Students will create an Animoto presentation to share what they learned. The teacher plans lessons to introduce inquiry, research skills, and note-taking to support students completing their projects independently with guidance.
Pair learning and activities report (repaired)
This document discusses strategies for actively engaging students in the learning process, including pair learning. It describes pair learning as a strategy where students work in pairs to practice and reinforce skills taught by the teacher. Some benefits of pair learning are that it involves all students, increases opportunities for practice, motivates students, and helps teachers accommodate diverse learners. Effective pair learning activities are planned to align with learning objectives, ensure all students participate, and provide structured interaction and feedback. A variety of teaching strategies can be used at different stages of a lesson, including pair activities, to improve learning outcomes.
Aswathy s online assignment- research in masthematics education
This document discusses doing mathematics research with students. It begins by defining mathematics research as the exploration of open-ended mathematics questions where students develop their own questions and approaches. The document then analyzes how research benefits students by helping them understand what it means to do mathematics, develop problem-solving and writing skills, and gain confidence as mathematical thinkers. It addresses that research is appropriate for all types of students and provides suggestions for teachers to get started with research in their classroom, including picking an accessible initial topic. The document provides guidance on supporting research in the classroom, including finding an external mentor, preparing students and parents, and balancing covering curriculum with allowing time for research.
Whole Child Supported
The document discusses supporting the whole child in education. It provides tips for building relationships with students, making learning relational, teaching formal language skills, assessing student resources, teaching hidden rules of school, monitoring progress, translating concrete concepts to abstract, teaching question-asking skills, forging relationships with parents, and allowing students to struggle productively. It also outlines four steps to promote whole child education at the local level: forming a working group, thinking and acting locally, spreading the word, and making community friends. The overall message is that a whole child approach ensures each student is supported and has access to personalized learning.
Inquiry basednew
The document describes inquiry-based learning and how it differs from traditional education. Inquiry-based learning is more student-centered and focuses on developing skills like problem-solving over mastery of content. It emphasizes how knowledge is acquired rather than just facts. Students are actively involved in constructing their own understanding through hands-on projects, asking questions, and utilizing a variety of resources. The teacher acts as a facilitator rather than dispenser of knowledge. Inquiry teaching aims to help students learn how to continue learning on their own.
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3 2 lauber16
The College & Career Readiness & College Completion Act was signed by the Governor of Maryland in 2013. Hopefully, in a few years’ time college instructors will find that the students entering their classes are better prepared. But what do we do in the meantime? The ability to embed student success skills into the course curriculum is essential so that students can develop techniques that will improve their chances of success throughout their college career.
The following topics were shared during the presentation: concept mapping, critical thinking, tips for proper reading of a textbook, time management, notetaking tips, how to condense information covered in class, and how to research and write a paper.
The challenge of teaching student success skills during the semester is that of completing all required course information at the same time. Participants were asked to discuss potential methods of creating time within their courses so that student success techniques could be taught.
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Active learning
- 1. Research Papers Power Point Presentations Current event reports These three task or assignments demonstrate that a student must look in depth in the material and learn it inside and out. With a research paper the student must learn the details of the topic and be able to provide a thorough knowledge about the topic. When using power point presentations students must present to the class key phrases about a topic and then provide more information within the key phrases of the bullet points. With current event reports, students stay up to date with interactions that are going on in the world. It forces them to watch or read the news and understand the hot topics that are happening amongst them. With these demonstrations of task students can get a good feel of obtaining information and then presenting the information in their own words and how they fell about a topic or situation.
- 2. Case Based Learning This format of learning I is a great way for classroom interaction. You could divide the classroom to pick two different sides of the story and have one big debate on why students oppose or agree with a topic. This type of learning can really train students to have an open mind and listen to reasons that that they might not have thought about. Using this method with my previous assignments by allowing the student to think of differences people my have with the topic they are studying. That way they can have a better feel for others opinions. Uses of the internet such as news articles and blogs could spark debates between the classes.
- 3. Inquiry Learning This type of learning can be used to study for an exam. To find and understand details of a certain subject. I believe in writing down all in formation about the subject on flash cards and memorize the information. This is the best way to study for a test or to present information to the classroom setting. This is the best way to study because I am able to read the information, write it down, and then constantly go through the cards multiple times.