Adv trends group presentation presentation
•Download as PPTX, PDF•
1 like•453 views
The document discusses implementing student group presentations in the classroom. It recommends having students of 3 or more work collaboratively to present information on a given topic to the class. Implementing group presentations provides students with choice, challenge, control, collaboration, and the opportunity to construct meaning and face consequences. The document suggests when and how to implement group presentations, and provides example topics and resources to support students.
Report
Share
Report
Share
Recommended
Leveraging digital leadership ECET2NJPA
Explore strategies and tips lead learners can use to help create change in school and learning environments
Project-Based Learning
This document outlines a project-based learning example of a 3rd grade historic figures and heroism project. The project involves students researching and creating a biography of a historic figure through a series of 8 classes. Students work individually and collaboratively to define a hero, research a figure, determine if they were a hero and why, incorporate multimedia into a VoiceThread presentation, and provide peer feedback. The goal is for students to go beyond basic biographical facts to critically analyze if their figure made a difference and was truly heroic. Project-based learning is highlighted as an engaging approach that improves learning outcomes and builds important life skills.
SLTCC2017 Love it, Mate! Using the SOL forum as a peer feedback tool (Claire ...
SLTCC2017 Love it, Mate! Using the SOL forum as a peer feedback tool (Claire ...Solent Learning and Teaching Institute
Exploring the use of Solent Online Learning (SOL) forums as a peer feedback tool and a way of developing writing skills.Developing e-communities of practice
This document discusses using video recording and peer observation as tools for teachers to reflect on their own teaching practices. It addresses barriers to using video, such as feelings of vulnerability, and strategies to overcome these barriers like focusing feedback on teaching skills rather than the individual. The benefits of peer observation are outlined as sharing practices and ideas in an ungraded format. The session aims to discuss models of peer observation and reflective practice, identify solutions to barriers of video use, and apply conversation and community of practice theories.
Reading, Writing and Collaborating Through Discussion Boards
This document provides an overview of using discussion boards for teaching, learning, and creating an online learning community. It discusses two ways the author has used discussion boards: (1) for collaborative quizzes where students are randomly assigned to groups to discuss and develop answers to quiz questions, and (2) as an alternative to research papers where students write, research, and think critically about topics. The document also reviews structures for creating effective discussion board assignments and discusses findings from an article about what works best in classroom forums, such as informal structures and anonymous comments at more selective schools.
Hew sol february 12 2015
Peer feedback plays an important role in student learning because it provides the opportunity for participants to consider and evaluate alternative perspectives. The use of computer-mediated technologies allows students to give feedback and interact with one another without the constraints of time and place.
fretwell
Blogger can be used as a communication tool between students and teachers to provide feedback on student work. The researcher plans to conduct action research in 6 stages - collecting feedback through questionnaires, questions, peer and parent comments, and comments from strangers. Students will respond to feedback, improve their work, engage in dialogue and reflect on the process. Some student work is already public, and they consented to the research. The researcher questions whether stranger comments should be allowed and notes the research will be ongoing with interventions through February. Progress will be recorded on the researcher's blog.
IGNIS 2015 - Position Stands- Janet Hinson
Position Stands
Student-Centered, Dialogue-Based Synthesis
Janet Hinson, MS, CHES
South Seattle Community College
Recommended
Leveraging digital leadership ECET2NJPA
Explore strategies and tips lead learners can use to help create change in school and learning environments
Project-Based Learning
This document outlines a project-based learning example of a 3rd grade historic figures and heroism project. The project involves students researching and creating a biography of a historic figure through a series of 8 classes. Students work individually and collaboratively to define a hero, research a figure, determine if they were a hero and why, incorporate multimedia into a VoiceThread presentation, and provide peer feedback. The goal is for students to go beyond basic biographical facts to critically analyze if their figure made a difference and was truly heroic. Project-based learning is highlighted as an engaging approach that improves learning outcomes and builds important life skills.
SLTCC2017 Love it, Mate! Using the SOL forum as a peer feedback tool (Claire ...
SLTCC2017 Love it, Mate! Using the SOL forum as a peer feedback tool (Claire ...Solent Learning and Teaching Institute
Exploring the use of Solent Online Learning (SOL) forums as a peer feedback tool and a way of developing writing skills.Developing e-communities of practice
This document discusses using video recording and peer observation as tools for teachers to reflect on their own teaching practices. It addresses barriers to using video, such as feelings of vulnerability, and strategies to overcome these barriers like focusing feedback on teaching skills rather than the individual. The benefits of peer observation are outlined as sharing practices and ideas in an ungraded format. The session aims to discuss models of peer observation and reflective practice, identify solutions to barriers of video use, and apply conversation and community of practice theories.
Reading, Writing and Collaborating Through Discussion Boards
This document provides an overview of using discussion boards for teaching, learning, and creating an online learning community. It discusses two ways the author has used discussion boards: (1) for collaborative quizzes where students are randomly assigned to groups to discuss and develop answers to quiz questions, and (2) as an alternative to research papers where students write, research, and think critically about topics. The document also reviews structures for creating effective discussion board assignments and discusses findings from an article about what works best in classroom forums, such as informal structures and anonymous comments at more selective schools.
Hew sol february 12 2015
Peer feedback plays an important role in student learning because it provides the opportunity for participants to consider and evaluate alternative perspectives. The use of computer-mediated technologies allows students to give feedback and interact with one another without the constraints of time and place.
fretwell
Blogger can be used as a communication tool between students and teachers to provide feedback on student work. The researcher plans to conduct action research in 6 stages - collecting feedback through questionnaires, questions, peer and parent comments, and comments from strangers. Students will respond to feedback, improve their work, engage in dialogue and reflect on the process. Some student work is already public, and they consented to the research. The researcher questions whether stranger comments should be allowed and notes the research will be ongoing with interventions through February. Progress will be recorded on the researcher's blog.
IGNIS 2015 - Position Stands- Janet Hinson
Position Stands
Student-Centered, Dialogue-Based Synthesis
Janet Hinson, MS, CHES
South Seattle Community College
43 Things_Heitman-Russakoff
43 Things is a social networking site that allows users to establish goals and track their progress publicly. Students can share educational goals on the site, collaborate with others pursuing similar aims, and post updates on goal completion to their profile page or a class blog. The site also provides surveys to log progress and allows teachers to monitor student blogs to provide feedback on assignments.
Facilitating the discussion forum workshop
This document discusses best practices for facilitating online discussion forums in a hybrid teaching program. It provides tips for establishing expectations and trust in the first week, using flipped classroom videos, asking open-ended and higher-order thinking questions to improve student thinking, being respectful of diversity, and using discussion forums to promote active learning. The document emphasizes understanding adult learners, taking advantage of asynchronous discussions, applying andragogical practices, and continually improving one's own teaching.
Socratic Presentation_JWW
The document discusses the Socratic method for encouraging critical thinking in the classroom. It defines key terms like cognitive and open/closed questions. It explains that the Socratic method uses a text, starting question, teacher leader, and student participants to facilitate a dialogue. It provides examples of how to structure questions and create discussions that encourage discovery learning and ensure long-term retention of lesson material.
Flipped classroom1
Part 1 of a series on implementing a flipped classroom. This presentation outlines rationale behind the learning and curriculum as well as the model of flipped learning developed to suit student and school needs.
Setting up PECS in the classroom
An overview of the Picture Exchange System and how it can be used to support young people with communication difficulties within a classroom
Blogging in Education
The document discusses three articles on the use of blogging in education. The first article provides five tips for classroom blogging, including having students sign a code of conduct, structuring blogs by topic rather than time, and having teachers participate. The second article discusses using blogs to expand in-class discussion and sharing stories. The third article reviews two studies where blogging improved student writing and organization and helped motivate students. The conclusion is that blogging is a unique educational resource that can increase student motivation and improve work quality across subjects when used properly.
Using Formative Assessment in the Classroom
Formative assessments make learning visible in the classroom. These simple activities can help a teacher determine if their students are learning and allow for an adjustment in the lesson to increase student achievement.
Ar hub cpd presentation extra
The document discusses an action research project that gave students three levels of difficulty for independent learning (IL) assignments: easy, medium, and hard. Students were surveyed anonymously about which option they chose and why. The results showed that most students agreed with the perceived difficulties but nearly half chose the option they thought they could answer best. The majority of students liked having the choice of difficulties. Next steps include analyzing the quality of IL work and addressing concerns of students who did not prefer differentiated options.
How to help mahidol
This document discusses self-learning and instructional design for facilitating self-learning. It introduces Kolb's experiential learning cycle and theories by Dewey, Grasha, and others. Different types of self-learning are presented, from dependent to independent. The key to successful self-learning is identified as instructional design, and examples are given such as seminars, games, and web-based assessments to support different levels of self-learning.
Wes j3 asl790_hostseminar
The document discusses different methods for testing signed languages, including the traditional "sign twice" method and alternatives like written or oral exams used in other languages. It notes that simply rereading material is not an effective study strategy. The document then introduces the "flipped classroom" approach, where lectures are viewed online and homework is done in class, allowing more face time with teachers for projects and discussions.
The Snowpocalypse Has Been Postponed Indefinitely: Using Hybrid Flexible Design
This is a presentation at a NERCOMP event on continuity of learning. This presentation explores using the hybrid flexible approach to allow for maximum learning for college students. The presentation explores how designing a course to run entirely face-to-face, online, and a mixture of both can prevent loss of learning throughout the semester.
Good tidings,
Lance
Lance Eaton
he/him/his
http://www.ByAnyOtherNerd.com
https://twitter.com/leaton01
https://www.linkedin.com/in/leaton01/
____________________
I wish I had all the answers; better yet, I wish I knew all the questions to ask.
Flipped learning in english
This document discusses a study that examined the effects of flipped learning on South Korean college students studying English. The study found that students in the flipped classroom performed better on final grades compared to a non-flipped classroom. Most students perceived flipped learning as an effective means of learning English. Students in the flipped classroom were more engaged in asking questions, were more invested in the learning process and their work, and developed a deeper understanding of content than the non-flipped students. The document also outlines some benefits and arguments against flipping the classroom.
Picture exchange communication system powerpoint
The Picture Exchange Communication System is a 5 phase program where students first learn to exchange picture cards for desired items or activities. They then learn to communicate from a distance, with different people and places, and to be persistent in their requests. Later phases teach students to discriminate between multiple pictures, construct simple sentences, answer questions from others, and comment on their environment.
The difference in the definition of ‘disrespect
The document discusses disrespect between students and teachers in American classrooms. It finds that incidents of disrespect toward teachers have increased five times from 2009 to 2011. Student and teacher perspectives on disrespectful behaviors were collected through surveys and interviews. There were differences found, with students seeing some behaviors like entering class late as more acceptable than teachers. The top disrespectful acts according to students were entering class late, grooming, blocking pathways, sleeping, and talking about teacher's clothing. Teachers saw sleeping in class, joking with teachers, entering class late, and making noise outside class as most disrespectful. Bridging the gap between student and teacher mindsets could help address disrespect issues.
Days 5-8 Lesson Plan
This document provides information about a geometry class assignment. The class has 30 students, including various ethnic and gender breakdowns. It also notes some students have ADD/ADHD or learning disabilities. The objective is for students to complete a Surface Area WebQuest assignment within 4 days at 75% accuracy. Students will work independently on computers at the lab using links on the teacher's website to access the WebQuest and instructional videos. The teacher will circulate to help students and ensure they stay on task. Student work will be evaluated using a rubric, and the teacher may need to modify the assignment by incorporating groups or reducing content if the workload seems too large.
NYC World Languages Jan. 2012
The document outlines an agenda for a teacher professional development day focused on world languages instruction. It includes introductions and icebreakers for teachers, presentations on global competency standards and lesson planning protocols, and workshops on using authentic materials. Teachers will also have opportunities to collaborate, share challenges and strategies, and reflect on their learning at the end of the day.
Ar hub cpd presentation extra
The document summarizes an action research project that gave students three levels of difficulty for independent learning (IL) tasks: easy, medium, and hard. A survey of students found that most agreed with the researchers' rankings of difficulty. However, in choosing a task, half of students picked the one they thought they could answer best rather than the easiest. Most students said they enjoyed having the choice of difficulties and wanted differentiated IL again in the future. The researchers plan to analyze the quality of IL work and address concerns of students who disliked the differentiation approach.
Inquiry Unit Stages (simplified)
The document outlines the 6 stages of the inquiry process used in a classroom over a 6 week period. Each stage focuses on a different aspect of the inquiry: Stage 1 establishes the central idea and students' prior knowledge; Stage 2 develops questions for research; Stage 3 plans how to conduct research; Stage 4 shares what was learned; Stage 5 creates a final presentation; and Stage 6 reflects on the learning process. Assessment is woven throughout the stages to check understanding and skills. The goal is to engage students in an in-depth exploration of a theme through questioning, research, collaboration and reflection.
Project-based Learning in Avenues Upper School Chinese Classroom
The document describes two project-based learning projects implemented in an upper school Chinese classroom. The first project involved students researching the connections between lifestyle and health from Chinese and American perspectives through literature reviews, a field trip to Chinatown to interview locals, and interviews with peers. Students analyzed their findings to understand differences and similarities between the two cultures' views on maintaining health. The second project had students in different Chinese levels collaborate to create children's books, which they later presented to younger students. Both projects aimed to improve students' Chinese language skills through authentic hands-on activities.
An ebacc too far
This document discusses different approaches to education including child-centered education inspired by Montessori, collaborative learning inspired by Dewey, and assessing students through multi-modal methods. It contrasts these approaches with traditional teacher-centered education, individual learning, and essay-based assessments. The document advocates for developing students' critical thinking, independent learning, problem-solving and resilience over focusing solely on logical, analytical thinking. It recommends several books on assessment, learning power, and rethinking approaches to schooling.
The flipped classroom
The flipped classroom - and interactive workshop plus key ideas. presented at ALDinHE 2014. What to flip, what to replace it with, how to do it #aldcon
AVID Overview - Cornell Notes
AVID is a program that prepares students for college readiness and success. It uses strategies like binders for organization, Cornell notes for note-taking, tutorials for collaborative study groups, philosophical chairs for discussion, and Socratic seminars. The presenters explain these AVID strategies and how teachers can implement them to benefit students of all abilities.
More Related Content
What's hot
43 Things_Heitman-Russakoff
43 Things is a social networking site that allows users to establish goals and track their progress publicly. Students can share educational goals on the site, collaborate with others pursuing similar aims, and post updates on goal completion to their profile page or a class blog. The site also provides surveys to log progress and allows teachers to monitor student blogs to provide feedback on assignments.
Facilitating the discussion forum workshop
This document discusses best practices for facilitating online discussion forums in a hybrid teaching program. It provides tips for establishing expectations and trust in the first week, using flipped classroom videos, asking open-ended and higher-order thinking questions to improve student thinking, being respectful of diversity, and using discussion forums to promote active learning. The document emphasizes understanding adult learners, taking advantage of asynchronous discussions, applying andragogical practices, and continually improving one's own teaching.
Socratic Presentation_JWW
The document discusses the Socratic method for encouraging critical thinking in the classroom. It defines key terms like cognitive and open/closed questions. It explains that the Socratic method uses a text, starting question, teacher leader, and student participants to facilitate a dialogue. It provides examples of how to structure questions and create discussions that encourage discovery learning and ensure long-term retention of lesson material.
Flipped classroom1
Part 1 of a series on implementing a flipped classroom. This presentation outlines rationale behind the learning and curriculum as well as the model of flipped learning developed to suit student and school needs.
Setting up PECS in the classroom
An overview of the Picture Exchange System and how it can be used to support young people with communication difficulties within a classroom
Blogging in Education
The document discusses three articles on the use of blogging in education. The first article provides five tips for classroom blogging, including having students sign a code of conduct, structuring blogs by topic rather than time, and having teachers participate. The second article discusses using blogs to expand in-class discussion and sharing stories. The third article reviews two studies where blogging improved student writing and organization and helped motivate students. The conclusion is that blogging is a unique educational resource that can increase student motivation and improve work quality across subjects when used properly.
Using Formative Assessment in the Classroom
Formative assessments make learning visible in the classroom. These simple activities can help a teacher determine if their students are learning and allow for an adjustment in the lesson to increase student achievement.
Ar hub cpd presentation extra
The document discusses an action research project that gave students three levels of difficulty for independent learning (IL) assignments: easy, medium, and hard. Students were surveyed anonymously about which option they chose and why. The results showed that most students agreed with the perceived difficulties but nearly half chose the option they thought they could answer best. The majority of students liked having the choice of difficulties. Next steps include analyzing the quality of IL work and addressing concerns of students who did not prefer differentiated options.
How to help mahidol
This document discusses self-learning and instructional design for facilitating self-learning. It introduces Kolb's experiential learning cycle and theories by Dewey, Grasha, and others. Different types of self-learning are presented, from dependent to independent. The key to successful self-learning is identified as instructional design, and examples are given such as seminars, games, and web-based assessments to support different levels of self-learning.
Wes j3 asl790_hostseminar
The document discusses different methods for testing signed languages, including the traditional "sign twice" method and alternatives like written or oral exams used in other languages. It notes that simply rereading material is not an effective study strategy. The document then introduces the "flipped classroom" approach, where lectures are viewed online and homework is done in class, allowing more face time with teachers for projects and discussions.
The Snowpocalypse Has Been Postponed Indefinitely: Using Hybrid Flexible Design
This is a presentation at a NERCOMP event on continuity of learning. This presentation explores using the hybrid flexible approach to allow for maximum learning for college students. The presentation explores how designing a course to run entirely face-to-face, online, and a mixture of both can prevent loss of learning throughout the semester.
Good tidings,
Lance
Lance Eaton
he/him/his
http://www.ByAnyOtherNerd.com
https://twitter.com/leaton01
https://www.linkedin.com/in/leaton01/
____________________
I wish I had all the answers; better yet, I wish I knew all the questions to ask.
Flipped learning in english
This document discusses a study that examined the effects of flipped learning on South Korean college students studying English. The study found that students in the flipped classroom performed better on final grades compared to a non-flipped classroom. Most students perceived flipped learning as an effective means of learning English. Students in the flipped classroom were more engaged in asking questions, were more invested in the learning process and their work, and developed a deeper understanding of content than the non-flipped students. The document also outlines some benefits and arguments against flipping the classroom.
Picture exchange communication system powerpoint
The Picture Exchange Communication System is a 5 phase program where students first learn to exchange picture cards for desired items or activities. They then learn to communicate from a distance, with different people and places, and to be persistent in their requests. Later phases teach students to discriminate between multiple pictures, construct simple sentences, answer questions from others, and comment on their environment.
The difference in the definition of ‘disrespect
The document discusses disrespect between students and teachers in American classrooms. It finds that incidents of disrespect toward teachers have increased five times from 2009 to 2011. Student and teacher perspectives on disrespectful behaviors were collected through surveys and interviews. There were differences found, with students seeing some behaviors like entering class late as more acceptable than teachers. The top disrespectful acts according to students were entering class late, grooming, blocking pathways, sleeping, and talking about teacher's clothing. Teachers saw sleeping in class, joking with teachers, entering class late, and making noise outside class as most disrespectful. Bridging the gap between student and teacher mindsets could help address disrespect issues.
Days 5-8 Lesson Plan
This document provides information about a geometry class assignment. The class has 30 students, including various ethnic and gender breakdowns. It also notes some students have ADD/ADHD or learning disabilities. The objective is for students to complete a Surface Area WebQuest assignment within 4 days at 75% accuracy. Students will work independently on computers at the lab using links on the teacher's website to access the WebQuest and instructional videos. The teacher will circulate to help students and ensure they stay on task. Student work will be evaluated using a rubric, and the teacher may need to modify the assignment by incorporating groups or reducing content if the workload seems too large.
NYC World Languages Jan. 2012
The document outlines an agenda for a teacher professional development day focused on world languages instruction. It includes introductions and icebreakers for teachers, presentations on global competency standards and lesson planning protocols, and workshops on using authentic materials. Teachers will also have opportunities to collaborate, share challenges and strategies, and reflect on their learning at the end of the day.
Ar hub cpd presentation extra
The document summarizes an action research project that gave students three levels of difficulty for independent learning (IL) tasks: easy, medium, and hard. A survey of students found that most agreed with the researchers' rankings of difficulty. However, in choosing a task, half of students picked the one they thought they could answer best rather than the easiest. Most students said they enjoyed having the choice of difficulties and wanted differentiated IL again in the future. The researchers plan to analyze the quality of IL work and address concerns of students who disliked the differentiation approach.
Inquiry Unit Stages (simplified)
The document outlines the 6 stages of the inquiry process used in a classroom over a 6 week period. Each stage focuses on a different aspect of the inquiry: Stage 1 establishes the central idea and students' prior knowledge; Stage 2 develops questions for research; Stage 3 plans how to conduct research; Stage 4 shares what was learned; Stage 5 creates a final presentation; and Stage 6 reflects on the learning process. Assessment is woven throughout the stages to check understanding and skills. The goal is to engage students in an in-depth exploration of a theme through questioning, research, collaboration and reflection.
Project-based Learning in Avenues Upper School Chinese Classroom
The document describes two project-based learning projects implemented in an upper school Chinese classroom. The first project involved students researching the connections between lifestyle and health from Chinese and American perspectives through literature reviews, a field trip to Chinatown to interview locals, and interviews with peers. Students analyzed their findings to understand differences and similarities between the two cultures' views on maintaining health. The second project had students in different Chinese levels collaborate to create children's books, which they later presented to younger students. Both projects aimed to improve students' Chinese language skills through authentic hands-on activities.
An ebacc too far
This document discusses different approaches to education including child-centered education inspired by Montessori, collaborative learning inspired by Dewey, and assessing students through multi-modal methods. It contrasts these approaches with traditional teacher-centered education, individual learning, and essay-based assessments. The document advocates for developing students' critical thinking, independent learning, problem-solving and resilience over focusing solely on logical, analytical thinking. It recommends several books on assessment, learning power, and rethinking approaches to schooling.
What's hot (20)
The Snowpocalypse Has Been Postponed Indefinitely: Using Hybrid Flexible Design
The Snowpocalypse Has Been Postponed Indefinitely: Using Hybrid Flexible Design
Project-based Learning in Avenues Upper School Chinese Classroom
Project-based Learning in Avenues Upper School Chinese Classroom
Similar to Adv trends group presentation presentation
The flipped classroom
The flipped classroom - and interactive workshop plus key ideas. presented at ALDinHE 2014. What to flip, what to replace it with, how to do it #aldcon
AVID Overview - Cornell Notes
AVID is a program that prepares students for college readiness and success. It uses strategies like binders for organization, Cornell notes for note-taking, tutorials for collaborative study groups, philosophical chairs for discussion, and Socratic seminars. The presenters explain these AVID strategies and how teachers can implement them to benefit students of all abilities.
Tips to increase student engagement
The document provides tips for increasing student engagement, including using engaging assessments that give choices and relate to students' lives, flipping the classroom to have students gain knowledge outside of class, using social media and pre-created content for learning, and providing visual and verbal feedback through tools like Google Docs. Gamification and interactive learning activities are also recommended to motivate students and keep them engaged.
Chilliwack.thinking
This document outlines strategies for creating inclusive classrooms that engage all students in thinking and learning. It discusses frameworks like Universal Design for Learning that provide multiple means for students to acquire and demonstrate knowledge. Specific strategies presented include literature circles, inquiry circles, and backwards design of lessons around important ideas and thinking skills. Case studies demonstrate how these approaches were implemented successfully in diverse classrooms.
Going OER: Eliminating Boundaries in Teaching and Learning
Going OER: Eliminate Boundaries in Teaching and Learning – Faculty are continuously searching for textbooks and materials that fit course requirements and their teaching style. Before the availability of open educational resources (OER), faculty were restricted to commercial publications designed for broad audiences with general theories and concepts across a wide array of topics. Though these resources offer relevant information and supplemental materials, they do not always meet the needs and interests of faculty and students. Adopting and creating free, openly licensed resources (OER) offers faculty the freedom to reuse and remix materials that complement their teaching style and approach based on their discipline training, expertise, and knowledge of their students. In this webinar, faculty will learn about free open educational resources, benefits of going OER, and ideas on their use and application.
Learning for new first year MBBS nov 18, 2014 2
General basics of Medical Education. Whole presentation was not used. But being uploaded to facilitate your targeted audience.
VOC1 session 3, Vygotsky
This document discusses the role of self-evaluation in vocational education. It defines self-assessment as when students assess their own work and notes both benefits and challenges. Benefits include developing lifelong learning skills and motivation, while challenges involve varying student critical thinking skills. The document provides examples of different types of self-assessments and outlines a four-step process for implementing self-evaluation, including involving students in setting criteria and giving feedback. Research highlighted finds common student-reported strengths like learning quickly but also weaknesses like time management. The conclusion emphasizes the importance of social support and individualizing self-evaluation to increase student motivation.
ODHEC life beyond the lecture
This document discusses various active learning strategies that can be used in place of traditional lectures. It begins by outlining the evidence that active learning is more effective than passive learning for promoting higher-order thinking. Some key active learning techniques described include think-pair-share, guided notes, role plays, debates, and just-in-time teaching. Challenges of implementing these strategies such as student discomfort, unclear expectations, and time constraints are also addressed. The document provides examples and guidance for instructors on incorporating these interactive teaching methods.
C1 china's economic rise and current landscape - amy howland
C1 china's economic rise and current landscape - amy howlandCenter for Global Education at Asia Society
This document provides an overview of the Choices Program, which offers curriculum units on international issues to meet Common Core standards. The China unit examines different policy options for U.S. relations with China by having students take on roles in a Senate committee hearing. Values are prioritized to understand how they shape different policy views. Resources include online videos and lessons. The program offers professional development institutes for teachers over the summer.Sharing power and responsibility with students
1) The study examined sharing power and responsibility between the instructor and students in a graduate education course through a qualitative case study.
2) Results showed that students were involved in decision making regarding the course textbook, content, teaching methods, and assignments. Students responded positively to this shared power and felt more motivated, took more ownership over their learning, and became more active and engaged learners.
3) The conclusion was that instructors should allow graduate students to guide their own learning and discover what they need rather than being told what to learn, in order to help students take responsibility for their education.
Balance of power
This document discusses balancing power between teachers and students in the learning process. It argues that traditionally, teachers have had full control over what and how students learn. However, research shows that giving students more autonomy improves their motivation, confidence, and engagement. The document outlines some objections to sharing power but argues that power can be shared appropriately by gradually transferring some decision-making to students, like allowing input on assignments or textbooks. When power is shared, it benefits both students through more active learning and teachers through increased student participation.
Communicating Their Stories: Strategies to Help Students Write Powerful Colle...
We believe that all high school English teachers can help students begin to prepare for college by embedding personal narratives into their curricula. Students must write powerful college application and scholarship essays as seniors. What better way to help students write authentic stories by helping them throughout high school learn how to write about themselves?
Community of Inquiry
A process model of learning
Grounded in a social-constructivist epistemology
Assumes effective learning requires the development of a community of learners that supports meaningful inquiry
Learning occurs because of the interaction of social, cognitive and teaching presence
A broken assessment paradigm?
This document summarizes key themes from a presentation on improving assessment practices through a programme approach. It discusses 3 themes: 1) Many programmes have high summative assessments and low formative assessments, treating summative assessments as the primary "pedagogy". 2) Feedback is often disconnected from future work and assessments. 3) Students are often confused by lack of clear standards and inconsistencies between markers. The presentation provides case studies of programmes that have improved practices by lowering summative work, increasing engaging formative tasks, providing more dialogic feedback, and clarifying expectations and standards through activities like calibration exercises and exemplars.
Road to the Right Major
This presentation provides an overview of exploratory advising at Florida State University. It discusses the different types of exploratory students that advisors may encounter, including those stuck in decision making ("roundabout" students), those newly able to make their own choices ("newly licensed drivers"), those going along without direction ("passengers"), those changing their minds about majors ("U-turn" and "sharp right turn" students), and those unable to continue in their current major due to failure ("head-on collision" students). It also reviews theories of student development and decision making, strengths-based advising approaches, and questions advisors can ask to help exploratory students in the exploration process.
EFDN - Active Citizenship
This document discusses active citizenship, which involves students choosing a social issue to research, taking action on, and reflecting upon. It promotes character education, democratic decision making, and thinking globally and locally. Active citizenship is experiential, authentic, and increases civic engagement. It involves justice, participation, and personal responsibility. The document outlines steps for meaningful action projects and provides examples, challenges, and tips for implementation.
Student writing problems faculty challenges and solutions
The document discusses common writing problems faced by students and potential solutions for faculty. It identifies 4 main student problems: 1) poor writing skills, 2) being unresponsive to assignments, 3) plagiarism and improper citations, and 4) not improving after feedback. For each, it lists symptoms and challenges for faculty. Suggested solutions include making instructions clear, aligning assignments with course goals, scaffolding assignments, and providing targeted feedback to help students improve.
Problem based learning
The document describes a case study on using problem-based learning (PBL) in social work courses delivered through distance education. The study found that PBL led to higher student satisfaction, engagement, collaboration, and learning compared to traditional lecture-based teaching. Students perceived PBL to be more stimulating and challenging, and they learned through exchanging ideas with others and using various resources. Retention rates were also higher with PBL.
Truly Insightful: The Multiple Uses of the UC Personal Insight Questions
Rebecca Joseph, Sylvia Juarez, and Juan Villegas present on the UC Personal Insight Questions at HECA 2017 in Long Beach, June 21, 2017
Student Writing Problems-- Faculty Challenges & Solutions
The document discusses common student writing problems faced by faculty and potential solutions. It identifies 4 main student problems: (1) poor performance on writing assignments, (2) being unresponsive to assignment instructions, (3) plagiarism and misuse of citations, and (4) not improving from feedback. For each, it lists associated writing issues and challenges faculty may face. It then provides multiple solutions faculty can implement, such as making instructions explicit, using scaffolds and drafts, and integrating formative feedback practices. The goal is to help students understand expectations and improve their writing skills over time.
Similar to Adv trends group presentation presentation (20)
Going OER: Eliminating Boundaries in Teaching and Learning
Going OER: Eliminating Boundaries in Teaching and Learning
C1 china's economic rise and current landscape - amy howland
C1 china's economic rise and current landscape - amy howland
Communicating Their Stories: Strategies to Help Students Write Powerful Colle...
Communicating Their Stories: Strategies to Help Students Write Powerful Colle...
Student writing problems faculty challenges and solutions
Student writing problems faculty challenges and solutions
Truly Insightful: The Multiple Uses of the UC Personal Insight Questions
Truly Insightful: The Multiple Uses of the UC Personal Insight Questions
Student Writing Problems-- Faculty Challenges & Solutions
Student Writing Problems-- Faculty Challenges & Solutions
More from RMichaelH
Who wants to_be_a_millionaire rome's review(1)
The document is a quiz about the origins and structure of the Roman Empire. It asks multiple choice questions about topics such as the legend of Romulus and Remus, the number of hills in Rome, the river next to Rome, how the Roman Empire started, the country Rome is located in, the classes in ancient Rome including the lowest class of slaves, the number of gods Romans believed in, and key figures in Roman history including Julius Caesar and the emperor that came after him.
The roman empire a complete redo of lesson 2
This document provides information and instructions for an activity about the different forms of government used in the Roman Empire. It includes the lesson objectives, which are to define the 4 types of government Rome used and explain their order and key figures. Students will work in groups to match government types with definitions and put them in chronological order. They will then fill out exit cards with their learning before leaving class.
The roman empire redo lesson 5
1) The document provides information about a lesson on Roman society, religion, and the army. It includes activities to learn about the hierarchical classes in Roman society and the important Roman gods.
2) The Roman Empire was powerful because of its strong army, which helped the empire conquer and control other lands. The army was a key reason for Rome's strength.
3) The lesson objectives are to name the four classes in Roman society, explain the importance of Roman gods, and describe how the Roman army helped the empire become powerful.
The roman empire redo lesson 5
1) The lesson introduces the social hierarchy and classes in Roman society, including patricians, equestrians, plebeians, and slaves.
2) It explains that Romans practiced polytheism and believed many gods controlled different aspects of life. Key gods mentioned include Jupiter, Mars, and Minerva.
3) The Roman army played a key role in helping the empire expand and exert control. Its military strength contributed greatly to Rome's power.
Lesson 4 the roman empire a redo
This document outlines the key points and activities covered in a lesson about Roman society and religion. It includes the following:
- The lesson objectives are to describe different types of Romans, hierarchy and polytheism concepts, and four major gods worshipped by Romans.
- Reading and activities are used to teach students about Roman society, entertainment, religious beliefs in polytheism, and specific gods worshipped like Jupiter, Mars, etc.
- Students are assigned homework to interview family about their religion and compare to Roman beliefs in a short paper.
Lesson 4 the roman empire a redo
This document outlines a lesson plan about Roman society and religion. It includes the lesson objectives to describe different types of Romans, hierarchy, polytheism, and four major gods. There are activities for students to learn about Roman entertainment, beliefs, and gods. For homework, students will interview a parent about their religion and compare it to Roman beliefs in a two paragraph paper.
Lesson 6 the roman empire the final lesson
The document provides instructions for a lesson on the Roman Empire. It outlines objectives to demonstrate understanding of the empire's origins, social structure, gods, and army. It also aims to explain what the Roman Empire means to the student. Students will rotate through 5 work stations, spending 10 minutes on each, which involve rewatching a video, matching forms of government, a handout on gods, and a timeline with questions. They will then reflect on what the Roman Empire means to them. A 40 minute final exam will conclude the lesson.
The roman empire – an overview lesson 1
The document provides an overview of the Roman Empire from its origins in 753 BC to its height in 117 AD. It discusses how Rome was founded on seven hills along the Tiber River in central Italy, about 30 km from the Mediterranean Sea, which helped it rise to power. At its peak in 117 AD, the Roman Empire spanned most of Europe. Students are assigned a homework to create a map of the Roman Empire at this time labeling countries with their modern and ancient names, and to research the populations of Rome and other major cities in 117 AD.
The roman empire – lesson 1 an overview l
The document provides an overview of the Roman Empire, describing its origins from 753 BC to 476 AD, the story of Romulus and Remus, and how Rome's location on 7 hills along the Tiber River helped it rise to power. It then discusses the Roman Empire at its peak in 117 AD and its geographical reach across Europe. Students are assigned homework to create a map of the Roman Empire in 117 AD labeling countries and populations of Rome and other major cities at that time.
Lesson plan no 6 the regents
This lesson plan is for a 7th grade history class on the Roman Empire. Students will begin by playing a game to hook their interest. They will then participate in work stations to review the unit's key objectives on the origins, social structure, gods, and army of Rome. This will prepare them for a final exam assessing their understanding. The exam questions will vary in difficulty to accommodate different student abilities. The overall goal is for students to demonstrate their grasp of the unit's learning objectives on Rome.
The roman empire – lesson 1 an overview l
The document provides an overview of the Roman Empire, describing its origins from 753 BC to 476 AD, the story of Romulus and Remus, and how Rome's location on 7 hills along the Tiber River helped it rise to power. It then discusses the Roman Empire at its peak in 117 AD and its geographical reach across Europe. Students are assigned homework to create a map of the Roman Empire in 117 AD labeling countries and populations of Rome and other major cities at that time.
1st day the regents intro
We will be learning about the Roman Empire over the next 5 weeks through watching videos, researching, reading, writing, interviewing parents, creating maps and charts, and developing a group presentation. The goals are to help students learn through being guides on the side rather than sages on stage, cover the origins, development, and structure of the Roman Empire, and for students to be active learners who are on task and enjoy the learning process.
The roman empire lesson 5
The lesson plan is about the Roman Empire and the Roman Army. The objectives are to explain why the Roman Army was important, describe 3 characteristics of the Roman army, and describe 3 characteristics of a Roman soldier. Activities include writing words to describe a picture, watching a video on the Roman military, and doing a running dictation activity on the Roman army. Students will fill out a KWL chart on what they learned about the importance of the Roman Army and its characteristics. Homework is to watch a movie in groups to prepare for the final class.
The roman empire lesson 4
This lesson aims to teach students about religion in ancient Rome. The objectives are for students to understand Roman society, polytheism, and major Roman gods. Students will learn about different types of Romans and polytheism, and some will learn 3-4 gods. There are reading and activity instructions about learning gods' roles. Romans believed in many gods controlling nature and showing displeasure through disasters. Jupiter was the main god like Zeus. Emperors were seen as god-like. Romans built temples to gods with treasures and statues representing human forms. A class activity involves identifying gods from clues. Homework involves interviewing parents about religion and comparing to Roman beliefs.
Lesson no 3 the roman empire the regent's
This document outlines the lesson plan for a class on the Roman Empire. It includes the daily objectives, activities, homework and goals for the unit. The lesson will focus on when Rome was a kingdom, republic, dictatorship and empire. Students will do activities to identify these periods on a timeline and explain major events during Ancient Rome and the Roman Empire. Homework includes reading about Roman society and filling out a KWL chart with dates and information learned.
The roman empire lesson 4
This lesson introduces students to religion in ancient Rome. The objectives are for students to learn about the different types of Romans, understand the concept of polytheism, and know several gods worshipped by Romans. Students will participate in activities where they learn about Roman gods and compare Roman religion to their own families' beliefs. The lesson provides context about ancient Roman religious practices like building temples and making statues of gods.
The roman empire lesson 2
This lesson plan aims to teach students about the origins and development of the Roman Empire. It includes objectives about how Rome's geography contributed to its rise in power and the different forms of government it used. Activities include reviewing homework, discussing Rome's location and how it helped power, and learning about kingdoms, republics, dictatorships and empires through video and group work. Students will explain how Rome's geography and types of government in a plenary session and create a map and population lists for homework.
1st day the regents intro
I will guide students as they learn about the Roman Empire over the next 5 weeks through videos, research, readings, writing assignments, interviews, creating maps and charts, and a group presentation. Students will work together as a class, staying on task, enjoying the learning process, asking questions, and participating actively, as outlined on my online calendar.
School board presentation
This is a good example for the open topic presentation. I created this Power Point presentation to explain my ideas about what education should look like for high school students. I've been currently taking classes on updating my teaching skills and they have really helped me to think more about what teaching is. The classes have really encouraged me to rethink the way I teach and why I teach the way that I do.
Use this as example of how these classes have changed my world-view about education.
More from RMichaelH (20)
Adv trends group presentation presentation
- 1. Before we begin. Please go to my wiki: Michaelhscyberspace.pbworks.com Section 4, on the front page
- 2. Why implement them? When & How to implement them? Ideas that you could build on?
- 3. What are they? • Students working in groups of 3 or more • Presenting information in front of the class on a given topic
- 4. Gives students: • Choice • Challenge • Control • Collaboration • Construct meaning • Consequence
- 6. When implement ? • Beginning • Middle • End of the year • Me: 2nd part of my semester • Why: Students comfort level is higher • Non-threating atmosphere established
- 7. On my wiki - 5 choices: • A pop song • A movie • A famous, historical figure • An open topic • Travels in South Korea
- 8. Absolutely! Use what you can! Email me with any questions • R_michaelh@hotmail.com
- 9. Choice – empowers students Challenge – being in front of others Collaboration – work with others Control & Construct Meaning • reflection paper: - self-evaluate - real life application Consequence – presenting in front of the class
- 10. Differentiation – can choose easier/more challenging topics Scaffolding - on wiki many tips/videos
- 11. More confidence Empowered See value in assignment/own learning Aware of strengths & weaknesses
- 12. Group presentations help create Self – Regulated Learners