Adult Student Success: How Does Awareness Correlate to Program Completion?Cengage Learning
Adult Student Success: How Does Awareness Correlate to Program Completion?
Presented by: Dr. Barbara Calabro and Dr. Melanie Yerk
Date Recorded: 12/9/2014
This installment of Cengage Learning’s College Success Faculty Engagement Webinar Series will help instructors and administrators to better understand the multi-faceted approaches to adult student success and retention by exploring the factors that specifically impact how adult students learn (including motivation, personality development, Maslow’s Hierarchy of Needs as they relate to adult students, self-esteem, and financial literacy) and by discussing the foundational competencies necessary for success both in college and in the workplace.
The second evening session, exploring curriculum, formative assessment and instruction. Collaborative examples from 4 Delta classrooms: Science 9, Social Studies 6/7, Personal and Social Core Competency 6/7, Writing 3/4.
This slide show discusses the major elements of differentiation, with a focus on the different types of student data. Accompanying handouts are not included in this set of slides.
Experiential learning (ExL) is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing".Hands-on learning can be a form of experiential learning but does not necessarily involve students reflecting on their product. Experiential learning is distinct from rote or didactic learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of active learning such as action learning, adventure learning, free-choice learning, cooperative learning, service learning, and situated learning.
Experiential learning is often used synonymously with the term "experiential education", but while experiential education is a broader philosophy of education, experiential learning considers the individual learning process.[7] As such, compared to experiential education, experiential learning is concerned with more concrete issues related to the learner and the learning context.
The general concept of learning through experience is ancient. Around 350 BC, Aristotle wrote in the Nicomachean Ethics "for the things we have to learn before we can do them, we learn by doing them".[8] But as an articulated educational approach, experiential learning is of much more recent vintage. Beginning in the 1970s, David A. Kolb helped develop the modern theory of experiential learning, drawing heavily on the work of John Dewey, Kurt Lewin, and Jean Piaget.
Experiential learning has significant teaching advantages. Peter Senge, the author of The Fifth Discipline (1990), states that teaching is of utmost importance to motivate people. Learning only has good effects when learners have the desire to absorb the knowledge. Therefore, experiential learning requires the showing of directions for learners.
Experiential learning entails a hands-on approach to learning that moves away from just the teacher at the front of the room imparting and transferring their knowledge to students. It makes learning an experience that moves beyond the classroom and strives to bring a more involved way of learning.
Adult Student Success: How Does Awareness Correlate to Program Completion?Cengage Learning
Adult Student Success: How Does Awareness Correlate to Program Completion?
Presented by: Dr. Barbara Calabro and Dr. Melanie Yerk
Date Recorded: 12/9/2014
This installment of Cengage Learning’s College Success Faculty Engagement Webinar Series will help instructors and administrators to better understand the multi-faceted approaches to adult student success and retention by exploring the factors that specifically impact how adult students learn (including motivation, personality development, Maslow’s Hierarchy of Needs as they relate to adult students, self-esteem, and financial literacy) and by discussing the foundational competencies necessary for success both in college and in the workplace.
The second evening session, exploring curriculum, formative assessment and instruction. Collaborative examples from 4 Delta classrooms: Science 9, Social Studies 6/7, Personal and Social Core Competency 6/7, Writing 3/4.
This slide show discusses the major elements of differentiation, with a focus on the different types of student data. Accompanying handouts are not included in this set of slides.
Experiential learning (ExL) is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing".Hands-on learning can be a form of experiential learning but does not necessarily involve students reflecting on their product. Experiential learning is distinct from rote or didactic learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of active learning such as action learning, adventure learning, free-choice learning, cooperative learning, service learning, and situated learning.
Experiential learning is often used synonymously with the term "experiential education", but while experiential education is a broader philosophy of education, experiential learning considers the individual learning process.[7] As such, compared to experiential education, experiential learning is concerned with more concrete issues related to the learner and the learning context.
The general concept of learning through experience is ancient. Around 350 BC, Aristotle wrote in the Nicomachean Ethics "for the things we have to learn before we can do them, we learn by doing them".[8] But as an articulated educational approach, experiential learning is of much more recent vintage. Beginning in the 1970s, David A. Kolb helped develop the modern theory of experiential learning, drawing heavily on the work of John Dewey, Kurt Lewin, and Jean Piaget.
Experiential learning has significant teaching advantages. Peter Senge, the author of The Fifth Discipline (1990), states that teaching is of utmost importance to motivate people. Learning only has good effects when learners have the desire to absorb the knowledge. Therefore, experiential learning requires the showing of directions for learners.
Experiential learning entails a hands-on approach to learning that moves away from just the teacher at the front of the room imparting and transferring their knowledge to students. It makes learning an experience that moves beyond the classroom and strives to bring a more involved way of learning.
Creating Thematic Units Using Inquiry - BCTELA October 23, 2013Jonathan Vervaet
A presentation given and created with English teachers at BCTELA Conference in Ladner, BC on October 23, 2013. Topics were curriculum design, essential questions, and thematic units.
Pedagogical design for honors study abroad and beyond Beata Jones
We present a framework for design of learning activities within a context of an honors study abroad program. Translating into practice the fundamental principles of honors learning, such as challenge, learner autonomy, and being part of a community of learners, incorporating structured PRISM pedagogy (Williams, 2014), Fink’s (2003) guidelines for course design for significant learning experiences, and rigorous outcome assessment (AAC&U, 2010), the presenters developed a detailed curriculum design process that can be translated to any discipline and any honors classroom. A showcase of a student ePortfolio capturing the study abroad learning and competence development accompanies the presentation.
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
What's a Library to Do? Transforming the One-Shot Library Workshop for the Ne...Jerilyn Veldof
Cornell University Library invited me to do a workshop for them on <a href="http://www.tc.umn.edu/~jveldof/WorkshopDesign/">creating one-shot library workshops</a>. These are the remarks I made in another session for their Library Assembly prior to the workshop.
Open Book examination; Nature,Types,Forms,How to design open book exam questions?, A good Open-book Examination Assessment(Rubric).What are the Pattern of Question Papers for OBE?
Challenges, misconceptions, Adv & Dis-advantages of OBE?
This set of slides was presented at the CT Association of School Librarians Spring Unconference on March 30, 2019 to promote conversation about cultural practice that foster a spirit of inquiry in today's classroom and library settings.
TRACEY TOKUHAMA-ESPINOSA, PH.D. PUBLICATIONS
Educational Director, Conexiones, Ecuador
Instructor, Harvard College and Harvard University Extension School, Cambridge, MA
traceytokuhamaepsinosa@fas.harvard.edu
www.thelearningsciences.com
La conexión entre el cerebro y el cuerpo por Tracey Tokuhama-Espinosa, Ph.D.
Charla dictada durante el Congreso de Educación Física y Deporte Escolar de The American School of Querétaro (México)
Study on Innovative Trends, Worldwide, in Digital Educational Resources (DER) (2019) by Tracey Tokuhama - Espinosa, Ph.D., Cynthia Borja, Ph.D. and Mishel Tirira, BA, Table 14, p.137.
To read the full study on Spanish click here https://thelearningsciences.com/portfolio-items/tendencias_innovadoras_red_nivel_mundial/
Estudio sobre Tendencias innovadoras, a nivel mundial, en Recursos Educativos Digitales (RED) (2019) de Tracey Tokuhama-Espinosa, Ph.D., Cynthia Borja, Ph.D. y Mishel Tirira, B.A., Tabla 14, p.137.
Estudio completo en este enlace https://thelearningsciences.com/portfolio-items/tendencias_innovadoras_red_nivel_mundial/#
Estudio sobre Tendencias innovadoras, a nivel mundial, en Recursos Educativos Digitales (RED) (2018) de Tracey Tokuhama-Espinosa, Ph.D., Cynthia Borja, Ph.D. y Mishel Tirira, B.A., Table 14, p.137.
¿Cómo aprende a leer y escribir el cerebro?
- Los circuitos neuronales de la lectoescritura
- Mitos de multilingüismo
Rol del docente: Mejores prácticas en el aula multilingüe
Estructuras curriculares
Aprendizajes durante de la pandemia
Los nuevos conocimientos de los docentes:
Mente, cerebro, salud y educación
Pedagogía
Tecnología
Relaciones humanos
(30 ideas importantes)
- ¿Cómo aprende a leer y escribir el cerebro?
- Los circuitos neuronales de la lectoescritura
- Mitos de multilingüismo
- Rol del docente: Mejores prácticas en el aula multilingüe
- Estructuras curriculares
Publication of OCDE. The original version on this link https://www.oecd-ilibrary.org/education/how-learning-continued-during-the-covid-19-pandemic_bbeca162-en
Preguntas sobre enseñanza bilingüe
- Beneficios de bilingüismo
- El cerebro e idiomas: diferencia entre lenguaje hablado y lecto-escritura
- Los circuitos neuronales relacionadas con la lectura y las actividades que mejora lecto-escritura
- Diez factores que influyen en el multilingüismo exitoso
- Mitos de multilingüismo
- Estructuras curriculares
- Rol del docente: Mejores prácticas en el aula multilingüe
- Políticas educativas (de las instituciones educativas)
The Ten Key Factors:
- Timing (Windows of Opportunity)
- Aptitude
- Motivation
- Strategy
- Consistency
- Opportunity and support (home, school, community)
- Linguistic and historic relationship between languages
- Siblings
- Gender
- Hand-use as a reflection of cerebral dominance for languages
- …and…?
Tracey Tokuhama-Espinosa, Ph.D., docente de Harvard University y directora académica de Conexiones, habla sobre estos temas:
- Definiciones
- Mito: ¿Cognición sin emoción?
- Partes de la respuesta:
- Emociones y la toma de decisiones
- ¿Cómo se desarrolla la inteligencia emocional?
- Teorías de emociones
- Emociones vs. sentimientos
- El contagio social
- Motivación
- Variabilidad humana
Para ver más recursos relacionados con las ciencias del aprendizaje, ingresa en nuestro sitio web www.thelearningsciences.com
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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Ethnobotany and Ethnopharmacology:
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Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2. Background
• Professor, Harvard University Extension School: Psych 1609 “The
Neuroscience of Learning: Introduction to Mind, Brain, Health and Education
science”
• OECD: Member of the expert panel on Teachers New Pedagogical
Knowledge based on contributions from Technology and Neuroscience
• Latin American Social Science Research Faculty, Ecuador: Educational
Researcher and Professor
• Interdisciplinary researcher in neuroscience, cognitive psychology and
education (cultural anthropology and linguistics).
• Associate Editor of the Nature Partner Journal Science of Learning
• Boston University: BA, BS, magna cum laude; Harvard University:
Master’s in International Educational Development; Capella University: Ph.D.
In Professional Studies in Education (Mind, Brain and Education Science)
• Former Director of the Teaching and Learning Institute at the Universidad
San Francisco de Quito Ecuador
• Former Dean of Education at the Universidad de las Américas, Quito,
Ecuador
• Teacher at all levels of education (K-University, continuing education) with
more than 29 years of experience in 31 countries.
2
5. Challenge: 3-2-1
• 3 things that impacted you today
• 2 two things so interesting you will share
them with someone else
• 1 thing you will change about your
practice based on the information
shared today
7. HIGH self-knowledge
(clear concept of self, understanding of students and methods of teaching)
LOW self-knowledge
(clear concept of self, understanding of students and methods of teaching)
LOW level of understanding
of the suject matter
HIGH level of understanding of
the suject matte
Ideal Teacher Development
Powell y Powell, Bangkok, 2004
8. The Fink’s Four Teaching Components
L. Dee Fink (2003) Creating Significant Learning Experiences, p.22
9. • Grant Wiggins and Jay McTighe (1998/2005). Understanding by
design. Alexandria, VA: Association for Supervision and Curriculum
Development.
Backward Design
10. Three steps to ensuring understanding
(backward design)
Adopted from Grant Wiggins and Jay McTighe (1998), Understanding
by Design.
Objectives
“At the end of the
day, what do I hope
I achieved”?
Evaluation
“What do I accept as
evidence that I am meeting
my objectives?”
Activities
“What do I do”?
13. Charcteristics of a good teacher
• In groups: Put the characteristic in order of inportance:
Caring
Knowledgeable
Experienced
Intelligent
Planner
Organized
Just
Happy
Dedicated
Balanced
Good values
Creative
Professional
Concerned
Reflective
Respectful
Active
Sure
Didactic
Dynamic
14. There are lots of ways to be a great
teacher…
• What do you value?
• What will you measure yourself again?
• What characteristics top your list?
• What do you want to work (personally) this year?
Tokuhama-Espinosa 08/03 14
23. Changes in Educational Goals
(OECD, 2014; Tokuhama-Espinosa, 2014)
1. From equal access (everyone goes to school) to equal quality.
2. From teaching in silos (one subject separate from another) to
transdisciplinarity.
3. From standards to creativity.
4. From “passing a class” to life-long learning.
5. From traditional resources to technology integration.
6. From bettering “self” to enhanced collaboration, cooperation,
communication, cultural awareness, building communities, and wider
contextual application (bettering “the group”).
7. From content knowledge to critical thinking.
8. From brick-and-mortar classrooms to Flipped Classrooms
9. ?
24. Change 2: New expectations of both
students and teachers
27. Better knowledge about the brain
and learning
• Improvements in technology since The Decade of the Brain (1990s) have
yielded greater insights about healthy brain functioning. Early models
promoted neuromyths.
30. Change 4: Better Insight as to What
Really Influences Student Learning
31. Better knowledge about what really
influences teaching and learning outcomes
• Longitudinal studies (age
comparative)
• International comparative studies
(independent of cultural context=what
is true for “all”)
• Methodologically comparative scale
32. John Hattie (2009; 2012; 2013; 2014)
Starting point: High quality educational research
900 meta analyses; 50,000 studies; 2.4 million students
34. Worth knowing (knowledge)
Important to know and be
able to do (skills)
Significant learning
(attitudes)
Content-area knowledge (dates,
facts, formulas, theories,
concepts, places, names, etc.)
(“to know”)
Skills (strategies, methods, class
activities) (“to know how to
do”)
Big Ideas: What students
remember long after the course
ends (values) (“to know how to
be”).
For example, “appreciate problems
as opportunities”; “perseverance
and grit”; “value Mathematical
thinking as another way of
approaching about problems”;
“value teamwork,” etc.
Based in Grant Wiggins y Jay McTighe (1998), Understanding by Design
39. Global vs. Specific Objectives
• Globals: general, achieved over the
entire course, semester, year or school
career (graduate profile).
• Specific: for each class.
40. 1. Backward Design can be conducted at all levels
of planning: yearly, unit, theme, or class.
• Today we focus on a single class.
2. Determine objectives based on competencies
• Knowledge?
• Skills?
• Attitudes?
Backward Design: macro vs. micro
42. • Backward design’s focus forces us to think about
each unit of the class in terms of assessment
evidence to document and validate desired
learning objectives.
• How do we know if the students are achieving the
results we desire and the standards we need?
• What will we accept as evidence of learning (the
achievement of the competencies)?
Step 2. Determine Acceptable Evidence
(Evaluation activities)
Adopted from Grant Wiggins and Jay McTighe (1998), Understanding by Design.
43. Philosophy of evaluation
1. What is the purpose of evaluation?
2. What is the difference between evaluation
and feedback?
3. Should we evaluate students based on
standards, or on a student’s individual
potential in your subject?
44. What is the purpose of evaluation?
• Can evaluation help learning?
• Is evaluation used to rank?
• Can exams be used to indicate errors in
teaching?
Guskey (1996), Reporting on Student Learning: Lessons from the Past, Prescriptions for the Future en Communicating
Student Learning, capítulo 3. Bain (2004) What the Best College Teachers Do, p. 152.
45. What is the difference between
evaluation and feedback?
Bain (2004) What the Best College Teachers Do, p. 33-34 y Halpern & Hakel, 2003 citado en Giordano (2004), “Teaching
and Learning When We Least Expect It: The Role of Critical Moments in Student Development”.
What has more impact on learning?
What a student thinks the teacher
thinks about him will impact his
learning (even if it is an incorrect
perception on the part of the student
(Halpern & Hakel, 2003; Procter,
1984).
46. Should we evaluate students based on
standards, or on a student’s individual
potential in the subject?
• PRODUCT: What does the student produce?
• PROCESS: How did the student come about the product?
• PROGRESS: How much did the student gain producing the
product?
• All of the above?
Kovas (1993) citado en Guskey (1996) “Reporting on Student Learning: Lessons from the Past, Prescriptions for the Future” en
Communicating Student Learning, capítulo 3.
47. Evaluation methods and what they really
measure:
Based on Grant Wiggins and Jay McTighe. (1998), Understanding by Design. Virginia: Association for Supervision and Curriculum
Development, p.12.
Knowledge
Skills
Attitudes
Open ended tests
Observations (evaluation informal)
Multiple choice tests
Informal (oral) review
Academic hints
Projects
Simulations and dramatizations
48. How do we choose the right evaluation
methods?
Criteria:
1. Is the evaluation method the most appropriate to
measure progress towards the objective?
2. Can the instrument be “differentiated”?
49. Types of informal and formal evaluation
methods (summative and formative)
•Observations, conversations and
feedback
•Tests and exams
•Academic hints
•Projects, simulations
50. Examples of academic hints
What do we know about…?
How do we know…?
Why do we accept or believe…?
Is there evidence for…?
Bain (2004) What the Best College Teachers Do, p. 85.
51. Criteria for essential questions:
1. Arrive at the heart of the subject
2. Don’t have a single correct answer (yes or no)
3. Cross disciplines
4. Naturally lead to other questions
52. • “How do you cultivate and sustain cultures of high expectations and
goodness?”
• “Why do we need to learn a foreign language?”
• “Why do we need to learn how to add (read)?”
• “Why care?”
• “Why is sound important?”
• “Why do we read, write and tell stories?”
• “Why do we need need to learn about different countries?”
• “How does energy change?”
Essential questions (examples)
53. The art of questioning
Paradigm shift:
• The teacher does not have to
answer all the questions.
• Start a habit of answer a question
with a question.
• Habit of centering all classes on the
student (on learning vs. on teaching)
55. Three considerations in making rubrics:
1. Holistic or analytic?
2. Generic or specific?
3. Scale?
56. Holistic or analytic?
• Whole product • Divides product into
various characteristics and
awards each part.
For example, in a math class the teacher can choose to give a grade based
on the final answer, or to give partial credit for steps in the resolution of the
problem
Holistic Analytic
57. Generic of specific?
• Use the same rubric to
grade daily activities…
• While specific rubrics are
designed for a specific
activity.
For example, a language teacher can design a rubric for class
participation which is used on a daily basis, or she can design a rubric
for a specific class presentation.
Generic Specific
58. Scale?
• Scales be from 1 to 1000,
depending on the local criteria.
• The decision about the number
of points is determined by the
range of you want to reflect.
• Typical: 5 points, but…
59. Applications
Options:
• Some teachers give rubrics to
student at the beginning of the
semester or unit.
• Others give rubrics at the start of
each graded activity.
• Others develop the rubric with the
students.
60. What are evaluations accomodations?
According to A Mind at a Time:
• Accomodations are small adjustments in
the way we teach or grade in order to
help each student find success in class.
• (If they are extreme, they neither help the
student nor the teacher, however.)
Source:: Mel Levine, 2000.
61. Simple accomodations
• SPACE: Change a student’s seat (to improve concentration).
• PERSON: Permit feedback or evluation in small groups or by peers,
parents or the student himself.
• TIME: Give more time to the student (so long as the task is not time-
dependent). (For example, if the purpose is to value the quality of
writing, does it really need to be timed?)
Source:: Mel Levine, 2000.
62. To differentiate in evaluation…
1. Start with a good diagnosis: What aspect of learning
troubles the student?
2. Choose the correct evaluation tool based on the
objectives (competencies).
• Use rubrics to consider Product, Process and
Progress.
3. Apply accomodations.
71. Characteritsics of a person who thinks critially
• Intellectual curiosity
• Intellectual courage
• Intellectual humility
• Intellectual empathy
• Intellectual integrity
• Intellectual perseverance
• Faith in reason
• Act justly: Have the disposition and be conscience of
the necessity to consider improbable outcomes.
Paul (1992) cited in Muñoz & Beltrán 2001, tranalated by
72. Examples of activities that stimulate critical
thinking
1. Debate
2. Problem-based learning
3. Case studies
4. Stories, fables
5. Dramatization
6. Role play
7. Crossword puzzels
8. Questioning
• The Art of Questioning
• Essential Questions
74. 5 Es: Engage, Explore, Explain,
Elaborate, Evaluate
Links:
• Constructivism and the 5 E’s from the “Miami Museum of Science”
http://www.miamisci.org/ph/lpintro5e.html
• The 5 E’s – from the “Afterschool Training Toolkit, Southwestern Educational
Development Laboratory”
http://www.sedl.org/afterschool/toolkits/science/tk_5Es.htmlOnline
• Cursos para profesores: La evolución de la enseñanza – excelentes ejemplos
de la utilización de las cinco E’s en una unidad – de “PBS Online”
http://www.pbs.org/wgbh/evolution/educators/course/
75. E1: “Engage”
• Each class should begin with an
event that captivates the attention
of the students.
• This awakens the natural curiosity
that they might have about the topic
and helps them make links with
past knowlegde.
76. E2: Explore
• Students then do an activity that
allows them to explore a new concept
or skills.
• Students looks for solutions to
problems or to explain a phenomena
in their own words.
• This stage permits students to gather
a group of shared experiences and
work together to find a solution.
77. E3: Explain
• Only after the students have
explored the concept on their
own should the teacher then
explain using the correct
terminology.
• Remember: Explanations after
the experience!
78. E4: Elaborate
• In this stage give the students to
deepen their understanding and
to apply what they have learned
to new situations.
• Here, be sure to allow students to
discuss their ideas.
79. E5: Evaluate
The final unit of the class has two
objectives:
• First that students develop a clear
understanding.
• Second, to evaluate what they think
they can now do.
• At this point it is logical to evaluate key
concepts and skills.
80. Summary
• Backward Design
• Why Teach?
• What makes a great teacher?
• Deciding the objective of Education
• Changes in educational expectations in the 21st century
• Some concrete examples of Objectives, Evaluation
and Activities
• And now…3-2-1
18 September 2017 Tokuhama-Espinosa 80
81. Challenge: 3-2-1
• 3 things that impacted you today
• 2 two things so interesting you will share
them with someone else
• 1 thing you will change about your
practice based on the information
shared today