The original capture of a learning group of first year general chemistry students working on representing sodium sulfide in water was shown to faculty from many disciplines at another college. This, too, was taped and converted into slides and dialogue. Making Learning Visible. College Teaching. tomdrummond.com
State Assessment Liaisons Reflect on Faculty CaptureTom Drummond
Institutional development leaders at each community college viewed the capture of the college faculty's discussion of the student learning group on representing dissociation. Making Learning Visible. College Teaching. tomdrummond.com
State Assessment Liaisons View Student LearningTom Drummond
Institutional development leaders at each community college viewed the capture of the student learning group on representing dissociation. Making Learning Visible. College Teaching. tomdrummond.com
Chemistry Student Reflections at the End of the YearTom Drummond
The final piece of documentation in our year-long study of the effects of documentation of one learning group facing the task of representing sodium sulfate in water. Making Learning Visible. tomdrummond.com
Varying Viewpoints of a Flipped ClassroomJason Kern
This document discusses the flipped classroom model from the perspectives of teachers, parents, students, and administrators at The Oakridge School. It provides examples of flipped classrooms in middle school math, science, and upper school economics. Benefits identified include increased classroom engagement, collaboration, feedback, and the ability to differentiate instruction. Obstacles addressed include the need for a philosophical shift in teaching approach and issues around content pacing, technology requirements, and student motivation. Student and parent feedback was generally positive about the model.
Improving Whole Class Inquiry ParticipationJoan Gallagher
The document discusses strategies for improving student participation in whole-class inquiry investigations. It describes the characteristics of whole-class inquiry, including that students work together as a class to solve problems, apply feedback, decide roles, present findings, reflect, and receive feedback from teachers. The teacher poses problems, may role-play, documents progress, and provides feedback. Strategies discussed for improving participation include scaffolding skills, having the teacher take on roles instead of directly teaching, and avoiding excessive homework.
Observation of teaching and learning (OTL) and peer review for professional l...SEDA
This document summarizes a presentation on observations of teaching and learning. It discusses two studies on the topic.
Study 1 examined perceptions of observations conducted on a Postgraduate Certificate in Education (PGCE) program. Interviews found stakeholders wanted quality control but were unsure what specifically was being observed. Assessments relied on individual judgments without clear guidance. Observations could improve teaching but also caused anxiety.
Study 2 presented alternative "deviant" observation approaches that varied the setting, observer, purpose, and process. These may complement traditional methods or provide a template for wider use. Overall, observations of teaching could be part of evaluating effectiveness if qualitative evidence is used, but the approach requires further discussion.
The document outlines a first week lesson plan for an upper elementary classroom based on Rudolf Dreikurs' and Vicki Stolz's theory of collaborative thinking. The plan includes establishing classroom expectations of thinking before acting, respecting others, being one's best self, and collaborative problem solving. Activities include discussing safety and respect, role playing collaborative thinking scenarios, identifying and solving problems, and reflecting on showing respect through cleaning the school yard. Assessments evaluate understanding of collaboration and respect. The lesson plan aims to create a safe environment where students feel respected and value each other's ideas.
Building Better Online and Blended Classroom Discussions by DesignJason Neiffer
These are slides supporting our presentation, "Building Better Online and Blended Classroom Discussions by Design," by Jason Neiffer and Mike Agostinelli at the Extended Learning Institute at Carroll College, March 2015.
State Assessment Liaisons Reflect on Faculty CaptureTom Drummond
Institutional development leaders at each community college viewed the capture of the college faculty's discussion of the student learning group on representing dissociation. Making Learning Visible. College Teaching. tomdrummond.com
State Assessment Liaisons View Student LearningTom Drummond
Institutional development leaders at each community college viewed the capture of the student learning group on representing dissociation. Making Learning Visible. College Teaching. tomdrummond.com
Chemistry Student Reflections at the End of the YearTom Drummond
The final piece of documentation in our year-long study of the effects of documentation of one learning group facing the task of representing sodium sulfate in water. Making Learning Visible. tomdrummond.com
Varying Viewpoints of a Flipped ClassroomJason Kern
This document discusses the flipped classroom model from the perspectives of teachers, parents, students, and administrators at The Oakridge School. It provides examples of flipped classrooms in middle school math, science, and upper school economics. Benefits identified include increased classroom engagement, collaboration, feedback, and the ability to differentiate instruction. Obstacles addressed include the need for a philosophical shift in teaching approach and issues around content pacing, technology requirements, and student motivation. Student and parent feedback was generally positive about the model.
Improving Whole Class Inquiry ParticipationJoan Gallagher
The document discusses strategies for improving student participation in whole-class inquiry investigations. It describes the characteristics of whole-class inquiry, including that students work together as a class to solve problems, apply feedback, decide roles, present findings, reflect, and receive feedback from teachers. The teacher poses problems, may role-play, documents progress, and provides feedback. Strategies discussed for improving participation include scaffolding skills, having the teacher take on roles instead of directly teaching, and avoiding excessive homework.
Observation of teaching and learning (OTL) and peer review for professional l...SEDA
This document summarizes a presentation on observations of teaching and learning. It discusses two studies on the topic.
Study 1 examined perceptions of observations conducted on a Postgraduate Certificate in Education (PGCE) program. Interviews found stakeholders wanted quality control but were unsure what specifically was being observed. Assessments relied on individual judgments without clear guidance. Observations could improve teaching but also caused anxiety.
Study 2 presented alternative "deviant" observation approaches that varied the setting, observer, purpose, and process. These may complement traditional methods or provide a template for wider use. Overall, observations of teaching could be part of evaluating effectiveness if qualitative evidence is used, but the approach requires further discussion.
The document outlines a first week lesson plan for an upper elementary classroom based on Rudolf Dreikurs' and Vicki Stolz's theory of collaborative thinking. The plan includes establishing classroom expectations of thinking before acting, respecting others, being one's best self, and collaborative problem solving. Activities include discussing safety and respect, role playing collaborative thinking scenarios, identifying and solving problems, and reflecting on showing respect through cleaning the school yard. Assessments evaluate understanding of collaboration and respect. The lesson plan aims to create a safe environment where students feel respected and value each other's ideas.
Building Better Online and Blended Classroom Discussions by DesignJason Neiffer
These are slides supporting our presentation, "Building Better Online and Blended Classroom Discussions by Design," by Jason Neiffer and Mike Agostinelli at the Extended Learning Institute at Carroll College, March 2015.
This document discusses openly sharing formative feedback among tutors, peers, and students on a social media portfolio for a Postgraduate Certificate in Academic Practice programme. It outlines the benefits of openly shared feedback, including increased engagement with feedback, opportunities for wider feedback dialogues, and a more sustainable solution than individual formative feedback from tutors. Some challenges are identified, such as students feeling uncomfortable or judged by openly shared feedback. Possible solutions are discussed, such as emphasizing the developmental nature of feedback and creating guidelines for respectful feedback.
This document discusses strategies for providing dialogic feedback to students on their writing. It presents findings from experiments conducted by several professors on using collaborative peer review and response, as well as one-on-one feedback conferences between students and teachers. Student testimony supported the value of dialogic, face-to-face feedback over solely online comments. Effective feedback focused on improving students' writing skills and engaged students as partners in the learning process.
This document outlines an agenda for a workshop on flipping the classroom. The workshop includes sessions on why to flip the classroom, how to flip different subjects, group discussions on flipping approaches, and technology tools for creating flipped content and interactive learning. Breakout sessions cover the benefits of a flipped classroom approach and moving from a flipped class to a flipped learning model. The document encourages participants to create a short video demonstrating their understanding of topics covered in the workshop.
On Course - Personal Responsiblity - Inner Voices - Wise ChoicesSarah Rach
The document discusses the concept of personal responsibility and the difference between having a victim mentality versus a creator mentality. It states that successful students adopt the role of creator, believing their choices shape their lives, while struggling students see themselves as victims of outside forces. The document provides examples of victim language like making excuses and blaming others, compared to creator language like accepting responsibility and seeking solutions. It emphasizes the importance of conscious decision making and owning one's problems rather than giving up or pretending problems belong to others.
The document discusses a student assessor's project to design a peer assessment framework for students to use to evaluate each other's work after four lessons. It describes considering current peer assessment practices and trialing the project across key stages and subjects. It discusses involving students in peer and self-assessment, focusing feedback on learning objectives, and relinquishing teacher control. Initial student concerns about peer assessment are noted. The doing section describes trialling formats with years 8 and 12 and collecting student feedback. Reflections recommend continuing structured peer feedback methods and bringing back face-to-face feedback.
Mrs. Trusty is an 11th year teacher who teaches Challenge class. She has three children and a dog named Biscuit. She loves to read mysteries, learn new things, and run long distances. The three main classroom rules are to be positive, responsible, and respectful. Students will be rewarded with dojo points that can be exchanged for prizes like candy or computer time. The class blog updates weekly on unit work like Shakespeare, bridges, and iconic America.
Christopher Allen's teaching philosophy and approach to curriculum design in a hybrid (mixed online & face to face), flipped (lectures as homework, classes as activities) environment while teaching at the Bainbridge Graduate Institute @ pinchot.EDU in the MBA in Sustainable Systems program.
Writing good peer instruction questionsPeter Newbury
Writing good peer instruction questions. Presented at the CSULA STEM Summer Institute on Active Learning in the STEM classroom.
Peter Newbury
September 2013
The document provides tips for surviving precalculus functions class taught by Mr. Jackson. It recommends doing homework before it is due to avoid falling behind, studying notes and past units for tests, getting help from Mr. Jackson who is available most of the day, studying more as extra work never hurts, utilizing classmates to study and work on worksheets together, and that following these tips will help students do absolutely fine in the class.
Making Learning Visible, a videotape recording of a group of four first quarter general chemistry students at North Seattle College working together to figure out how to represent what happens when sodium sulfate dissolves in water. Kalyn Shea Owens, Instructor. This is part of a multi-layered study of group learning captured on video then converted into slides with dialogue so students, faculty, and the state college system can share their insights about teaching, learning, and assessment. Making Learning Visible. College Teaching. tomdrummond.com
Henry wandered around his classroom upon arrival but then smiled when he saw the toy bus. He sat down on the bus, showing his familiarity and comfort with buses. His teachers plan to expand on his interest in buses by adding people and roads to the toy bus and finding related books to engage Henry and help with his transition to the new classroom. His parents are pleased that Henry is able to comfort himself and that the teachers are supporting his interests.
Josie experimented with dripping paint down a sloped piece of paper. She carefully watched as the paint drips made lines down the hill that she had formed. Her teacher observed this and took pictures, recognizing that Josie was acting as a scientist by conducting an experiment and observing the results. The teacher notes that Josie seems intrigued by the physical properties of paint and suggests exploring this further by bringing out different tools and materials for her to experiment with.
Camila y Madisyn disfrutaron jugando juntas con rampas de mármol, canicas y otros objetos. Ellas colaboraron para construir estructuras cada vez más complejas, resolviendo problemas y tratando de hacer que las cosas funcionen de nuevas maneras. Madisyn aportó mucho entusiasmo y energía positiva al juego.
The document describes Kamila, Madisyn, and Victor playing together with marble runs. They experimented by adding different ramps, cups, and tubes to change the path of the marbles. Madisyn was enthusiastic and had ideas to expand their creation. Together they problem-solved issues and collaborated to build an elaborate marble run structure. Their families observed that the children were learning skills like problem-solving, collaboration, and persistence through creative play.
Priyankaa enjoyed drawing with crayons. She used different colored crayons to draw lines and circles on paper, becoming interested in her drawing. When asked what she was drawing, Priyankaa replied she was drawing a smiley face, which she liked because her mother often drew them for her.
The parent was frustrated in the mornings as their daughter Alexia would play and ignore getting ready for school. After taking a parenting module on expressing warmth to children, the parent realized they needed to change their behavior. When the parent started showing Alexia warmth through hugs and smiles instead of demands, Alexia began listening and responding positively by eating breakfast, getting dressed, and preparing for school herself.
The children at a daycare were initially reacting angrily when other children tried to play with them. The caregivers started using positive words and actions like smiles, thumbs up, and factual descriptions of children's cooperative play to encourage positive interactions. This approach helped change the children's behavior, as they grew less frustrated with each other and started playing together more often, to the joy of both children and caregivers.
A six-year-old boy named J.C. is afraid of dogs and will be staying with friends who have a Scottish terrier puppy named Ban-righ while his mother has surgery. The author works with J.C. to help him feel more comfortable playing with Ban-righ by using positive descriptions of their interactions. Over multiple sessions, J.C.'s fear lessens as he and Ban-righ play digging, running, and training games together under the author's guidance. By the end, J.C. is able to feed Ban-righ a treat with confidence and has overcome his fear, showing he will feel comfortable during his upcoming visit.
This document discusses openly sharing formative feedback among tutors, peers, and students on a social media portfolio for a Postgraduate Certificate in Academic Practice programme. It outlines the benefits of openly shared feedback, including increased engagement with feedback, opportunities for wider feedback dialogues, and a more sustainable solution than individual formative feedback from tutors. Some challenges are identified, such as students feeling uncomfortable or judged by openly shared feedback. Possible solutions are discussed, such as emphasizing the developmental nature of feedback and creating guidelines for respectful feedback.
This document discusses strategies for providing dialogic feedback to students on their writing. It presents findings from experiments conducted by several professors on using collaborative peer review and response, as well as one-on-one feedback conferences between students and teachers. Student testimony supported the value of dialogic, face-to-face feedback over solely online comments. Effective feedback focused on improving students' writing skills and engaged students as partners in the learning process.
This document outlines an agenda for a workshop on flipping the classroom. The workshop includes sessions on why to flip the classroom, how to flip different subjects, group discussions on flipping approaches, and technology tools for creating flipped content and interactive learning. Breakout sessions cover the benefits of a flipped classroom approach and moving from a flipped class to a flipped learning model. The document encourages participants to create a short video demonstrating their understanding of topics covered in the workshop.
On Course - Personal Responsiblity - Inner Voices - Wise ChoicesSarah Rach
The document discusses the concept of personal responsibility and the difference between having a victim mentality versus a creator mentality. It states that successful students adopt the role of creator, believing their choices shape their lives, while struggling students see themselves as victims of outside forces. The document provides examples of victim language like making excuses and blaming others, compared to creator language like accepting responsibility and seeking solutions. It emphasizes the importance of conscious decision making and owning one's problems rather than giving up or pretending problems belong to others.
The document discusses a student assessor's project to design a peer assessment framework for students to use to evaluate each other's work after four lessons. It describes considering current peer assessment practices and trialing the project across key stages and subjects. It discusses involving students in peer and self-assessment, focusing feedback on learning objectives, and relinquishing teacher control. Initial student concerns about peer assessment are noted. The doing section describes trialling formats with years 8 and 12 and collecting student feedback. Reflections recommend continuing structured peer feedback methods and bringing back face-to-face feedback.
Mrs. Trusty is an 11th year teacher who teaches Challenge class. She has three children and a dog named Biscuit. She loves to read mysteries, learn new things, and run long distances. The three main classroom rules are to be positive, responsible, and respectful. Students will be rewarded with dojo points that can be exchanged for prizes like candy or computer time. The class blog updates weekly on unit work like Shakespeare, bridges, and iconic America.
Christopher Allen's teaching philosophy and approach to curriculum design in a hybrid (mixed online & face to face), flipped (lectures as homework, classes as activities) environment while teaching at the Bainbridge Graduate Institute @ pinchot.EDU in the MBA in Sustainable Systems program.
Writing good peer instruction questionsPeter Newbury
Writing good peer instruction questions. Presented at the CSULA STEM Summer Institute on Active Learning in the STEM classroom.
Peter Newbury
September 2013
The document provides tips for surviving precalculus functions class taught by Mr. Jackson. It recommends doing homework before it is due to avoid falling behind, studying notes and past units for tests, getting help from Mr. Jackson who is available most of the day, studying more as extra work never hurts, utilizing classmates to study and work on worksheets together, and that following these tips will help students do absolutely fine in the class.
Making Learning Visible, a videotape recording of a group of four first quarter general chemistry students at North Seattle College working together to figure out how to represent what happens when sodium sulfate dissolves in water. Kalyn Shea Owens, Instructor. This is part of a multi-layered study of group learning captured on video then converted into slides with dialogue so students, faculty, and the state college system can share their insights about teaching, learning, and assessment. Making Learning Visible. College Teaching. tomdrummond.com
Henry wandered around his classroom upon arrival but then smiled when he saw the toy bus. He sat down on the bus, showing his familiarity and comfort with buses. His teachers plan to expand on his interest in buses by adding people and roads to the toy bus and finding related books to engage Henry and help with his transition to the new classroom. His parents are pleased that Henry is able to comfort himself and that the teachers are supporting his interests.
Josie experimented with dripping paint down a sloped piece of paper. She carefully watched as the paint drips made lines down the hill that she had formed. Her teacher observed this and took pictures, recognizing that Josie was acting as a scientist by conducting an experiment and observing the results. The teacher notes that Josie seems intrigued by the physical properties of paint and suggests exploring this further by bringing out different tools and materials for her to experiment with.
Camila y Madisyn disfrutaron jugando juntas con rampas de mármol, canicas y otros objetos. Ellas colaboraron para construir estructuras cada vez más complejas, resolviendo problemas y tratando de hacer que las cosas funcionen de nuevas maneras. Madisyn aportó mucho entusiasmo y energía positiva al juego.
The document describes Kamila, Madisyn, and Victor playing together with marble runs. They experimented by adding different ramps, cups, and tubes to change the path of the marbles. Madisyn was enthusiastic and had ideas to expand their creation. Together they problem-solved issues and collaborated to build an elaborate marble run structure. Their families observed that the children were learning skills like problem-solving, collaboration, and persistence through creative play.
Priyankaa enjoyed drawing with crayons. She used different colored crayons to draw lines and circles on paper, becoming interested in her drawing. When asked what she was drawing, Priyankaa replied she was drawing a smiley face, which she liked because her mother often drew them for her.
The parent was frustrated in the mornings as their daughter Alexia would play and ignore getting ready for school. After taking a parenting module on expressing warmth to children, the parent realized they needed to change their behavior. When the parent started showing Alexia warmth through hugs and smiles instead of demands, Alexia began listening and responding positively by eating breakfast, getting dressed, and preparing for school herself.
The children at a daycare were initially reacting angrily when other children tried to play with them. The caregivers started using positive words and actions like smiles, thumbs up, and factual descriptions of children's cooperative play to encourage positive interactions. This approach helped change the children's behavior, as they grew less frustrated with each other and started playing together more often, to the joy of both children and caregivers.
A six-year-old boy named J.C. is afraid of dogs and will be staying with friends who have a Scottish terrier puppy named Ban-righ while his mother has surgery. The author works with J.C. to help him feel more comfortable playing with Ban-righ by using positive descriptions of their interactions. Over multiple sessions, J.C.'s fear lessens as he and Ban-righ play digging, running, and training games together under the author's guidance. By the end, J.C. is able to feed Ban-righ a treat with confidence and has overcome his fear, showing he will feel comfortable during his upcoming visit.
James is a two-year-old boy who used to frequently whine. The author noticed an improvement when she started acknowledging James and praising him every time he spoke without whining. This encouragement was challenging but resulted in a reduction of James' whining over time, as he became aware of his habit and made an effort to speak differently. Now, while James is not completely whine-free, he has greatly improved at expressing himself in a calmer way through the author's positive reinforcement.
The boys began putting stickers on the narrator's mother's new piano, fighting over the keys. To distract them, the narrator placed stickers on some keys and the boys copied. They began a game where they would call out colors and play the corresponding keys. Over time, they happily switched colors and took turns, learning and playing together in a way that respected the piano without conflicts. Since then, they have continued wanting to play together peacefully.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
Five-year-olds write a book using the pattern of Margaret Wise Brown's The Important Book. I record their discussion and the children choose a thought to illustrate. Small Group Time, tomdrummond.com
This document summarizes Pedro De Bruyckere's presentation on debunking common myths and misconceptions in education. Some of the main points made are:
1. Popular theories on learning styles and multiple intelligences are not supported by evidence according to research.
2. Percentages and models used to explain concepts like non-verbal communication and memory are often oversimplified.
3. Well-known advocates of certain theories have acknowledged limitations or evidence contradicting the theories.
4. Checking sources critically can uncover surprises and lead to reevaluating previously held beliefs in education.
This document summarizes an article about making teaching ideas stick. It discusses six traits that make ideas stick: simple, unexpected, concrete, credible, emotional, and story-based. It provides examples of teachers who have incorporated these traits into their lessons to help students better understand and remember complex concepts. The overall message is that applying these principles of "idea design" can help make any teaching idea stickier.
Five chapters in Search of a Thesis - reflecting on a research journeyElyssebeth Leigh
The document summarizes the research and practice of Dr. Elyssebeth Leigh. It discusses her areas of focus, which include adult education, games and simulations for learning, and action learning projects. It describes her dual role as both a practitioner and researcher. It provides examples from various authors on the interplay between knowledge, research, and practice. It outlines Dr. Leigh's development of a practitioner-researcher concept to describe the interconnectedness of theory and practice in her work.
This document discusses models for classroom talk and teacher moves to facilitate discussion. It describes a traditional initiation-response-feedback model and an aspirational model where the teacher responds thoughtfully. It identifies three types of questions - managerial, closed, and open - and recommends asking open questions to promote discussion. The document provides guidance on when to ask questions and suggests teacher moves like listening, digging deeper, clarifying, waiting, transferring turns, naming strategies, and evaluating responses to enhance classroom talk.
The document discusses observing systems and how we perceive things. It notes that unconscious thought shapes most of our conscious thought and that categorization is important for survival. The research project aimed to create a school culture where students see a need for algebra to express their ideas through collaboration between teachers and researchers. Over a year, lessons were observed and teachers and students were interviewed to understand how an "algebraic activity community of inquirers" could develop. The findings looked at patterns over time and contingencies between teacher and student behaviors as creativity and complex structures were supported.
Discursive Structures of Informal Critique in an HCI Design Studio colin gray
Critique has long been considered a benchmark of design education and practice, both as a way to elicit feedback about design artifacts in the process of production and as a high-stakes assessment tool in academia. In this study, I investigate a specific form of critique between peers that emerges organically in the design studio apart from coursework or guidance of a professor. Based on intensive interviews and observations, this informal peer critique appears to elicit the design judgment of the individual designer in explicit ways, encouraging peers to follow new paths in their design process, while also verbalizing often-implicit design decisions that have already been made. Implications for future research in academic and professional practice are considered.
some random/ provocative thoughts on education & pedagogy, presented at M&C seminar at LSE 5th December 2012. For the slides to make sense, here's the talk "script"/ transcript... http://www.slideshare.net/sonjaloren/pedagogy-social-good-15591645
This usesWordle in addition to a CAT (Classroom Assessment Technique), 1 minute paper, to find the deeper emotional meaning about god through interviews conducted by students in a communitycollege setting.
The document provides advice on how to earn a first class degree, emphasizing the importance of taking innovative approaches in essays such as developing original arguments, making unexpected connections between ideas, and questioning underlying assumptions. It also discusses how different disciplines have differing expectations for writing and demonstrating knowledge. Specific examples are given of students who took innovative approaches to essay topics and earned high marks as a result.
The document discusses the importance of preparation for both teachers and students in the learning process. It argues that teachers are often unprepared for class, lacking enthusiasm and power to produce desired results. Good assignments can help precipitate student thinking, provide background, and develop independent study habits. Assignments should be creative, thought-provoking, and doable. The document also provides tips for teachers to engage students, including waiting patiently for answers, affirming participation, and developing note takers.
Essay On Helping The Poor And Needy People In English - Get Do Help ...Erika Nelson
The document provides instructions for requesting writing assistance from HelpWriting.net in 5 steps:
1. Create an account with a password and valid email.
2. Complete a 10-minute order form providing instructions, sources, and deadline.
3. Review bids from writers and choose one based on qualifications.
4. Review the completed paper and authorize payment if pleased.
5. Request revisions until fully satisfied, with a refund option for plagiarism.
1. The document discusses John Dewey's early 20th century conception of reflective practice, which he saw as a way to help people develop habits of thoughtful action rather than routine behavior.
2. Dewey viewed reflective thinking as the "active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it." He outlined five phases of reflective thought: suggestion, intellectualization, guiding idea, reasoning, and hypothesis testing.
3. For Dewey, reflection allowed teachers to direct their activities deliberately based on conscious reflection rather than routine, helping them avoid becoming "slaves to routine." He saw reflection as a form of freedom from merely impulsive behavior.
The document discusses the key components of writing a good paragraph that includes a paraphrase. It states that a good paragraph will include an introductory sentence, the paraphrase itself with proper citation, and a sentence commenting on the paraphrase. It provides an example of using these components to write a paragraph with a topic sentence introducing the main idea, evidence from a source in the form of a paraphrase, and an explanation connecting the topic sentence to the paraphrase with analysis and examples. The document emphasizes beginning with a clear main point, including specific evidence from sources, and explaining the relevance and importance of the evidence.
Succeed through your failures ABRCMS 2013Steve Lee
Succeed through your failures: Learning to fail productively
Workshop at the national ABRCMS (Annual Biomedical Research Conference for Minority Students) conference in 2013
Benjamin Harrison had the first Christmas tree in the White House in 1889. This document asks which of the following was the first thing Harrison had in the White House: a poker game, dog, bowling alley, Christmas tree, or television. The correct answer is that Benjamin Harrison had the first Christmas tree in the White House in 1889.
Some myths about and some basic ingredients for education #rEDScanD17Pedro De Bruyckere
1. The document discusses 7 principles of acquiring new knowledge and skills, including that learning takes time, effort, and motivation; concentration spans are short; distributed practice is more effective than massed practice; prior knowledge is crucial; multimedia aids learning; an active approach to studying is important; and having a coherent vision for learning is beneficial.
2. It questions common assumptions about learning styles and the idea that we communicate 93% non-verbally. Research suggests these are myths not supported by evidence.
3. The author advocates applying educational research to meet students' needs, while remaining critical and open to continuing learning.
Five-year-olds illustrate their ideas using the pattern of The Important Book by Margaret Wise Brown. Associated with Small Group Time, tomdrummond.com
This document describes a teacher's personal and professional growth after completing various training modules in Connecting to Children. The teacher felt themselves growing after the first module on expressing warmth to children. Subsequent modules on playing responsively, talking informatively, and attending to initiative, cooperation and perseverance helped the teacher's strength and skills blossom fully.
Printed and folded, Judith Geil created a book for parents to share with them the Descriptive Cue Sequence from Enterprise Talk and Connecting to Children, Module D3, Talking Informatively.
Five students in a learning group in pre-college intermediate algebra work on problems of slope, a part of Making Learning Visible project Mike Nevins of Everett College and Tom Drummond and Kalyn Owens of North Seattle College.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
2. Faculty Reflections: What does it mean?
Julie Planchon Wolf
Library
David Shapiro
Philosophy
Todd Lundberg
English
Lesley Williams
Biology
Cascadia Community College
3. Todd: It felt to me that they got into a model that none of
them believed in, but they were all committed to, because
that was what was sitting in front of them.
4. David: It also felt like the interpersonal dynamics played a
huge part. Nathan was forceful and had a bunch of ideas.
The others tended to go along, “OK, I guess so. Yeah.”
5. Lesley: Did you notice Liz was cut off every single time?
She never got to contribute to the group, and she was
trying desperately to understand.
6. Lesley: I want to make clear, that at the end, their drawings
were still not completely accurate. It is really interesting
that it was left like that...
7. Lesley: …recognizing this is the first quarter chemistry and you
can’t be expected to know all levels right away. I would like to
discuss that idea: you can say that at some point, this is enough
of a foundation. You are happy they are here and don ‘t need to
be way up here.
8. Julie: It looked to me like they were put in a position to be
hungry to hear more and learn to go through the process. They
grappled with questions that set them up to better learn about
ions and ionic bonding.
9. Todd: It was interesting how much of their dialogue was about
whether something was positive or negative. They had to keep
asking each other, “So this makes it positive, right?” It seems to me
that their model gets wrong at that point.
10. David: If you were the instructor in that class, would you
want to say in the last ten minutes, “OK. That’s great, but
here is what it is really supposed to be.” ?
11. Lesley: It looks like they had it about 85% right. William had
started them on a pretty good path, but then they got really
confused with mixing up different types of bonds…
12. Julie: They were throwing all these thoughts out.
They were grappling with it.
13. Lesley: They were pulling things they had learned at some point
and trying to build a model, but it’s like building a house on sand.
It was going here, then there’s a limb, and there’s a limb on that.
They kept branching off without going back to the basics.
14. Lesley: It took the instructor to clarify — to jump in here
— and that clarified all of these things that were wrong.
15. Todd: What was interesting to me was that no one
said, “Wait a minute. I need to look at a book.”
Laughter.
21. Julie: I like how she checked on their current theories.
Todd: Right.
22. Todd: And she used that word. That was so beautiful. She
said, “So that’s your theory, right?” They had to say, “Yep.” But
they were also saying, “We’re not exactly sure.”
23. Todd: And there is a different question that takes you from
where you were to another reasonably messy place that is
closer to the physical description.
24. David: I keep thinking about how this would work in a
philosophy class. It could work that same way if they were trying
to figure out the text. What is this person is saying? What is the
argument here? “I think she said this.” “I think she said that.”
26. Lesley: It has a lot of application in math and biology. This
is exactly like what happens in the classroom. They are
reading the book. All of these ideas are coming out…
27. Lesley: …and if you say, “Define this,” they can
regurgitate it for you.
28. Lesley: But the idea of critical thinking — actually putting
it together in some sort of framework as a useable base…
30. Lesley: Yes. A useable base of knowledge, not
just these things that you are told.
31. Lesley: Someone says sodium has a plus charge. Chlorine has a
minus charge. OK. If you ask them to use that knowledge
when they see something with a plus and minus charge to
explain what happens, they can’t.
32. Lesley: So what does that say? They know how to copy an
example. The same thing happens in math. I hear them say,
“I wish they would give me a problem on the test that was straight
from the homework, because I know how to do that.”
33. Lesley: I am sure it probably happens in Philosophy and
English. You give someone a template, and they know how
to copy it, but how does it actually apply?
34. Todd: What is interesting to me is that the question, “Is that your
theory?” gets them to say what framework they are working with.
Then she offered, “What if you try a different framework?”
35. Todd: Then there is that beautiful moment when
William asked a question and Nathan went, “Oh!”
36. Todd: So the question becomes interesting to me, what
situations do you put students in, in various disciplines,
where they are going to have this kind of interaction?
37. Todd: And, an ethical question: what situations do you put
them in where they are going to be wrong? That is
essentially what you are trying to put your finger on.
38. Todd: And then another question: what do you use that is
manipulable to get a representation of an alternative
theory, so you can ask, “Is that your theory?”
39. Julie: I think this would be applicable to library instruction, in
evaluating web sites and scholarly texts, for example. It would be
interesting to watch. We do check in with the theories people
use, like she did, but the grappling process is really insightful.
40. Todd: Right. And to show it back. In my discipline we have a
topic of paragraph structure, but it’s ultimately about thinking.
It isn’t about talking about paragraph structures in what you
have read — or even your own paper. Neither is going to do it.
41. Todd: The thinking may be more like the processes involved in
using “track changes” to make a better paragraph about a topic
we are all working on together, and then go back to talk about
why it became better. You have to make arguments and come up
with some theory about what a paragraph is — what it does in an
actual, real world context — the scene matters. We are dealing
with actual material from which this knowledge is constructed.
42. Lesley: I want to know, out of this group of four, how many of
them really understood it at the very end. How many were just
going along with the group? “I don’t understand it enough to fix the
fundamental flaws of my model. I am saying I understand it, because
everybody else says they do. I am going to look over at you and draw what
you are drawing.”
43. Julie: They are grappling with thinking.
They started to approach the foundation of the house,
after all this went on, including the guided inquiry…
44. Julie: …and then they had to write it. They had
to construct an individual visualization.
45. Lesley: But they weren’t constructing an individual
visualization. A couple of people were looking at
other’s drawings…
46. Julie: Yes, but it is a different process when you have to
individually take responsibility to write it down. It is a new
plateau, especially when they weren’t 100% right.
47. Lesley: In the end drawing she had one positive charge
and one water molecule sitting next to it.
48. Lesley: In order for it to actually dissolve, it would have to
be completely coated, as Kalyn said, “They can’t find it.”
49. Todd: You are saying something that I find interesting in
looking at her practice as a teacher. She would pose a question
that led to a response that led to another question. She affirmed
what they said and went for more precision.
50. Todd: It’s like what you were saying, David, this whole
issue of right or wrong. You want them in a certain
ballpark.
51. David: But how are they going to assess this? This may be
great learning taking place, but is it going to be on the
test? “Do I know it enough to succeed on the test?”
52. Lesley: Yes, but I want to know if this was really valuable for
everybody in that group. I think two people might have
thought it was valuable; a third was participating. The fourth
person, Liz, whose words I was representing, left, I think,
with as much confusion as she came in with.
53. Julie: But that is because everybody is on a different
schedule, don’t you think? How they process and how
much time it takes to process…
54. Lesley: But when you do a group project like this when a
final answer just shows up on the table, don’t you have a
tendency to just say, “Great. Good job. Goodbye.”
55. Lesley: You don’t actually assess each person in the group.
One person can carry the whole group. You rely on that
one student to clarify everyone else’s misconceptions of it.
57. David: I’m not sure the whole discussion helped William.
He put out his idea. It was run roughshod over. He stepped
back, waited until the teacher reappeared, and
demonstrated that he understood better than any of them.
58. David: I think he might have been fairly frustrated.
“Oh, just go do your thing. I know that I am on the right
track.”
59. Lesley: The people are still trying to grapple with
this idea of bonds, and he is thinking, “When you
get there, we’ll talk again.”
60. Todd: Where this gets really interesting to me is that you
bring this back into a different scene. Instead of the scene
where you use the manipulables to figure it out, the scene
now is to take a look at this. What happened?
61. Todd: Now lets look at the picture out of your textbook,
that isn’t just 85% right, but is a fairly precise
representation what is really going on.
62. Todd: That gives the frustrated person a chance to
say, “I was frustrated.” It gives Liz a chance, if she was
still fuzzy about it…
63. David: Ok. “Then why did we just waste a half hour doing this?
Why didn’t you just tell me the right answer?”
65. Lesley: Anytime you do something like this it takes an
immense amount of time. You’re hoping that the time is
valuable. It is frustrating from a teacher’s standpoint to
give an exam question on where you did group work and a
third of the class still gets it completely wrong.
66. Lesley: “So? Where were you?”
When you do something like this, you really want to make
sure that everyone gets something out of it. You don’t
want to leave anyone behind. How do you assess that?
67. Todd: We are back to the question we started
with. How important is having the right answer?
68. Todd: I put you in this space where you jumped into the
right theory. You jumped into it in a setting where you were
interacting with three other people, and you had a teacher
poking you, asking some questions.
69. Lesley: This problem not only had a “right” answer, it
relied on knowledge and application of a lot of
theories. It is like putting the stacks on top.
70. Lesley: If you get any of those off, you won’t
be able to get here.
71. Lesley: So, Kalyn was posing, “Let me put these all
together and stack it up for you.”
72. Lesley: If some people are off way down here, all you
have to do is shove that piece back in the stack.
73. Julie: If you just lectured, instead of doing this
activity, would it have the potential to lead the
“left behind” ones to be more engaged?
74. Lesley: No. I think there was a lecture that preceded what we
saw. This was, “Now I want to see if you understand it.” This
activity is great, and it will catch at least half of the people.
My question is how do you get the other half?
75. Todd: This speaks to the stacking of pedagogies the way the
theories are stacked, too. This may be fairly early in the
stack. We are making stabs at it. We are going to come
back at it, maybe in a different group opportunity.
76. Todd: This is a viable collaborative learning situation. They
could do something in a group that they couldn’t do by
themselves: they could ask each other what is going on and
argue each other into a position.
77. Todd: Speaking in terms of outcomes, I wouldn’t expect
them to get it exactly right. What I am really looking for is
that moment of “Oh! It’s like this.”
78. Todd: In this case I don’t really care if their
pictures were wrong.
79. Julie: I understood that they had 2 weeks devoted to this.
This group activity will get them more engaged than just
lecturing at them for 2 weeks and doing it at the end.
80. Lesley: When you give people a brainteaser like this,
they really become engaged. They have a personal
investment in finding the answer.
81. Lesley: People may think they understand something, but it
isn’t until they are placed in a position of having to teach
somebody else and explain it that they go, “Ummm, I don’t
know.” Yet my question remains, how do you reasonably do
this within an 80-hour work week and bring everybody in?
82. Todd: In some ways the outcome I think Kalyn was looking
for was, “I want you to understand that what theories you stack up
matters profoundly.” That was the “Oh!”
83. Todd: Having the right answer is almost irrelevant.
What is really important is the experience of noticing
that you were applying the wrong theory.
84. Todd: What I want to go back and help people see would
be, “Did you notice how they were applying the wrong
framework and could not see what they were looking at? When
they shifted to a different framework they suddenly saw.”
87. Faculty Reflections: What does it mean?
Julie Planchon Wolf
Library
David Shapiro
Philosophy
Todd Lundberg
English
Lesley Williams
Biology
Cascadia Community College
88. Small Group Discussion
What do you see happening?
What does it mean?
You may use the white board to represent your ideas.