Strategy Sessions: Improving student engagement through active participationLearningandTeaching
Units such as counselling skills, clinical psychology or social work, are able to engage students due to the clear, practical implications for future careers. In contrast, it is often difficult to engage students in theoretically driven or statistically based units. However, increased student engagement and active learning can be promoted when more opportunities for participation and discussion are provided.
In this presentation, Nicholas Harris shares strategies for better engaging students, whether they are studying online or on campus, or studying theoretical units. Strategies include weekly reflection quizzes, increased interactive activities during tutorials and lectures, and incorporating online consultation times, serve to increase opportunities for students to ask questions and have hands-on practice with the learning materials.
Strategy Sessions: Improving student engagement through active participationLearningandTeaching
Units such as counselling skills, clinical psychology or social work, are able to engage students due to the clear, practical implications for future careers. In contrast, it is often difficult to engage students in theoretically driven or statistically based units. However, increased student engagement and active learning can be promoted when more opportunities for participation and discussion are provided.
In this presentation, Nicholas Harris shares strategies for better engaging students, whether they are studying online or on campus, or studying theoretical units. Strategies include weekly reflection quizzes, increased interactive activities during tutorials and lectures, and incorporating online consultation times, serve to increase opportunities for students to ask questions and have hands-on practice with the learning materials.
Keynote delivered by George Siemens (@gsiemens), Dragan Gasevic (@dgasevic), and Ryan Baker (@BakerEDMLab) at the 8th International Educational Data Mining Conference (EDM 2015) in Madrid, Spain on June 27, 2015
Educational data mining and learning analytics have to date largely focused on specific research questions that provide insight into granular interactions. These insights have bee abstracted to include the development of predictive models, intelligent tutors, and adaptive learning. While there are several domains where holistic or systems models have provided additional explanatory power, work around learning has not created holistic models with the level of concreteness or richness required. The need for both granular and integrated high-level view of learning is further influenced by distributed, life long, multi-spaced learning that today defines education. Drawing on social and knowledge graph theory, we propose the development of a Personal Learning Graph (PLeG) - an open and learner-owned profile that addresses cognitive, affective, and related elements that reflect what a learner knows, is able to do, and processes through which she learns best. This talk will introduce PLeG, detail required technical infrastructure, and articulate how it would interact with established learning software.
This presentation provides an overview of inquiry as an instructional strategy, the 5E learning cycle, and how elementary teachers can use these to integrate science and literacy instruction.
Presented at meeting for Supporting university students in chemistry during hybrid teaching, July 2020
video: https://www.youtube.com/watch?v=TzHdOEwVF5Y
SlideDeck for presentation as part of MEU lunchtime symposium, Dec 10, 2013; Symposium room 2 and 3, Clinical Research Centre (CRC), Block MD 11, 10 Medical Drive, Yong Loo Lin School of Medicine, National University of Singapore
Keynote delivered by George Siemens (@gsiemens), Dragan Gasevic (@dgasevic), and Ryan Baker (@BakerEDMLab) at the 8th International Educational Data Mining Conference (EDM 2015) in Madrid, Spain on June 27, 2015
Educational data mining and learning analytics have to date largely focused on specific research questions that provide insight into granular interactions. These insights have bee abstracted to include the development of predictive models, intelligent tutors, and adaptive learning. While there are several domains where holistic or systems models have provided additional explanatory power, work around learning has not created holistic models with the level of concreteness or richness required. The need for both granular and integrated high-level view of learning is further influenced by distributed, life long, multi-spaced learning that today defines education. Drawing on social and knowledge graph theory, we propose the development of a Personal Learning Graph (PLeG) - an open and learner-owned profile that addresses cognitive, affective, and related elements that reflect what a learner knows, is able to do, and processes through which she learns best. This talk will introduce PLeG, detail required technical infrastructure, and articulate how it would interact with established learning software.
This presentation provides an overview of inquiry as an instructional strategy, the 5E learning cycle, and how elementary teachers can use these to integrate science and literacy instruction.
Presented at meeting for Supporting university students in chemistry during hybrid teaching, July 2020
video: https://www.youtube.com/watch?v=TzHdOEwVF5Y
SlideDeck for presentation as part of MEU lunchtime symposium, Dec 10, 2013; Symposium room 2 and 3, Clinical Research Centre (CRC), Block MD 11, 10 Medical Drive, Yong Loo Lin School of Medicine, National University of Singapore
Using intelligent tutoring systems, virtual laboratories, simulations, and frequent opportunities for assessment and feedback, The Open Learning Initiative (OLI) builds open learning environments that support continuous improvement in teaching and learning.
One of the most powerful features of web-based learning environments is that we can embed assessment into, virtually all, instructional activities. As students interact with OLI environments, we collect real-time data of student work. We use this data to create four positive feedback loops:
• feedback to students
• feedback to instructors
• feedback to course designers
• feedback to learning science researchers
In this JumpStart Session, we demonstrate how OLI uses the web to deliver online instruction that instantiates course designs based on research and how the learning environments, in turn, support ongoing research. We will discuss the Community College Open Learning Initiative (CC-OLI) and how faculty and colleges across the country can participate in CC-OLI and the connection between CC-OLI and Washington State’s Open Course Library project.
INTRODUCTIONModule 3 Week 6 The Purpose StatementIn thiTatianaMajor22
INTRODUCTION
Module 3 Week 6: The Purpose Statement
In this course, you have learned that a final problem statement normally takes many months to develop. Yet this week, you are asked to begin to develop the purpose statement. This is not because your problem statement is finalized but because it is time for you to evaluate and practice creating the rest of the common components of the doctoral capstone. This is part of the iterative process of preparing the capstone.
Remember, though, that the assignments in this course are unlikely to be final versions of your study. The intention is to help you to understand and prepare for what you will need to write in your capstone.
The purpose statement serves as the connection between the problem being addressed and the focus of the study. Depending on the methodology, in:
· Quantitative studies, state what needs to be studied by describing two or more factors (variables) and a conjectured relationship between (among) them related to the identified gap in practice or problem;
· Qualitative studies, describe the need for increased understanding about the issue to be studied (based on the identified gap or problem); and
· Mixed-methods studies (with both quantitative and qualitative aspects), clarify how the two approaches will be used together to inform the study.
Notes on Readings
This week’s readings continue to provide information on how to review the research literature. Apply this guidance to your ongoing efforts to read and take notes interactively in the research relevant to your problem. The media and other resources, this week, will help you to develop your understanding of the purpose statement.
The reading in the Single text, this week, can help you to fine tune your system for scholarly reading and note taking via the use of your citation management software.
This week, Thomas provides detailed instructions about how to interact with, and review, the research literature. These skills are critical in your work on your doctorate.
Learning Objectives
Students will:
· Apply technological tools to find, analyze, and evaluate existing research
· Analyze purpose statements
· Apply knowledge of APA references
· Apply knowledge of doctoral study
Assignment: The Purpose and Problem Statements
Stephen King, who has written more than 50 novels—and other books that have sold hundreds of millions of copies—also wrote about how he writes. In his book, On Writing: A Memoir of the Craft, King explains that his iterative approach to writing involves writing, putting it aside, writing something else, and then returning to the first draft.
While it is unlikely you will adopt Stephen King’s ritual for draft versions, recognize that “writing drafts” are an essential part of the process. This week’s writing assignment allows you to present an improved and refined problem statement and an aligned purpose statement.
To Prepare
For this revision of your purpose and problem statements, apply what you have learn ...
ED523 Research Analysis Purpose Finding research-based instruc.docxtidwellveronique
ED523 Research Analysis
Purpose:
Finding research-based instructional practices that are applicable to your unique classroom situation can inform your practice. In this assignment you will use the ERIC database in the University Library to select an article to analyze. In Unit 3, you will write a lesson plan using what you have learned from this article about your chosen instructional technique.
Directions:
Choose one instructional method that is applicable to your unique classroom situation. This can be based on what you have learned in previous courses or from your own experience. Some suggestions can be found in the Bullmaster literature review in Unit 2.
Go to the University Library to search the ERIC, Academic Search Premier, or Professional Development Collection databases and select one full text article on your chosen instructional method. Examples of possible topics might be discovery learning, scaffolding, nonlinguistic representations, cooperative learning, etc. (This topic can also be used for your Literature Review due in Unit 6. If you find several articles of interest, you might want to save them for your Literature Review.)
Write a 2-3 page paper analyzing and reflecting on the article you read. Use the following headers and discussion questions to frame your research analysis assignment.
Research Problem:
· What are the research questions? What is the hypothesis being tested?
Literature Review/ Theoretical Framework: (This will be a summary of the author’s literature review included in the article. You will not need to create a new literature review.)
· What general field of knowledge does this study investigate? Examples could include: Research on Teacher Effectiveness, Research on Self-Reflective Learning, Research on Gender Differences in Mathematics Performance, etc.
· List three key points from the study’s literature review that help the reader understand what is already known about the subject, and the purpose of this study in light of other studies.
· Cite at least one study used by the author for each of the three points you list.
Research Design:
· Describe the research design (experimental, correlational, descriptive, etc.).
· Describe the method(s) of data collection.
· Describe the method(s) of data analysis.
· Experimental studies seek to prove cause-and-effect relationships. The role of the researcher is to introduce a change (known as a "treatment") into a situation and note the results. Collecting data in experimental studies is accomplished through observation, "counting," and measurement. The data is then analyzed by statistical methods. These studies are sometimes referred to as quantitative studies.
· Correlational studies can be descriptive or experimental, and they seek to prove a relationship between events without any manipulation of those events by the researcher. Data from correlational studies is analyzed by statistical methods.
· Descriptive or qualitative studies report and ana.
E-Portfolios and the Problem of Learning in the Post-Course Era by Randy Bass, Center for New Designs in Learning and Scholarship (CNDLS), Georgetown University
General Education 3.0 (AAC&U)
March 4, 2011
Running head: EDUCATIONAL RESEARCH 1
EDUCATIONAL RESEARCH 2
Translating Educational Research into Practice
Problem
For a long time, education research has not been able to impact classroom instructional practices and educational policies. Educational based researchers argue that their primary work is to research the various aspects of learning and teaching to then present their findings at various conferences and publishing them in different educational journals. Their busy schedule does not allow them to train practitioners (Powney & Watts, 2018). On the other hand, practitioners are busy concentrating on there, and they do not have time to review new literature. This brings up the question as to who is responsible for this gap. In the real sense, there should be a connection between the two, and both parties should play a role in bridging this gap.
Practices, Policies, and Procedures That Have Led to the Problem
There are various reasons for this persistent gap between the teaching practices that teachers use and the guidance that educational research provides. However, three of them stand out. They include the trustworthiness issue, teacher preparation issues, and the research practice issue. The trustworthiness issue comes in because much of the published educational research and disseminated to teachers, policymakers and researchers are often not good and of uneven quality. Research is incredibly demanding, and it is not always possible to choose the most appropriate methodological approach. It is essential that the methodology is applied rigorously whether it is for qualitative or quantitative research (Suter, 2012).
Teachers, on the other hand, want to provide quality education to their children. When they turn into research to aid in teaching, their main expectation is that the information they get is trustworthy. If the information is not trustworthy both the teacher and the student will fail terribly. The teachers also have to be prepared. The applicability and relevance of a research finding will be minimal if the administrators and teachers are unable to access the data, unable to develop strategies for implementing the research findings and do not understand or are unable to interpret the research findings in a meaningful and accurate manner (Fenwick, Edwards, & Sawchuk, 2012).
While teacher preparation and research trustworthiness play significant roles in determining the extent to which research informs instructional practices and educational policies, a fundamental problem is our inability to understand and identify an environment where the research findings can be applied in complex school systems as well as classrooms. While specific strategies, instructional models and approaches may be useful in a setting that is controlled, there is scanty information about the factors that impede or foster application of these modalities under varying contexts and among diverse teachers and students' pop.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
3. What words come to mind when you think of curriculum? Synonyms: course or program of study, subjects, modules (Online Thesaurus) the subjects comprising a course of study in a school or college (Online Dictionary) What words come to mind when you think of instruction? Synonyms: teaching, coaching guidance, training, preparation (Online Thesaurus) A direction or order; detailed information telling how something should be done, operated, or assembled, teaching (Online Dictionary) Curriculum and Instruction
4. Mix and Match: Curriculum and Instruction A course of study, planned by the instructor, to facilitate learning through instruction. Stop and Think: How would you define curriculum and instruction?
5. According to the IRA (International Reading Association) “Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced, curriculum to support student learning in reading and writing” (IRA Standards 2010)
6.
7. Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections.
8. Use a wide range of texts from traditional print, digital, and online resources.Elements of Standard 2: Curriculum and Instruction (IRA 2010). Continue to the next slide to learn about current issues in education that effect reading instruction.
9. Current Issues in Curriculum and Instruction NCLB (No Child Left Behind) Act Rti (Response to Intervention) Classroom Diversity New Literacies Evidence-Based Instruction Standardized Testing To Learn More: No Child Left Behind: Truths and Consequences Exploring Response to Intervention: A Growing Educational Framework for Success Understanding New Literacies for New Times: Pedagogy in Action Effective Teaching In Diverse Classrooms Notebook: Standardized Tests Stop and Think: What effects (positive or negative) have you encountered or seen based on the current issues surrounding reading instruction?
10. Practical Application for Reading Instruction Use evidence-based instruction to facilitate learning. Consider the IRA Position Statement on evidence-based instruction to inform your decisions for reading instruction in your classroom. Examples of Instruction for the classroom: Guided Reading Reading Recovery Sound Partners Project CRISS You will find more resources for information in the resource continued section of this presentation. These resources are filled with practical application for your practice. Stop and Think: What evidence-based instruction do you use? What are some other classroom activities that you use to support your evidence-based instruction?
11. Resources U.S Department of Education. Institute of Education Sciences: What Works Clearinghouse. Find What Works: Reading/Writing.Princeston, NJ. Retrieved from http://ies.ed.gov/ncee/wwc/reports/advancedss.aspx BeTheChangeFilms. (2007). No Child Left Behind: Truths and Consequences. Retrieved from http://youtu.be/hSTzLILQx3c Pearson Education. (2010). Exploring Response to Intervention: A Growing Educational Framework for Success. Retrieved from http://youtu.be/YyEkTZCAKYU Potts, Ann; Schlichting, Kathleen; Hatch, Jennifer; &Pridgen, Amy. (2010). Understanding New Literacies for New Times: Pedagogy in Action. CG Publishing. Retrieved from http://youtu.be/QcITZSlDlas Behr, Anita. (2008). Effective Teaching in Diverse Classrooms. Educational Impact. Retrieved from http://youtu.be/venm4TtOCz4 Couric, Katie. (2007) Notebook: Standardized Tests. CBS News Online. Retrieved from http://youtu.be/gKFUoxGLiiQ
12. Resources Continued American Institute for Research. (2010). Essential components of RtI – A closer look at responseto intervention. Retrieved from http://www.rti4success.org/whatisrti Bean, R.M., Heisey, N., & Roller, C.M. (Eds), (2010). Part1: Foundational Knowledge. Preparing Reading Professionals (second edition). Newark, DE: International Reading Association. Ellery, V. (2009). Creating strategic readers (second edition). Newark, DE: International Reading Association. International Reading Association. (2010). Standardsfor reading professionals – revised 2010. Newark, DE: Author. National Reading Panel. (2006). Teaching children to read: an evidence-based assessment of thescientific research literature on reading and its implications for reading instruction. Retrieved from http://www.nichd.nih.gov/publications/nrp/smallbook.cfm
Editor's Notes
Welcome to curriculum and and instruction for reading professionals. As you make your way through this power point presentation you will review the meaning of curriculum and instruction and learn about the standards for reading professionals set by the International Reading Association. Additionally, you will be able to learn more about or review current issues in education that effect reading curriculum and instruction and find practical classroom applications for reading instruction. Finally, throughout this power point presentation, you will find questions to guide your thinking and provide a means for discussion.
Consider these two questions: What words come to mind when you think of curriculum? What words come to mind when you think of instruction? Once you have finished thinking, continue clicking to see a few synonyms and the definition of these words.
In short, I have defined curriculum and instruction as a course of study planned by the instructor, facilitate learning through instruction.Stop and Think: How would you define curriculum and instruction?
The next two slides define what a reading professional must do to fulfill the standard of curriculum and instruction. Continue reading and think about the questions presented.
Reading professionals have the responsibility of using evidence-based instruction in their practice because of the success it brings to learning. The IRA Position statement includes a guide on how to determine the best means of curriculum and instructions. If you click on the link it will take the IRA’s Position Statement where you can read more about what it means to be an evidence based practitioner. Finally, I have included a few evidence-based practices and questions for you to review as you consider how to instruct your students. Just click on the links and they will take you where you need to go.
