An elementary session, continuing the conversation with school teams of admin, support and classroom teachers, of school plans for inclusion, a focus on collaboration, frameworks for learning, and moving toward co-teaching,
An elementary session, continuing the conversation with school teams of admin, support and classroom teachers, of school plans for inclusion, a focus on collaboration, frameworks for learning, and moving toward co-teaching,
TMPH Fa14 Week 5: Alternatives to LecturePeter Newbury
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Highlights From Future of Education - mSchool + DreamBox LearningDreamBox Learning
In the edWeb.net Blended Learning community’s latest webinar, Elliot Sanchez joined Dr. Tim Hudson, Senior Director of Curriculum Design for DreamBox Learning, Inc., and discussed the future of math education. Elliot, Founder & CEO of mSchool, and one of the 2014 Forbes 30 Under 30, is a leading education innovator with 14 state-funded classrooms that successfully leverage blended learning. Elliot and Tim discussed mSchool’s approach and successes, blended learning, formative assessment, meeting the diverse needs of all students, Common Core State Standards, and digital learning technologies. They provided a recap of insights from the January 22, 2014 The Future of Math Education: A Panel Discussion of Promising Practices webinar, with a focus on blended learning. That panel included NCSM President Valerie Mills, renowned math educator; author Dr. Cathy Fosnot, and past NCTM and AMTE President Dr. Francis (Skip) Fennell. Everyone interested in the success of all students in learning mathematics—educators, parents, and community members— can appreciate the valuable insights and approach to innovation from these education thought leaders.
Recognising the value of interdependence through cooperative active learningSue Beckingham
Presentation at the Practical Pedagogy Conference.
The events of the past 18 months have meant that many educators have had to adapt the way they teach and to undertake this online. For those who had already embraced active flexible learning, the transition online to some extent was made easier. In my session I will share my teaching approaches pre pandemic, during, and my plans for the coming academic year. This will demonstrate how active cooperative learning is an essential component of the student experience and one that complements both individual and competitive learning approaches.
Drawing upon Social Interdependence Theory (Brufee 1993, Johnson and Johnson 2010) I will highlight the conditions that are essential for effective cooperation and how this can help to develop students to become confident lifelong learners who are able to work both independently and collaboratively. I will also introduce the Learning Activity Smörgåsbord and the accompanying resources I am currently developing and seek feedback and further suggestions. This will then be shared with a Creative Commons licence and added to the National Teaching Repository.
Scholarly Teaching - Aims CC Keynote - Sept 2016Jeff Loats
Much like doctors should be knowledgeable about the most up-to-date methods of treating patients. Teachers should know the empirical evidence on the best teaching methods. They need to be social scientists!
Teacher training course quit keeping-usjackson9007
Find out about attaining qualified teacher status and how teacher training http://teachertrainer.com/ can help you develop the skills you need to become an effective teacher, and to achieve qualified teacher status you need to complete an teacher training course.
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
AMATYC 39th Annual Conference Friday night Ignite Event: Twenty slides are automatically advanced every 15 seconds while the speakers have exactly five minutes to share their passion!
AMATYC 39th Annual Conferene Friday night Ignite Event: Twenty slides are automatically advanced every 15 seconds while the speakers have exactly five minutes to share their passion!
TMPH Fa14 Week 5: Alternatives to LecturePeter Newbury
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Highlights From Future of Education - mSchool + DreamBox LearningDreamBox Learning
In the edWeb.net Blended Learning community’s latest webinar, Elliot Sanchez joined Dr. Tim Hudson, Senior Director of Curriculum Design for DreamBox Learning, Inc., and discussed the future of math education. Elliot, Founder & CEO of mSchool, and one of the 2014 Forbes 30 Under 30, is a leading education innovator with 14 state-funded classrooms that successfully leverage blended learning. Elliot and Tim discussed mSchool’s approach and successes, blended learning, formative assessment, meeting the diverse needs of all students, Common Core State Standards, and digital learning technologies. They provided a recap of insights from the January 22, 2014 The Future of Math Education: A Panel Discussion of Promising Practices webinar, with a focus on blended learning. That panel included NCSM President Valerie Mills, renowned math educator; author Dr. Cathy Fosnot, and past NCTM and AMTE President Dr. Francis (Skip) Fennell. Everyone interested in the success of all students in learning mathematics—educators, parents, and community members— can appreciate the valuable insights and approach to innovation from these education thought leaders.
Recognising the value of interdependence through cooperative active learningSue Beckingham
Presentation at the Practical Pedagogy Conference.
The events of the past 18 months have meant that many educators have had to adapt the way they teach and to undertake this online. For those who had already embraced active flexible learning, the transition online to some extent was made easier. In my session I will share my teaching approaches pre pandemic, during, and my plans for the coming academic year. This will demonstrate how active cooperative learning is an essential component of the student experience and one that complements both individual and competitive learning approaches.
Drawing upon Social Interdependence Theory (Brufee 1993, Johnson and Johnson 2010) I will highlight the conditions that are essential for effective cooperation and how this can help to develop students to become confident lifelong learners who are able to work both independently and collaboratively. I will also introduce the Learning Activity Smörgåsbord and the accompanying resources I am currently developing and seek feedback and further suggestions. This will then be shared with a Creative Commons licence and added to the National Teaching Repository.
Scholarly Teaching - Aims CC Keynote - Sept 2016Jeff Loats
Much like doctors should be knowledgeable about the most up-to-date methods of treating patients. Teachers should know the empirical evidence on the best teaching methods. They need to be social scientists!
Teacher training course quit keeping-usjackson9007
Find out about attaining qualified teacher status and how teacher training http://teachertrainer.com/ can help you develop the skills you need to become an effective teacher, and to achieve qualified teacher status you need to complete an teacher training course.
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
AMATYC 39th Annual Conference Friday night Ignite Event: Twenty slides are automatically advanced every 15 seconds while the speakers have exactly five minutes to share their passion!
AMATYC 39th Annual Conferene Friday night Ignite Event: Twenty slides are automatically advanced every 15 seconds while the speakers have exactly five minutes to share their passion!
International Higher Education Teaching & Learning Association - Scholarship of Teaching and Engagement, Utah Valley University, Orem, UT, January 20-22, 2015.
Jing, Embed Code, Peer Review & the CloudFred Feldon
Presentation from Ignite AMATYC, Jacksonville, FL, November 9, 2012. Improve teaching and learning with academic content in discussion boards and easy grading of open-ended assignments.
Intelligent Adaptive Learning: A Powerful Element for 21st Century Learning &...DreamBox Learning
In this webinar, Dr. Tim Hudson shares insights about leveraging technology to improve student learning. At a time when schools are exploring “flipped” and “blended” learning models, it’s important to deeply understand how to design effective learning experiences, curriculum, and differentiation approaches. The quality of students’ digital learning experiences is just as important as the quality of their educational experiences inside the classroom. Having worked for over 10 years in public education as a teacher and administrator, Dr. Hudson has worked with students, parents, and teachers to improve learning outcomes for all students. As Curriculum Director at DreamBox Learning, he provides an overview of Intelligent Adaptive Learning, a next generation technology available to schools that uses sound pedagogy to tailor learning to each student’s unique needs. This webinar focuses on how administrators and teachers can make true differentiation a reality by focusing on learning goals and strategic use of technology.
Every math educator has seen first-hand evidence that student understanding of mathematics is far from where we’d like it to be. And in the world of EdTech, educators have seen the term “adaptive learning” become increasingly popular as companies try to support student learning in mathematics with new technologies. In this kickoff webinar to launch the new Adaptive Math Learning community on edWeb.net, Dr. Tim Hudson, Senior Director of Curriculum Design of DreamBox Learning provided an overview of learning, mathematics, and adaptive technologies — and ways to separate hype from reality.
To join the Adaptive Math Learning community, all you need is a passion for ensuring the success of all students, an interest in understanding more about learning technologies, and a healthy dose of skepticism. Ultimately, the quality of digital learning is just as important as the quality of classroom learning. Both need to be adaptive. Tim explored what his hopes and aspirations are for the successful learning and math education of all students in the 21st century (or any century). He also discussed how to distinguish between hype, hope, and reality when considering the strengths and limitations of educational technologies and adaptive math technologies. View the webinar and learn what you can expect to gain from this new Adaptive Math Learning community.
Walk this Way! Active Learning Strategies for Math Instruction:
To promote student learning and engagement in an active learning environment, and make math more meaningful, hands-on activities can be incorporated into the traditional lectures. The presenter shared some active learning strategies and activities to be incorporated into the math classrooms to promote student engagement and learning.
This PowerPoint developed by Gates and Bickel outline the importance of peer tutoring and quick tips on things to keep in mind while managing a tutoring program.
This is a talk I gave last week in Toronto that was geared towards discussing PBL Math with parents and answering some of their questions about the pedagogy.
Similar to CMC3 Fall 2012 Give It All You Got V3 (20)
Increase Engagement and Authentic Assessment in Online ClassesFred Feldon
Part 2 of American Mathematical Association of Two Year Colleges (AMATYC) joint presentation with Maria Andersen, February 15, 2022. Overcome students' predilection to passivity, create a pathway to equity and develop confident, motivated students.
Tips and Strategies for the Virtual Shift of Face-to-Face Math ClassesFred Feldon
An AMATYC/NOSS/ITLC joint presentation by Fred Feldon and Paul Nolting for the American Mathematical Association of Two Year Colleges, the National Organization for Student Success, and the Innovative Teaching and Learning Committee. Tips on dealing with the transition to remote teaching and learning because of COVID-19.
ZOOM Your Way Into Online Corequisite SupportFred Feldon
"Aarrgh... I feel like I'm teaching myself!" Learn how to remove the overwhelming sense of isolation in an online corequisite course by including affective domain and having a synchronous component. Technology has now reached a point where you can finally, truly replicate the collaboration, breakout groups, peer instruction and active learning that normally takes place in the classroom.
2nd That Emotion: Support for the Affective DomainFred Feldon
Los Angeles Valley College AB 705 Math Workshop, May 17, 2019. Design principles for high-challenge, high-support curricula and pedagogy includes intentional support for students' affective needs. The non-cognitive domain plays an undeniable role in reducing students' fears and increasing students' willingness to engage with challenging tasks.
Online Implementation of AB 705 In MathFred Feldon
Third Annual Statewide California Acceleration Project (CAP) Conference 2019. Online learning is an attractive option to an ever-increasing number of diverse students. Supporting AB 705 in the online modality is a real challenge. Coastline College, with 85% purely online enrollment in math, is meeting the challenge.
2nd That Emotion_Support for the Affective DomainFred Feldon
44th Annual Conference at Disney's Coronado Springs Resort Orlando FL November 16 2018 Friday evening Ignite event. What is the "affective domain" and why is it so important for success in a math class.
Dollar-Fifty-a-Pair Socks Come in a 3-PackFred Feldon
AB 705 is placing large numbers of under-prepared students in collegiate courses. Support courses which incorporate the affective domain will increase success and retention.
Fullerton College RSI Workshop Summer 2018Fred Feldon
What is RSI (regular and substantive interaction)? What type of RSI activities are specific to online math classes? How do you provide the evidence? How does this evidence affect federal funding?
Active Learning: Success, Retention and Engagement Onsite and OnlineFred Feldon
The lecture environment and online homework systems fail to capture the reasoning and higher-level thinking skills students can bring to quantitative problems. Regular and substantive interaction, collaboration, productive struggle, and non-routine questions that stimulate discussion lead to deeper understanding of concepts, applicability, and support of students' affective needs.
End the Didactic Contract - KYMATYC Ignite EventFred Feldon
Students want help; they feel they can't learn themselves or they don't want to. Teachers want to help. But helping too much removes the cognitive demand.
Coastline College Summer Technology Institute 2017 - Engage and motivate your students with a free program for collaboration and formative assessment. Kahoot is compatible with all the devices your students bring to class (laptop, tablet, cell phone). As with everything else in the classroom, however, what's important is not the technology but the pedagogy.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How libraries can support authors with open access requirements for UKRI fund...
CMC3 Fall 2012 Give It All You Got V3
1. Give It All You Got!
Break Away from the 3R’s
To the 3C’s
Fred Feldon, Coastline CC
CMC3 South Fall Conference
Los Angeles Mission College
October 6, 2012
2. This presentation is
available for download at
http://www.slideshare.net/ffeldon/
cmc3-fall-2012-give-it-all-you-got
17. The Solution…
• Summarize, highlight and motivate; ignite a
shared intellectual endeavor; relate math
in the classroom to the real world
18. The Solution…
• Summarize, highlight and motivate; ignite a
shared intellectual endeavor; relate math
in the classroom to the real world
• Guide and direct students; community
trumps content
19.
20. The Solution…
• Summarize, highlight and motivate; ignite a
shared intellectual endeavor; relate math
in the classroom to the real world
• Guide and direct students; community
trumps content
• Monitor progress; follow 80-20 Rule
21. The Solution…
• Summarize, highlight and motivate; ignite a
shared intellectual endeavor; relate math
in the classroom to the real world
• Guide and direct students; community
trumps content
• Monitor progress; follow 80-20 Rule
• The 3 C’s !
22. The Solution…
• Summarize, highlight and motivate; ignite a
shared intellectual endeavor; relate math
in the classroom to the real world
• Guide and direct students; community
trumps content
• Monitor progress; follow 80-20 Rule
• Emphasize Communication,
Connectivity and Collaboration!
23. • Communication
- Students talk more; you talk less. In class:
mini-lectures punctuated by individual, pair or
group work and explain their answers. Online:
Respond every day but make interaction 25%
teacher-to-student and 75% student-to-student
24. Fifty Ways to Leave Your Lectern
“The ABC’s (Bloom’s Affective, Behavioral
and Cognitive goals) should be more equally
balanced.”
-- Dr. Constance Staley, Professor of
Communication, University of Colorado
25. • Communication
- Students talk more; you talk less. In class: mini-
lectures punctuated by individual, pair or group
work and explain their answers. Online: Respond
every day but make interaction 25% teacher-to-
student and 75% student-to-student
• Connectivity
- Research shows a sense of community
increases success and retention. Foster
“productive struggle,” thinking through problems
and sharing viewpoints. More illuminating for
students than hearing you do it.
26. “Productive Failure”: Why Floundering
is Good--Attempting to figure
something out on your own produces
better results than having guidance
from the very beginning.”
-- Annie Murphy Paul, Learning Theorist,
Time.com “Health & Science,” August, 2012
27. • Collaboration
- We’re all in this together. We’re all here
to help each other. The best way to learn
something is to explain it so someone else.
Blooms’ taxonomy. Incorporate peer review and
cloud computing. Advise students to ask
questions: “I or another student will reply right
away!”
28.
29.
30. “Mathematics is not a careful march
down a well-cleared highway, but a
journey into a strange wilderness,
where the explorers often get lost.”
-- W. S. Anglin, author of Mathematics: A
Concise History and Philosophy, 1994
33. Which of these are Correct Rules and which are
Mal-Rules? Explain your answer. You may give
examples.
34. In the picture below, which is the graph of the
function and which is the graph of its
derivative? Explain how you got your answer.
35. A solid wood cube, 1 foot on an edge, was
sawed into eight smaller congruent cubes.
The smaller cubes were then reassembled to
form the longest possible rectangular prism.
What is the percent change in surface area?
36. Mathematical Misfit
Which fits best: a square peg in a round hole, or
a round peg in a square hole?
To be more precise, if you take a circle and fit it
just inside a square, or take a square and fit it
just inside a circle, which fills up proportionally
more space?
37. Are -59 and (-5)9 the same,
or are they different? Explain
your answer.
38. Which is better? To get 1/3 Off the
price of an item? Or 1/3 More for
the same price?
-- Michael Tsiros, Marketing Professor, University of Miami
School of Business, 9/1/2012
Full article at http://www.twincities.com/ci_21446847/bad-
math-skills-cause-customers-miss-bargains-study
40. Educational Philosophies
Direct Instruction vs. Constructivist Learning
1. Teacher is active 1. Student is active
2. Learning is “poured” into 2. Autonomous Learning
the student by reading 3. Sources – Teacher, Peers,
or lecturing. Textbook, Library, Internet
3. Textbook Driven 4. Concrete Experience
4. Drill – Rote Memory 5. Trial and Error Learning –
5. Practice – Rote Discuss, Correct Mistakes
6. Student is observing. 6. Teacher Facilitator
Nancy Allen, Ph.D., College of Education, Qatar University, “Active
Learning Strategies and Techniques”
41. Changes – Course Goals
Direct Instruction vs. Constructivist Learning
Familiarizing students Ensuring that students learn
with key concepts how to use those
concepts
45. Changes – Teacher’s Role
Direct Instruction vs. Constructivist Learning
Dispenses information Designs and manages the
and concepts overall instructional
process
46. Changes – Student’s Role
Direct Instruction vs. Constructivist Learning
Passive recipients of Responsible for the
information and acquisition of content
content and for working
collaboratively with
other students to learn
how to use it
Larry Michaelsen, University of Oklahoma, “Getting Started With
Team-Based Learning”
47. Describing Levels and
Components of a Math-Talk
Learning Community
• What does the transformation to reform
mathematics teaching look like?
• What would such a classroom look like?
• How do teachers, along with their
students, get there?
Kimberly Hufferd-Ackles, Karen C. Fuson, and Miriam Gamoran Sherin,
Northwestern University, NCTM Journal for Research in Mathematics
Education, March 2004
48. Describing Levels and
Components of a Math-Talk
Learning Community
Shift over Levels 0-3: The classroom
community grows to support students acting
in central or leading roles and shifts from a
focus on answers to a focus on mathematical
thinking.
49. Describing Levels and
Components of a Math-Talk
Learning Community
• Level 0: Traditional teacher-directed
classroom with brief answer responses from
students
• Level 1: Teacher begins to pursue student
mathematical thinking. Teacher plays central
role in the math-talk community
50. Describing Levels and
Components of a Math-Talk
Learning Community
• Level 2: Teacher models and helps students
build new roles. Some co-teaching and co-
learning begins as student-to-student talk
increases. Teacher physically begins to move
to side or back of the room
51. Describing Levels and
Components of a Math-Talk
Learning Community
• Level 3: Teacher as co-teacher and co-
learner. Teacher monitors all that occurs, still
fully engaged. Teacher is ready to assist, but
now in more peripheral and monitoring role
(coach and assister)
57. “Mathematical reasoning in *the
real world and] workplace differs
markedly from the algorithms
taught in school.”
-- John P. Smith, Educational Psychologist,
Michigan State University
64. My Proposal:
…will engage students
and restore the sense of
enjoyment and
adventure in teaching
for you!
65. My Proposal:
…will reform the
teaching and learning
of mathematics in your
classes!
66. My Proposal:
…will increase
students’ success,
retention and your
popularity!
67. Five Guiding Principles on How
Mathematics Can
and Should be Taught
From the Co-Authors of IMACS
Institute for Mathematics & Computer
Science, 2012
http://www.eimacs.com/blog/2012/08/algebra-is-not-the-problem-part-2/
68. Five Guiding Principles on How
Mathematics Can
and Should be Taught
1. Mathematics is an important intellectual
discipline—not merely a collection of
algorithms for performing calculations.
69. Five Guiding Principles on How
Mathematics Can
and Should be Taught
2. The subject matter of mathematics is
ideas, not notation.
70. Five Guiding Principles on How
Mathematics Can
and Should be Taught
3. Mathematics is an organized body of
knowledge.
71. Five Guiding Principles on How
Mathematics Can
and Should be Taught
4. Mathematics gives us understanding
over the real world.
72. Five Guiding Principles on How
Mathematics Can
and Should be Taught
5. Mathematics is a form of artistic
expression.