This document outlines a presentation about teaching metacognition and helping students self-assess their own learning. The presentation covers key concepts of metacognition like formative feedback and building on prior knowledge. It describes tools to develop metacognitive skills like self-assessment quizzes, rubrics, and classroom response systems. Experts demonstrate a self-assessment activity using an online platform and discuss how to write effective assessment questions. The presentation emphasizes that expert knowledge can hinder teaching, and explains strategies like peer instruction to overcome this.
Change is happening in Pre-College Mathematics! Pressure is mounting to get students into certification and degree bearing tracks. The GED now demands more conceptual math understanding as well as more algebraic content. How Can Faculty Address These Shifts? After a brief overview of institutional responses, Carren Walker of Collaborative for Ambitious Mathematics presents online resources to support teachers who seek to change both content and pedagogy in their courses, with a focus on active learning and formative assessment and specific examples of tasks and approaches. Watch the Blackboard Collaborate Recording of "Transforming the Classroom through the Standards for Mathematical Practice."
Using Classroom Response Systems to Engage your Studentssdalili
The document summarizes the key points from a presentation about using clickers (student response systems) in university lectures. It discusses the benefits of clickers in increasing student engagement and interaction during lectures. It provides examples of different types of clicker questions and applications. Student perceptions of clickers from surveys are also presented, finding that clickers improved attendance and helped students evaluate their understanding. Best practices for implementing clickers are outlined.
Toward More Successful Class Discussions – Elizabeth Dzabic and John Ragan, Colorado Community Colleges Online. Presented at Desire2Learn Ignite 2013 in Westminster, Colorado
The document summarizes the results of a survey on the use of adaptive learning technology in K-12 education which found that 40% of respondents reported using adaptive learning software, with the top grades being 3-5, and that while educators saw benefits like personalized learning, there were also challenges around technology infrastructure and aligning software with pedagogical approaches.
This 3-sentence summary provides the high-level essential information about the document:
This document outlines the syllabus for the Spring 2017 semester of the IAKM 60370: Semantic Analysis Methods and Technologies course taught online at Kent State University. The 15-week course will introduce students to practical contexts, methods and tools for semantic analysis through weekly discussions, quizzes, evaluations of semantic analysis methods, and a final project modeling a semantic solution. Students will learn to critically evaluate semantic technologies and develop semantic architectures, profiles, and solutions for addressing business problems.
JiTT - Blended Learning Across the Academy - Teaching Prof. Tech - Oct 2015Jeff Loats
This document summarizes a presentation on implementing Just-in-Time Teaching (JiTT), a blended learning strategy. The presentation provides an overview of JiTT, shares data from courses that have used JiTT showing increased student preparation and performance, and offers recommendations for getting started with JiTT. Sample JiTT questions are also presented along with student responses to demonstrate how the strategy works.
Change is happening in Pre-College Mathematics! Pressure is mounting to get students into certification and degree bearing tracks. The GED now demands more conceptual math understanding as well as more algebraic content. How Can Faculty Address These Shifts? After a brief overview of institutional responses, Carren Walker of Collaborative for Ambitious Mathematics presents online resources to support teachers who seek to change both content and pedagogy in their courses, with a focus on active learning and formative assessment and specific examples of tasks and approaches. Watch the Blackboard Collaborate Recording of "Transforming the Classroom through the Standards for Mathematical Practice."
Using Classroom Response Systems to Engage your Studentssdalili
The document summarizes the key points from a presentation about using clickers (student response systems) in university lectures. It discusses the benefits of clickers in increasing student engagement and interaction during lectures. It provides examples of different types of clicker questions and applications. Student perceptions of clickers from surveys are also presented, finding that clickers improved attendance and helped students evaluate their understanding. Best practices for implementing clickers are outlined.
Toward More Successful Class Discussions – Elizabeth Dzabic and John Ragan, Colorado Community Colleges Online. Presented at Desire2Learn Ignite 2013 in Westminster, Colorado
The document summarizes the results of a survey on the use of adaptive learning technology in K-12 education which found that 40% of respondents reported using adaptive learning software, with the top grades being 3-5, and that while educators saw benefits like personalized learning, there were also challenges around technology infrastructure and aligning software with pedagogical approaches.
This 3-sentence summary provides the high-level essential information about the document:
This document outlines the syllabus for the Spring 2017 semester of the IAKM 60370: Semantic Analysis Methods and Technologies course taught online at Kent State University. The 15-week course will introduce students to practical contexts, methods and tools for semantic analysis through weekly discussions, quizzes, evaluations of semantic analysis methods, and a final project modeling a semantic solution. Students will learn to critically evaluate semantic technologies and develop semantic architectures, profiles, and solutions for addressing business problems.
JiTT - Blended Learning Across the Academy - Teaching Prof. Tech - Oct 2015Jeff Loats
This document summarizes a presentation on implementing Just-in-Time Teaching (JiTT), a blended learning strategy. The presentation provides an overview of JiTT, shares data from courses that have used JiTT showing increased student preparation and performance, and offers recommendations for getting started with JiTT. Sample JiTT questions are also presented along with student responses to demonstrate how the strategy works.
This document provides an overview of performance tasks and classroom activities for online mathematics and English language arts assessments. It defines performance tasks as portions of the test that require students to answer complex, multi-step questions about a topic. Classroom activities are administered separately before performance tasks to familiarize students with relevant topics. The document includes examples of classroom activities and performance task questions in both subjects.
AutomataTutor is a tool that grades student solutions to constructing deterministic finite automata (DFAs) and provides personalized feedback. An evaluation found that different types of feedback - binary, counterexamples, hints - affected how often students gave up on practice problems. Based on these results, the tool was improved. It was then tested successfully at the University of Reykjavik, where students found the feedback helpful for solving problems, though some feedback was occasionally confusing. The creators aim to fully deploy AutomataTutor by Fall 2014 and welcome any questions.
Using Clickers to Increase Information Literacy Outcomes in the ClassroomAnthony Holderied
The document describes a study that examined the use of clicker technology ("classroom response systems") to deliver information literacy instruction to undergraduate students. It found that students who received instruction using clickers showed greater engagement and had larger gains in information literacy learning outcomes compared to students who received traditional lecture-based instruction, as measured by pre- and post-tests. However, the study notes that technology issues can reduce the effectiveness of using clickers if the technology fails during instruction sessions.
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.
Learning Theories Group Project: Cognitive TheoryStephanie Conway
This is a group project from Team 7 in the course EME2040; fall semester, 2011. It was created to explore Cognitive Theory in an educational setting ,and stimulate thought about ways of applying this theory in the classroom.
Suppose, hypothetically, that you suddenly have to teach from home for several weeks. Or rather, several students are suddenly quarantined at home and cannot attend class. It's relatively easy to make the shift to remote teaching if you know a few tips and best practices. In fact, you might even find that teaching remotely has some pedagogies that are near impossible to adopt in a F2F classroom. Our CEO, Maria Andersen, has been using remote teaching and synchronous online teaching for a decade, and will share some tips and best practices for making your remote classes run smoothly.
This document provides a summary of an early reporting project update from July 11, 2012. It discusses a pilot program involving 521 students across 28 sections where instructors were asked to send progress notifications to students at least 3 times. Surveys found the communications were an effective way for students to receive information and prompted communication with instructors. The program will be expanded to include College 100 courses and KC Online classes. Recommendations include emphasizing notifications for all students and including specific grade information. Next steps involve increasing training options for faculty and working with campus leaders on rollout plans.
- The document provides a summary and analysis of an early reporting pilot project at a college to improve student progress notifications.
- Over 500 students and 13 instructors participated across 28 class sections. Instructors were trained and asked to send at least 3 progress notices to students.
- A survey of 106 students found that most found the emails an effective way to receive information and prompt communication with instructors.
- The college plans to expand training for instructors and use of the early reporting system based on the positive results of the pilot.
The document discusses exit tickets, which are short assessments given to students before leaving the classroom. It provides examples of different types of exit ticket prompts, including those that assess student understanding, encourage self-analysis, focus on instructional strategies, and allow open communication. The document also shares sample exit ticket surveys used in various computer science and math courses that gather feedback on course difficulty, textbook usage, tutoring utilization, and suggestions for improvement. Finally, it displays results from exit tickets administered in a database course, intro to programming course, app development course, and college algebra course.
This document summarizes a meeting about using the Critical Friends process for teacher collaboration and professional development. It defines Critical Friends as peers who provide constructive feedback to help each other improve teaching. The steps of the Critical Friends process involve a teacher presenting a lesson or student work, and participants asking reflective questions to help the presenter gain different perspectives. Effective facilitation is important to keep discussions focused on the goals of understanding student learning and informing future instruction. Research shows that teacher collaboration combined with coaching support helps teachers implement new skills in the classroom.
2021 nyu-learn - ai for academic advising, a matter of trustTinne De Laet
This document discusses using machine learning and predictive models to provide academic advising support through learning analytics dashboards. It describes prior research on developing dashboards to predict student success based on academic and personal data. The goal is to incorporate these predictive models into advising by using explainable AI techniques. A user study was conducted to evaluate an interactive advising dashboard that provides explanations for predictions. The study found the dashboard helped advisors assess students and identify improvement areas, though explanations also triggered questions about model reliability when conflicting with advisors' mental models. The document concludes interactive explainers can help apply predictive models to advising but also require attention to potential cognitive overload and ensuring explanations match advisors' understanding.
Have you ever dreamed of teaching a pre-calculus level course where the algebraic manipulation is de-emphasized and the emphasis is shifted to conceptual understanding and practical skills that directly apply to transfer classes? Learn how your wishes can come true by making simple changes around curriculum, pedagogy, and technology.
YACRS (Yet Another Classroom Response SystemUofGlasgowLTU
The document discusses using classroom response systems like YACRS to make lectures more interactive. It provides examples of how questions can be used at the start of class to assess pre-reading, as well as conceptual questions during class known as ConcepTests. Students discuss their answers with peers and then revote, allowing misconceptions to be addressed. Evaluation of using these techniques found they improved student engagement, understanding, and knowledge retention compared to traditional lectures.
Digital formative assessment tools were presented that can be used to aid formative assessment in the classroom. Formative assessment is used to monitor student progress and provide feedback, rather than determine grades. A dozen free digital tools were showcased, including Kahoot!, Google Forms, Poll Everywhere, and Socrative. General advice was provided around student privacy and tool selection based on factors like available devices, time requirements, and desired activity type.
The document discusses planning for e-learning activities. It emphasizes constructing knowledge through collaboration and allowing learners to continually reshape their understanding. Effective planning involves understanding learners' needs, available resources, proposed outcomes, and assessment methods. Tutors must facilitate scaffolding to support learners in developing skills just beyond their abilities. E-learning can incorporate virtual simulations, experiments, and social interaction to engage learners in applying higher-order thinking skills.
This document discusses Just in Time Teaching (JiTT), an evidence-based instructional strategy where students complete online pre-class assignments called "warm-ups" and the instructor modifies their lesson plan based on the student responses. Research shows JiTT improves student preparation, engagement, learning, and retention compared to traditional lecture-based methods. The presenter advocates that JiTT is easy for instructors to implement and addresses important areas often neglected in teaching like student metacognition and holding students accountable for pre-class work.
This document discusses using the SOLO (Structure of the Observed Learning Outcome) taxonomy to develop questions that require different levels of cognitive demand from students. The SOLO taxonomy categorizes questions and responses into five levels - prestructural, unistructural, multistructural, relational, and extended abstract - with each level building on the previous one and requiring deeper thinking. The document provides examples of questions at each level and guidance for teachers on developing questions that target higher levels of thinking.
Presentation by Dr Ann Ooms , Kingston University and St Georges, University of London, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The presentation provides and overview of the findings from the HEA Pathfinder Project 'Rapid Reaction and Response' concerning the use of mobile classroom technologies to enhance feedback.
Assessing Student Self-Assessment: An Additional Argument for Blended Learnin...Fabio R. Arico'
This paper, by comparing and contrasting between two different formative assessment protocols used in a first year undergraduate module, investigates the formation of student self-assessment skills. We operationalise the concept of self-assessment skills by measuring the relationship between student attainment and student confidence in their own performance. We find that, whilst this understanding of student confidence is related to attainment levels, there is a significant asymmetry across the two protocols adopted. Independent of the formative assessment type, high-attainment students display a consistent positive association between confidence and attainment. In contrast, low-attainment students display a relationship between confidence and attainment in only one of the two formative assessment set-ups. We conclude that self-assessment skills are tied to the assessment format.
Student self assessment and data driven processes with studentsgnonewleaders
The document outlines steps for implementing student self-assessment, including using data walls to provide students feedback on their progress, having students track their own exit ticket and test data to monitor performance over time, and setting SMART goals for improvement based on analysis of their performance data. Key aspects of the process include making assessment data visible and explicit to students, providing regular opportunities for students to review and discuss their performance with teachers and peers, and establishing a cycle where students set goals, track subsequent performance, and reset goals based on results.
This document provides an overview of performance tasks and classroom activities for online mathematics and English language arts assessments. It defines performance tasks as portions of the test that require students to answer complex, multi-step questions about a topic. Classroom activities are administered separately before performance tasks to familiarize students with relevant topics. The document includes examples of classroom activities and performance task questions in both subjects.
AutomataTutor is a tool that grades student solutions to constructing deterministic finite automata (DFAs) and provides personalized feedback. An evaluation found that different types of feedback - binary, counterexamples, hints - affected how often students gave up on practice problems. Based on these results, the tool was improved. It was then tested successfully at the University of Reykjavik, where students found the feedback helpful for solving problems, though some feedback was occasionally confusing. The creators aim to fully deploy AutomataTutor by Fall 2014 and welcome any questions.
Using Clickers to Increase Information Literacy Outcomes in the ClassroomAnthony Holderied
The document describes a study that examined the use of clicker technology ("classroom response systems") to deliver information literacy instruction to undergraduate students. It found that students who received instruction using clickers showed greater engagement and had larger gains in information literacy learning outcomes compared to students who received traditional lecture-based instruction, as measured by pre- and post-tests. However, the study notes that technology issues can reduce the effectiveness of using clickers if the technology fails during instruction sessions.
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.
Learning Theories Group Project: Cognitive TheoryStephanie Conway
This is a group project from Team 7 in the course EME2040; fall semester, 2011. It was created to explore Cognitive Theory in an educational setting ,and stimulate thought about ways of applying this theory in the classroom.
Suppose, hypothetically, that you suddenly have to teach from home for several weeks. Or rather, several students are suddenly quarantined at home and cannot attend class. It's relatively easy to make the shift to remote teaching if you know a few tips and best practices. In fact, you might even find that teaching remotely has some pedagogies that are near impossible to adopt in a F2F classroom. Our CEO, Maria Andersen, has been using remote teaching and synchronous online teaching for a decade, and will share some tips and best practices for making your remote classes run smoothly.
This document provides a summary of an early reporting project update from July 11, 2012. It discusses a pilot program involving 521 students across 28 sections where instructors were asked to send progress notifications to students at least 3 times. Surveys found the communications were an effective way for students to receive information and prompted communication with instructors. The program will be expanded to include College 100 courses and KC Online classes. Recommendations include emphasizing notifications for all students and including specific grade information. Next steps involve increasing training options for faculty and working with campus leaders on rollout plans.
- The document provides a summary and analysis of an early reporting pilot project at a college to improve student progress notifications.
- Over 500 students and 13 instructors participated across 28 class sections. Instructors were trained and asked to send at least 3 progress notices to students.
- A survey of 106 students found that most found the emails an effective way to receive information and prompt communication with instructors.
- The college plans to expand training for instructors and use of the early reporting system based on the positive results of the pilot.
The document discusses exit tickets, which are short assessments given to students before leaving the classroom. It provides examples of different types of exit ticket prompts, including those that assess student understanding, encourage self-analysis, focus on instructional strategies, and allow open communication. The document also shares sample exit ticket surveys used in various computer science and math courses that gather feedback on course difficulty, textbook usage, tutoring utilization, and suggestions for improvement. Finally, it displays results from exit tickets administered in a database course, intro to programming course, app development course, and college algebra course.
This document summarizes a meeting about using the Critical Friends process for teacher collaboration and professional development. It defines Critical Friends as peers who provide constructive feedback to help each other improve teaching. The steps of the Critical Friends process involve a teacher presenting a lesson or student work, and participants asking reflective questions to help the presenter gain different perspectives. Effective facilitation is important to keep discussions focused on the goals of understanding student learning and informing future instruction. Research shows that teacher collaboration combined with coaching support helps teachers implement new skills in the classroom.
2021 nyu-learn - ai for academic advising, a matter of trustTinne De Laet
This document discusses using machine learning and predictive models to provide academic advising support through learning analytics dashboards. It describes prior research on developing dashboards to predict student success based on academic and personal data. The goal is to incorporate these predictive models into advising by using explainable AI techniques. A user study was conducted to evaluate an interactive advising dashboard that provides explanations for predictions. The study found the dashboard helped advisors assess students and identify improvement areas, though explanations also triggered questions about model reliability when conflicting with advisors' mental models. The document concludes interactive explainers can help apply predictive models to advising but also require attention to potential cognitive overload and ensuring explanations match advisors' understanding.
Have you ever dreamed of teaching a pre-calculus level course where the algebraic manipulation is de-emphasized and the emphasis is shifted to conceptual understanding and practical skills that directly apply to transfer classes? Learn how your wishes can come true by making simple changes around curriculum, pedagogy, and technology.
YACRS (Yet Another Classroom Response SystemUofGlasgowLTU
The document discusses using classroom response systems like YACRS to make lectures more interactive. It provides examples of how questions can be used at the start of class to assess pre-reading, as well as conceptual questions during class known as ConcepTests. Students discuss their answers with peers and then revote, allowing misconceptions to be addressed. Evaluation of using these techniques found they improved student engagement, understanding, and knowledge retention compared to traditional lectures.
Digital formative assessment tools were presented that can be used to aid formative assessment in the classroom. Formative assessment is used to monitor student progress and provide feedback, rather than determine grades. A dozen free digital tools were showcased, including Kahoot!, Google Forms, Poll Everywhere, and Socrative. General advice was provided around student privacy and tool selection based on factors like available devices, time requirements, and desired activity type.
The document discusses planning for e-learning activities. It emphasizes constructing knowledge through collaboration and allowing learners to continually reshape their understanding. Effective planning involves understanding learners' needs, available resources, proposed outcomes, and assessment methods. Tutors must facilitate scaffolding to support learners in developing skills just beyond their abilities. E-learning can incorporate virtual simulations, experiments, and social interaction to engage learners in applying higher-order thinking skills.
This document discusses Just in Time Teaching (JiTT), an evidence-based instructional strategy where students complete online pre-class assignments called "warm-ups" and the instructor modifies their lesson plan based on the student responses. Research shows JiTT improves student preparation, engagement, learning, and retention compared to traditional lecture-based methods. The presenter advocates that JiTT is easy for instructors to implement and addresses important areas often neglected in teaching like student metacognition and holding students accountable for pre-class work.
This document discusses using the SOLO (Structure of the Observed Learning Outcome) taxonomy to develop questions that require different levels of cognitive demand from students. The SOLO taxonomy categorizes questions and responses into five levels - prestructural, unistructural, multistructural, relational, and extended abstract - with each level building on the previous one and requiring deeper thinking. The document provides examples of questions at each level and guidance for teachers on developing questions that target higher levels of thinking.
Presentation by Dr Ann Ooms , Kingston University and St Georges, University of London, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The presentation provides and overview of the findings from the HEA Pathfinder Project 'Rapid Reaction and Response' concerning the use of mobile classroom technologies to enhance feedback.
Assessing Student Self-Assessment: An Additional Argument for Blended Learnin...Fabio R. Arico'
This paper, by comparing and contrasting between two different formative assessment protocols used in a first year undergraduate module, investigates the formation of student self-assessment skills. We operationalise the concept of self-assessment skills by measuring the relationship between student attainment and student confidence in their own performance. We find that, whilst this understanding of student confidence is related to attainment levels, there is a significant asymmetry across the two protocols adopted. Independent of the formative assessment type, high-attainment students display a consistent positive association between confidence and attainment. In contrast, low-attainment students display a relationship between confidence and attainment in only one of the two formative assessment set-ups. We conclude that self-assessment skills are tied to the assessment format.
Student self assessment and data driven processes with studentsgnonewleaders
The document outlines steps for implementing student self-assessment, including using data walls to provide students feedback on their progress, having students track their own exit ticket and test data to monitor performance over time, and setting SMART goals for improvement based on analysis of their performance data. Key aspects of the process include making assessment data visible and explicit to students, providing regular opportunities for students to review and discuss their performance with teachers and peers, and establishing a cycle where students set goals, track subsequent performance, and reset goals based on results.
Set Your Goals And Take Action, 16 Febguest27f8ddf
1. An action plan is a written document that outlines goals, objectives, actions, resources, and timeline to accomplish goals over a specified period.
2. Developing an action plan helps organize work, stay focused, prioritize tasks, and avoid procrastination. It also allows for evaluating progress and making adjustments.
3. Key components of an action plan include objectives, specific actions to achieve objectives with deadlines, required resources, and methodology for monitoring progress and revising the plan.
The document introduces the Strong Classrooms Self-Assessment, which contains evidence-based areas that can lead to critical conversations at schools about improving student literacy achievement. The self-assessment is designed to be non-punitive and encourage positive, collaborative practice among teachers. It covers four key areas and guides teachers through self-reflecting and rating their performance, with the aim of identifying goals and collaborating with others to support professional growth. The ultimate goal is to empower teachers and help children through strengthening classroom practices.
This document discusses self-assessment as a cornerstone of learner autonomy and successful learning. It defines self-assessment and outlines different types including assessment of specific performances, general competence, goal-setting, and socioaffective assessment. The document provides guidelines for self-assessment and examples of practical classroom activities to develop learner autonomy through self-assessment techniques.
The document outlines the key district initiatives and SMART goals for the 2013-14 school year for Dunlap School District 323. The Superintendent's goals are to continue aligning the district to Baldrige performance criteria and conduct reviews of district SMART goals. The Assistant Superintendent of Operations' goals are to review an efficiency study and ensure support services are engaged in continuous improvement. The Assistant Superintendent of Curriculum and Instruction's goals are focused on Common Core implementation and developing common assessments.
The document provides advice and words of encouragement. It suggests that one should not compare themselves to others and that problems come with solutions. It also notes that every successful person has faced difficulties and painful stories, but were able to turn things around. The document encourages taking action now to create a successful ending rather than dwelling on past mistakes or things outside of one's control.
Margaret Penner has three professional nursing goals: to become an expert bedside nurse providing competent and compassionate evidence-based care through teamwork and relationships with patients; to affect positive change in her unit and institution through patient advocacy and championing evidence-based interventions and resources to improve patient safety, satisfaction and outcomes; and to promote women's health and provide cancer care to female patients by becoming a nurse practitioner specializing in oncology.
In this file, you can ref useful information about nursing performance appraisal examples such as nursing performance appraisal examples methods, nursing performance appraisal examples tips, nursing performance appraisal examples forms, nursing performance appraisal examples phrases … If you need more assistant for nursing performance appraisal examples, please leave your comment at the end of file.
This document outlines the goals of clinical nursing education, which include applying theoretical learning to patient care situations, developing communication skills, demonstrating safe nursing interventions, showing caring behaviors, considering ethics, and experiencing various nursing roles. It discusses challenges students face in transitioning from classroom to clinical settings and the role of clinical instructors in addressing these issues. Specifically, it explores helping students reduce anxiety, enhance critical thinking, improve communication skills, and learn to integrate caring, technical skills, and intellectual components of nursing.
The document outlines several goals and strategies for clinical nursing education, including:
1) Applying theory to patient care, communicating effectively, performing safe interventions, and exhibiting caring behaviors.
2) Setting clear expectations for students and providing structure to assist with accountability, responsibility, and professionalism.
3) Employing various teaching strategies like demonstrations, questioning, case studies, and reflective journaling to promote critical thinking and learning.
4) Guiding students' clinical experiences through establishing goals and objectives for each experience.
Assessment Power Point Presentation 10 10 2010lggvslideshare
Example of Professional Development Workshops designed to expand upon teacher expertise, enrich the learning environment, and better understand the whole child.
The nursing process is a systematic method for planning and providing nursing care to patients. It involves five interrelated phases: assessment, diagnosis, planning, implementation, and evaluation. Assessment is the first phase and involves collecting subjective and objective data about the patient's health status through various techniques like inspection, palpation, percussion, and auscultation. The data is then organized, validated, and documented to form the patient's database which provides the basis for determining the patient's diagnoses, developing a care plan, and evaluating outcomes.
The document discusses using technology to support student learning. It outlines several principles of good teaching practice, including encouraging student-staff contact, active learning, and high expectations. It also discusses various technologies that can impact student learning, such as clickers, blogs, wikis, and peer/self-assessment tools. Turnitin software is mentioned as a way to help identify plagiarism.
A day-long workshop conducted with the faculty of Wheelock College on June 27, 2014
Companion website is located at
https://northeastern.digication.com/blened_learning_workshop
This document summarizes a slideshow on increasing student engagement. It discusses five levels of student engagement from passive compliance to authentic engagement. It also covers types of classrooms, factors that influence student achievement, and standards for an engaged "WOW" school. The document provides discussion questions and activities to help teachers reflect on engagement levels and motivate students.
This document discusses teaching metacognition to help students self-assess their own learning. It explains that metacognition involves awareness of one's thinking and reasoning processes during learning. The document outlines why teaching metacognition is important, as students often overestimate their abilities and lack necessary skills. It recommends three critical steps: reminding students ability can improve, stressing goal-setting and evaluation, and providing practice monitoring learning. Several metacognitive tools and activities are presented, like quizzes, rubrics and response systems, with examples of how to implement them.
Dillard University Bloom's Taxonomy and Assessment 2010 Dr. Saundra Yancy Mcg...Dillard University Library
The document provides an overview of Bloom's Taxonomy, which classifies learning objectives into different cognitive levels (Remember, Understand, Apply, Analyze, Evaluate, Create), as well as affective (Valuing, Organizing) and psychomotor (Perception, Set, Guided Response, Mechanism) domains. It discusses how understanding and applying Bloom's Taxonomy can help students learn more effectively by focusing on higher-order thinking skills and metacognition. Several examples are given of writing learning objectives at different cognitive levels.
The document discusses the Powerful Learning Process (PLP) used at Red Beach School to promote deep learning and thinking. It provides context on how the PLP was developed and embedded in the school's vision and teaching practices. Key aspects of the PLP include using a learning hub to reflect on and make sense of new information, embedding different thinking skills and strategies, and supporting learners' development through student self-assessment and teacher pedagogy.
The Mindful Instruction Librarian and the "One-Shot"Meredith Farkas
The document summarizes a presentation by Meredith Farkas on moving beyond one-shot library instruction sessions. It discusses limitations of the one-shot model and alternatives like flipped instruction, workshops, and embedding instruction into courses. Farkas emphasizes building relationships with faculty, participating in curriculum development, and creating learning objects like tutorials. She provides examples from her work at Portland Community College developing information literacy outcomes and collaborating with developmental education faculty. The presentation also covers reflective practice, communities of practice among librarians, and implications of the Framework for Information Literacy.
The following series of questions are typically asked of educators
using audience response systems (aka “clickers”) to choose their answers.
Then there is a discussion comparing what the research suggests and
what the educator’s experience has been.
The document discusses the Powerful Learning Process (PLP) developed by Red Beach School in New Zealand to promote deep learning and thinking. It provides context on how the PLP fits into the school's vision and curriculum. Key aspects of the PLP include embedding thinking at different levels, using a "hub" to deepen understanding, and supporting learners' development through progression models and pedagogical understanding.
This document discusses strategies for increasing student engagement through integrating substantive student conversations, visual literacy, and higher-order questioning. It provides examples of turn and talk activities, graphic organizers, and advance organizers that teachers can use to visually represent information and facilitate student discussions. The goal is to get students actively involved in learning through interpreting images, organizing and sharing their understanding with peers, and responding to open-ended questions.
The document discusses developing metacognitive skills in students. It defines metacognition as a person's conscious awareness and control of their thinking process. The presenter aims to help teachers understand metacognition, provide strategies to incorporate it into any subject, and gradually release responsibility to students. Specific strategies discussed include think-alouds, modeling, and asking key questions to help students make connections, visualize, infer, monitor comprehension, and more. The goal is for students to become active, independent learners.
This document discusses developing tools to facilitate effective online discussions. It recommends establishing clear guidelines for student participation, including expected quantity and quality of posts. Instructors should model discussion participation by asking Socratic questions and providing feedback. Rubrics can be used to assess student posts and provide guidance on areas for improvement. The goal is to move students beyond simple agreement posts and encourage critical thinking through probing questions and substantive discussion.
This document provides an overview of a conference session on educational roles and pedagogical approaches. It discusses moving away from more traditional teacher-driven approaches focused on memorization and compliance towards approaches emphasizing problem-solving, learning to learn, co-creation and risk-taking to better prepare students for the 21st century.
This document summarizes a presentation on effective online discussions. It covers tips for planning discussions, the importance of instructor presence, using provocative questions, and case studies. Planning involves setting clear learning objectives. The community of inquiry model and Bloom's taxonomy can help design activities. Facilitation requires summarizing, moderating, guiding, and troubleshooting. Provocative questions apply Socratic techniques. A sample case study outlines objectives for a student-led psychology discussion.
The document discusses methods for teaching critical thinking skills in the classroom. It recommends using lesson plans that anticipate, build, and consolidate knowledge. Teachers should ask high-order questions that require applying concepts rather than just recalling facts. An effective classroom environment models thinking, challenges students to think independently, and uses techniques like cooperative learning. The goal is to encourage students to ask questions, apply what they learn, and debate ideas rather than just memorizing information.
Technology and Assessment Presentation - ISTE 2016Andrew Miller
This document discusses using technology to enhance assessment of student learning. It outlines 5 pillars for assessment and technology: alignment, story, feedback, authenticity, and differentiation. Formative assessments are used to improve instruction and provide student feedback, while summative assessments measure competency. Technology can enhance assessments through creativity, authentic tasks, choice, application, and curating. The document emphasizes establishing learning purposes, checking for understanding, providing useful feedback, and feeding student performance forward into instruction. It provides examples of how digital tools can support these assessment processes.
An Overview of Selected Learning Theories about Student LearningSanjay Goel
1. The document discusses several learning theories and frameworks including Bloom's Taxonomy, SOLO Taxonomy, and Perry's model of intellectual development. It also summarizes various studies on how students learn and what skills they develop through different educational experiences like projects, lectures, and exams.
2. Bloom's Taxonomy categorizes cognitive skills into remembering, understanding, applying, analyzing, evaluating, and creating. Studies found exams mostly tested lower-order skills while projects better developed higher-order skills.
3. The SOLO Taxonomy describes how student responses integrate information from being disconnected bits to coherent wholes as understanding increases.
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2. Teaching Metacognition
Helping Students Self-Assess
Their Own Learning
Jim Wentworth & Ava Wolf
Center for Innovation in Teaching and Learning
http://citl.illinois.edu
University of Illinois at Urbana-Champaign
4. Outcomes:
Describe the concepts and value of developing
metacognitive skills
Identify methods for developing and supporting self-
learners
Demonstrate learning assessment techniques through
hands on activities
Describe and demonstrate an approach to classroom
response systems and peer instruction
9. Why Teach Metacognition?
Not all students enter the
university with the
necessary skills to succeed
in their chosen discipline.
10. There is almost no
relationship between how well
students think they know
material and how well they
perform on an exam.
Plotnik & Kouyoumdijan, 2011
11. Over the past four decades there has been a dramatic
rise in the number of freshman students that rate
their abilities
above average.
13. Why Teach Metacognition?
By teaching metacognitive skills we
can help students to overcome any
bad study habits and gaps in their
understanding and we can
encourage them to assume
responsibility for their own learning.
14. Helping students to recognize and retain what
they’ve learned
Helping students compare their
understanding to that of their classmates
Helping students review and assess their
work against a set of stated expectations
Student Benefits
15. Making Learning Transparent
Provide clearly stated learning outcomes or
assignment objectives
Use grading rubrics that align with objectives
Have students help create self-assessment
quiz questions
Discuss Bloom’s taxonomy with students
19. Key Ideas
Building off of prior knowledge is
essential for all learning
Formative feedback is necessary for
students to address their own
weaknesses
Expert knowledge can get in the way
of teaching
20. Think about your own thinking
What works for you? How do you gain
understanding of new concepts?
What tools or tricks work for you to
remember and recall information
when needed?
21. In your mind, follow your travels
from home to work and see what
associations are triggered.
What comes to mind as you
imagine yourself traveling this
route?
22. How do people learn?
Please write your first idea or thought on
a piece of paper
23. How do people learn?
Then add your response to the list at
pollev.com/metacognition
24.
25. If learning involves attaching and
integrating new information and
ideas to existing knowledge
structures in the brain,
then . . .
27. Which letter below would be
most associated with motor function?
respond at PollEv.com/metacognition
28. Which letter below would be
most associated with motor function?
respond at PollEv.com/metacognition
The 4 letters
Represent:
Frontal Integrative
cortex
Premotor and Motor
Sensory and
Postsensory
Temporal
Integrative Cortex
29. Which letter would be
most associated with reflection?
respond at PollEv.com/metacognition
30. Which letter below would be
most associated with reflection?
respond at PollEv.com/metacognition
The 4 letters
Represent:
D = Frontal
Integrative cortex
A = Premotor and
Motor
B = Sensory and
Postsensory
C = Temporal
Integrative Cortex
31. Important functions of the
cortex
Matching stages of the
experiential learning cycle
The sensory cortex receives
information from the outside world
Matches with the common definition of
concrete experience
The temporal integrative cortex
integrates sensory information to
create images and meaning
Matches what happens during reflection,
for example remembering relevant
information, free association & mentally
reviewing experiences
The frontal integrative cortex is
responsible for short term memory,
problem solving, making decisions
and directing action.
Matches well with the generation of
abstractions, which requires manipulation
of images and language to create new
arrangements
The motor cortex directly triggers all
coordinated and voluntary muscle
contractions by the body
This matches with the necessity for action
in the completion of the learning cycle.
Active testing of abstractions requires
conversion of ideas into physical action.
37. Key Ideas
Building off of prior knowledge is
essential for all learning
Formative feedback is necessary for
students to address their own
weaknesses
Expert knowledge can get in the way
of teaching
38. Key Ideas
Building off of prior knowledge is
essential for all learning
Formative feedback is necessary for
students to address their own
weaknesses
Expert knowledge can get in the way
of teaching
39. Next we’ll focus on the use of
online self-assessment quizzes
for providing formative feedback
Shifting Gears
40. Formative Feedback
Helps students identify their
strengths and weaknesses and
target areas that need work
Helps faculty recognize where
students are struggling to
address problems immediately
41. Show of hands
How many of you currently
use online assessments in
some form?
42. Online Self-Assessment
Use LMS to deliver online quizzes
Computer scoring provides
immediate results for students,
and comprehensive feedback
Question Pools to store and reuse
questions
Item analysis in Blackboard
43. Question types in Blackboard that allow
for immediate scoring and feedback?
Multiple Choice
Fill in the Blank
True / False & Either / Or
Calculated Numeric
Jumbled Sentence
Matching
Multiple Answers
Opinion Scale / Likert
45. Revealing Unknown Unknowns
McGraw Hill’s LearnSmart system attempts to reveal to students
their lack of awareness of unknown content by asking them to
evaluate their confidence before responding to each question
46. “Ignorance more frequently begets
confidence than does knowledge”
- Charles Darwin
c
The system tracks the responses along with the level of confidence to
reveal those questions that students don’t realize they do not know.
Revealing Unknown Unknowns
50. Formative Feedback Tips
Questions align with objectives
Provide good distractors – key into
common misconceptions
Use images to help support recall
Specific mention of related readings
Links to additional information online
Capitalize on “emotion” of moment
51. Pair and Share Worksheet Activity:
-- identify one learning outcome, and
-- create one multiple choice, self-
assessment question with distractors
and substantive feedback .
When completed share your question
with another group – pass to the right.
53. Key Ideas
Building off of prior knowledge is
essential for all learning
Formative feedback is necessary for
students to address their own
weaknesses
Expert knowledge can get in the way
of teaching
54. Key Ideas
Building off of prior knowledge is
essential for all learning
Formative feedback is necessary for
students to address their own
weaknesses
Expert knowledge can get in the way
of teaching
59. Principles of Expertise
Experts notice meaningful patterns of
information
Experts organize content knowledge in
ways that reflect a deep understanding
Experts are able to flexibly retrieve rules,
principles and applications
Experts can transfer knowledge beyond
the original context
60. Show of hands
How many viewed at least some of
Confessions of a Converted Lecturer?
61. Confessions of a Converted
Lecture
Switch to media file to watch eight
minute excerpt
62. Mazur’s Key Points
The better you know something the
more difficult it is to teach the beginner
Much of our learning takes place
outside of the classroom
Education is not just the transfer of
information, it also requires assimilation
Teach by asking, not by telling
63. Poll Everywhere question
What are some of the building block
concepts in your discipline?
respond at PollEv.com/metacognition
65. Return to poll everywhere results – What
are some of the building block concepts in
your discipline?
Form into groups and write at least one
good polling question that would help
students in the classroom to gauge their
understanding of one of these difficult
ideas.
66. Add your polling question to Poll
Everywhere for display and archiving
respond at PollEv.com/metacognition
70. Key Ideas
Building off of prior knowledge is
essential for all learning
Formative feedback is necessary for
students to address their own
weaknesses
Expert knowledge can get in the way
of teaching
71. Key Ideas
Building off of prior knowledge is
essential for all learning
Formative feedback is necessary for
students to address their own
weaknesses
Expert knowledge can get in the way
of teaching
72. Questions?
Feel free to e-mail us:
arwolf@illinois.edu
jwentwor@illinois.edu
Online course materials and resources available at:
compass2g.illinois.edu
The mind is not a vessel to be filled, but a fire to be kindled
- Plutarch
Individual introductions and background of speakers
schedule
Stated outcomes of today’s presentation
Additional ideas for this presentation are drawn from the book The Art of Changing the Brain: Exploring the Practice of Teaching by Exploring the Biology of Learning by James Zull
Switch display to pull up Poll Everywhere page with first poll instructions displayed. Give them time to connect with their preferred advice and hints about how to connect for additional polls.
Poll everwhere poll – respond at pollev.com/metacognition, limited to 40 responses, no repeats please, switch to browser view to see incoming poll results
Pull together key terms to arrive at a definition
Source = Does confidence really breeds success? William Kremer BBC News Magazine – analysis by Twenge, campbell and gentile.http://www.bbc.co.uk/news/magazine-20756247The Dunning–Kruger effect is a cognitive bias in which unskilled individuals suffer from illusory superiority, mistakenly rating their ability much higher than average. This bias is attributed to a metacognitive inability of the unskilled to recognize their mistakes.Actual competence may weaken self-confidence, as competent individuals may falsely assume that others have an equivalent understanding. David Dunning and Justin Kruger of Cornell University conclude, "the miscalibration of the incompetent stems from an error about the self, whereas the miscalibration of the highly competent stems from an error about others".
Discuss my use of Blooms in the classroom – benefits of introducing students to this taxonomy
Some examples of metacognitive activities. We’ll only go into detail on a couple of these, but there are additional examples available within the Blackboard course.Highlight Journals and blogs and being up the importance of having students document new material using their own language.
Not all activities are appropriate for all teaching environments. Blended course offer the best opportunity to explore most of these activities.
So we’ve introduced you the concept and basic practices of metacognition. As we progress through the rest of the talk we’ll be focusing on these three key ideas. If you remember nothing else from today, focus on these key ideas.
Explore the process your mind goes through as you consider these questions. Where did these skills come from, how were they developed? It can be difficult to watch this activity within yourself – let’s try a little more of a concrete example.
Personally I usual take my bike, so I immediately think of the feel of the wind across my face and the roughness of the brick road that I live on. If I picture myself driving, my first association or memory is to watch out for the neighbor boy as I back out of the driveway. Selecting a radio station is another association that comes up right away.
Start by having them put their thoughts on paper
Build up a list of responses as they are coming in from Poll Everywhere.Discuss the process of evaluating their written responses in comparison to the list of answers displayed. Does this new information trigger a different response, does it affirm their original thinking?At it’s core learning involves attaching and integrating new information and ideas to existing knowledge structures in the brain, memorizing a term or formula is not the same as learning. Later in the presentation we’ll hear Professor Mazur discuss knowledge transfer and knowledge assimilation. Without this assimilation piece, we can’t really say that learning has happened.
One model of learning – we take in concrete experience and reflect on the experience to create meaning, we then use that meaning to develop abstract hypotheses and then we act upon our hypothesis which creates new output in the form of more experience for us to absorb.
Lack of biology disclaimer – no science backgroundNeuroscience has helped us determine some of the brain functions that occur during learning.
First let’s review what you already know about the brainDisplay and discuss results – if everyone agrees A is the correct answer, then we can move on.
But if there is disagreement in the polling responses, then display this next slide and use this as an example of scaffolding intended to help elicit prior knowledge
Add list from page 21 here
The learning cycle arises naturally from the structure of the brain.
Start with a brief story about using the idea of a duck to help students mentally consider what happens in their heads as they build a mental picture of a duck.
Hopefully the use of multiple duck images will trigger most associations and a longer list of terms / connections. This is an example that demonstrates how powerful images are in accessing prior knowledge. It also reveals that it’s important to consider what associations you are thinking you are bringing forward, and how much that relates to personal experience and background. This is the idea behind reflection. You are essentially asking the students to consider what they already know and then gauging whether new information fits within their existing frameworks. The more hints we can use to help them build and recognize associations, the better.
So naturally things that we see in the world, we can hold as images in our head and recall those images which trigger associations of all kinds. What about concepts. Consider a word like velocity – and I think you’ll see that your mind also holds this information is a visual form, some image is triggered in your head that represents the idea of velocity for you. This may be very different that the image representing the same idea held by others.
Fish is Fish story
Use LMS to deliver online quizzesSelective response and short answer questions can be computer graded to provide immediate scoring for studentsComprehensive feedback can be included to redirect student’s thinkingItem analysis in Blackboard can provide data on commonly missed questions revealing content that may require further clarification
provide input on questions / maybe put them in blackboard
We’ve been using a version of a classroom response system throughout this presentation. Next, we’re going to watch a short video excerpt that demonstrates how such a system can be used in combination with peer instruction to improve learning.Set up video with background story of Mazur’s experienceMention newton’s third law – the rest of the course build on this idea we he teaches in the second week
Mention newton’s third law – the rest of the course builds on this idea which he teaches in the second week
most learning takes place outside of the classroomexperts are not in the best position to understand the hurdles experienced by novicesshift focus from teaching to helping students learning - his key pointeducation is not just the transfer of informationstudent needs to build mental models they can use in other context, assimilating informationwhere did that happen for us - in retrospect a lot of learning happened out side of the classroomhow we traditionally test out students is misleadingteach semi-socrativly - teach by asking not tellinggive student more responsibility for gathering the information - instructor should help with assimilationthe better you know something the more difficult it is to teach to the beginnerwe teach recipes for students to follow instead of concepts for them to applyapplying recipes that you don't really understand what happens when you don't really understand the recipe - what is baking powder for?recipe only works 75% of the time -
Scaffolding – how to be sure they understand foundational concepts