This document discusses creating a learning-centered college based on theories of progressive education, constructivism, and learning organizations. It explores defining roles based on student needs rather than instruction, focusing on learning outcomes, and utilizing technology and peer learning. The document suggests topics like individualizing instruction, active learning methods, professional learning communities, and authentic assessment. The overall goal is to improve learning and increase student success by making students partners in the learning process and responsible for their own choices and growth.
Symposium copy of school library standardsStephen Abram
The document discusses defining new metrics for measuring the success and impact of school libraries. It provides an overview of several standards, frameworks, and studies focused on cultivating effective instructional design through teacher-librarian collaboration. Key aspects emphasized include co-planning, teaching, and assessing student learning using inquiry-based approaches and formative assessment. When teachers and librarians work together in this way, students achieve better literacy and learning outcomes.
Behaviors of Learning-Centered Organizationsssorden
This document discusses behaviors of learning-centered organizations. It outlines how leadership, faculty, and staff can contribute to a learning-centered college mission. Leadership should clearly communicate and model the vision. Faculty should participate in developing high standards for learning and believe in students' educability. They should focus on learning outcomes through well-planned, active learning lessons. Staff should prioritize learners' needs and provide efficient services so learners can focus on learning. The document calls on those at the community college to discuss how to make the vision of a learning-centered college their own through their behaviors and actions.
The document discusses improving learning through forming a community of inquiry. It describes a community of inquiry as having three key elements - social presence, cognitive presence, and teaching presence. Social presence involves open communication, group cohesion, and personal relationships. Cognitive presence is a recursive process involving puzzlement, information exchange, connecting ideas, and testing solutions. Teaching presence provides design, facilitation and direction. Forming a community of inquiry can help learning become an active process of questioning and understanding through interaction, rather than just memorizing answers.
This document provides a summary of a three-day workshop on assessment practices. The workshop focused on unpacking learning outcomes, formative assessment strategies, and effective grading practices. Key lessons from the workshop included using formative assessment to support student learning, developing learning progressions based on outcomes, and using clear criteria and rubrics to improve the accuracy and consistency of grading. The reflection discusses how the workshop stretched the author's thinking on assessment and areas that deserve further exploration, such as the relationship between grades and student motivation.
This document summarizes Vesna Radivojevic's learning journey and research project on portfolio-based language assessment (PBLA). The summary is:
1) Vesna analyzed her experience in the master's program and with PBLA using cultural-historical activity theory (CHAT) which examines contradictions between new and old activities.
2) She interviewed ESL teachers and found tensions between traditional assessments and the new PBLA model, as well as tensions between assessment for learning versus assessment for certification.
3) Applying CHAT revealed contradictions at the personal, interpersonal, institutional, and societal levels that affected teachers' experiences with and perspectives on PBLA. Vesna's research provided
The document discusses student-led conferences. It provides an agenda for a workshop about student-led conferences including an overview of the process. It defines student-led conferences as having students conduct formal conferences with parents to display schoolwork and discuss learning and goals. The purposes are said to be motivating students, increasing ownership, and encouraging self-reflection. Student-led conferences aim to enhance communication between students, parents, and teachers and focus on student achievement and progress toward standards. Artifacts from conferences are examined, and the experience at one school is outlined as having students post work and reflections online and then sign up for formal conference timeslots with parents.
This document discusses creating a learning-centered college based on theories of progressive education, constructivism, and learning organizations. It explores defining roles based on student needs rather than instruction, focusing on learning outcomes, and utilizing technology and peer learning. The document suggests topics like individualizing instruction, active learning methods, professional learning communities, and authentic assessment. The overall goal is to improve learning and increase student success by making students partners in the learning process and responsible for their own choices and growth.
Symposium copy of school library standardsStephen Abram
The document discusses defining new metrics for measuring the success and impact of school libraries. It provides an overview of several standards, frameworks, and studies focused on cultivating effective instructional design through teacher-librarian collaboration. Key aspects emphasized include co-planning, teaching, and assessing student learning using inquiry-based approaches and formative assessment. When teachers and librarians work together in this way, students achieve better literacy and learning outcomes.
Behaviors of Learning-Centered Organizationsssorden
This document discusses behaviors of learning-centered organizations. It outlines how leadership, faculty, and staff can contribute to a learning-centered college mission. Leadership should clearly communicate and model the vision. Faculty should participate in developing high standards for learning and believe in students' educability. They should focus on learning outcomes through well-planned, active learning lessons. Staff should prioritize learners' needs and provide efficient services so learners can focus on learning. The document calls on those at the community college to discuss how to make the vision of a learning-centered college their own through their behaviors and actions.
The document discusses improving learning through forming a community of inquiry. It describes a community of inquiry as having three key elements - social presence, cognitive presence, and teaching presence. Social presence involves open communication, group cohesion, and personal relationships. Cognitive presence is a recursive process involving puzzlement, information exchange, connecting ideas, and testing solutions. Teaching presence provides design, facilitation and direction. Forming a community of inquiry can help learning become an active process of questioning and understanding through interaction, rather than just memorizing answers.
This document provides a summary of a three-day workshop on assessment practices. The workshop focused on unpacking learning outcomes, formative assessment strategies, and effective grading practices. Key lessons from the workshop included using formative assessment to support student learning, developing learning progressions based on outcomes, and using clear criteria and rubrics to improve the accuracy and consistency of grading. The reflection discusses how the workshop stretched the author's thinking on assessment and areas that deserve further exploration, such as the relationship between grades and student motivation.
This document summarizes Vesna Radivojevic's learning journey and research project on portfolio-based language assessment (PBLA). The summary is:
1) Vesna analyzed her experience in the master's program and with PBLA using cultural-historical activity theory (CHAT) which examines contradictions between new and old activities.
2) She interviewed ESL teachers and found tensions between traditional assessments and the new PBLA model, as well as tensions between assessment for learning versus assessment for certification.
3) Applying CHAT revealed contradictions at the personal, interpersonal, institutional, and societal levels that affected teachers' experiences with and perspectives on PBLA. Vesna's research provided
The document discusses student-led conferences. It provides an agenda for a workshop about student-led conferences including an overview of the process. It defines student-led conferences as having students conduct formal conferences with parents to display schoolwork and discuss learning and goals. The purposes are said to be motivating students, increasing ownership, and encouraging self-reflection. Student-led conferences aim to enhance communication between students, parents, and teachers and focus on student achievement and progress toward standards. Artifacts from conferences are examined, and the experience at one school is outlined as having students post work and reflections online and then sign up for formal conference timeslots with parents.
North Surrey Sec., Junior Program, Mar.2011Faye Brownlie
The document outlines research and recommendations for designing a junior program that focuses on 21st century skills like critical thinking, collaboration, and problem solving. It discusses reports that top-performing school systems focus on improving instruction by getting qualified teachers, developing them, and ensuring every student receives high-quality teaching. Recommendations include coaching teachers, moving teacher training into classrooms, developing leaders, and enabling teacher collaboration. Successful systems also focus on developing teacher professionalism, shared purpose, and collective efficacy.
A learning community is a group of people who share common values and beliefs and actively learn from each other. Learning communities can exist in higher education, be residential or professional, and also online. The core ideas of learning communities began in the 1980s with an emphasis on collaboration, continuous improvement, and focusing on student achievement. Benefits for teachers in learning communities include expanding teaching approaches, strengthening teaching through collaboration, feeling less isolated, and continually improving their practice.
Creating Breath in Online Education Through Service Learning Projects, Refle...D2L Barry
10:30 AM - Creating Breath in Online Education Through Service Learning Projects, Reflection and Assessment - Barbara Zuck, EdD, Montana State University Northern (20 minutes)
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
This document discusses alternatives to traditional models of professional development (CPD) for teachers. It argues that traditional CPD such as lectures are ineffective as they are decontextualized and disempowering. Only 0-5% of new practices from traditional CPD are enacted in the classroom. Effective CPD is contextualized, personalized, and iterative. It discusses alternatives like lesson observation, modeling, coaching, communities of practice, and developing social capital between teachers. A cloud-based professional development system could enable online collaboration within and between schools to develop high-quality teaching practices.
The Community of Inquiry: Building an engaged presence for learning in the on...Debra Beck, Ed.D.
Dr. Debra Beck's slides for 9/25/14 e-Volution Technology Forum presentation at the University of Wyoming. For more information on the Community of Inquiry model, and a downloadable copy of the assessment tool that was the source of sample questions in three slides, visit the researchers' wiki: https://coi.athabascau.ca
For additional resources, visit my Pinterest board on the topic: http://www.pinterest.com/npmaven/communities-of-inquiry-elearning/
This document provides guidance for school teams to plan for high fidelity implementation and sustainability of renewal initiatives. It introduces a framework with four quadrants: Leadership Focus, Capacity Development and Deployment, Alignment and Integration, and Monitoring of Implementation and Results. School teams work through each quadrant, considering elements like vision, learning, systems, and data collection. They discuss questions to develop a plan for ensuring one of their initiatives is fully implemented and can continue with changes to context. The document aims to help teams incorporate lessons from research to strengthen renewal efforts long-term.
Developing opportunities for teaching and learning conversationsKathrine S. H. Jensen
Presentation at the Inside Gov event on Embedding Excellence in the Higher Education Curriculum, 27th March in London, UK.
http://www.insidegovernment.co.uk/higher-curriculum-speaker-presentations432
Slides from our Learning Design workshop in Nairobi, Kenya on 9 June 2017. An output from the ESRC-funded International Distance Education and African Students (IDEAS) project, in coodination with the African Network for Internationalization of Education.
Mville c2 l faculty development presentation spring 2011making_connections
The document evaluates faculty development practices at Johnson and Wales University. It discusses how JWU emphasizes cross-disciplinary faculty development and pedagogical learning through introducing the DEAL model of critical reflection. The DEAL model provides a framework for faculty to objectively describe experiences, examine them using learning goals, and articulate what was learned. The effectiveness of these practices is seen in the development of trust and learning community among faculty through open discussion.
This document discusses learning communities and professional learning communities (PLCs) in educational settings. It defines a learning community as a group that shares interests and tools to build knowledge collaboratively. A PLC is described as a group of educators united in their commitment to student learning - they work together, visit classrooms, and participate in decision making. The document outlines three key aspects of an effective PLC: purposeful conversations about teaching and learning, managing differences of opinion through open contention, and a shared commitment to student success. It provides advice on establishing a PLC, including determining staff readiness and using an external facilitator.
This document outlines key points from a faculty in-service event on effective generational teaching and learning for Millennials. The event focused on adapting teaching methods to better engage and collaborate with Millennial students by incorporating more technology, feedback, and career-focused learning. Faculty were encouraged to move away from long lectures and textbooks and toward shorter, interactive lessons using projects, simulations and real-world applications to motivate students and help them learn independently.
This document provides guidance for instructors on transitioning classroom teaching to an online environment. It discusses key differences in online teaching, including knowing your audience, online course organization and design, building an online learning community, using technology for communication and multimedia, encouraging participation, and collaborating with others. Tips are provided on instructional design, activities to enhance learning and critical thinking, self-reflection and evaluation. Resources for online instruction are also included.
The document discusses Student Learning Communities (SLCs), which are groups of students who take courses together that are connected in a meaningful way. SLCs aim to create a sense of community, influence, and fulfillment for students. They can vary in how integrated the courses are and how much faculty collaborate. SLCs seek to improve integrative learning and increase student engagement, motivation, satisfaction, and retention. They require consideration of design principles, types, implementation strategies, and assessment of student learning and program outcomes. Overall, the document advocates for SLCs as an effective approach to 21st century learning.
Online tutoring towards a signature pedagogy in higher education settingsmhallissy
This presentation was made to faculty in the National College of Ireland as part of a lunch time series of seminars they are running on the use of digital technologies in the College.
Presentation ECEL 2019 experts study blended learningbbruggemanVUB
Experts were interviewed to identify teacher attributes relevant for blended learning implementation in higher education. Adaptive attributes included student-centered educational beliefs, openness to communicate and experiment with technology, and pedagogical creativity. Maladaptive attributes were an unclear concept of blended learning, believing teaching is less important than other tasks, and anxiety around technology. The relationship between beliefs and attitudes was found to be important, with beliefs at the core of adaptation. Addressing beliefs in professional development and providing support for experimentation were implications for facilitating uptake of blended learning.
This document discusses research on whether project-based learning (PBL) helps foster learning communities in small US high schools. The research found that PBL is used more frequently in reform model schools and small school start-ups. These school types reported stronger teacher collaboration and student engagement, with correlations between PBL use and positive teacher/student climate. However, changing instructional practices may be key to fully realizing the goals of learning communities. PBL provides a meaningful instructional model that can support collaboration and cultural change in schools.
Message training without video slides 10.10Megaphone Man
The document provides information from a communications training session for DPS staff on how to communicate the value of assessments to teachers and parents. It outlines the objectives of communicating that assessments help individual student growth and achievement when used properly. Research on teacher and parent perceptions showed wanting assessments to be easier to use and more beneficial. The strategy is to focus on teachers first to influence parent understanding. Key messages are that new assessments are more personalized, efficient, meaningful and connected to classroom learning. Stories and specific language are offered as tools to effectively deliver these messages through various communication channels.
iNACOL Leadership Webinar: Blended Learning Programs and LeadershipiNACOL
This iNACOL webinar focused on how school and district leaders can most effectively and efficiently promote and support the integration of blended learning into their schools.
Neopaleolimnology of urban and suburban lakes in multidisciplinary geoscience...SERC at Carleton College
This document discusses using lakes in urban and suburban areas to teach geoscience concepts through activities like sediment coring. It describes how "neopaleolimnology" involves using lake sediment cores to study past environmental conditions. Students can analyze cores to learn about processes like sediment deposition and watershed changes over time. The document provides examples of activities for different age groups and outlines resources for training and equipment available through the National Lacustrine Core Facility.
Carbon is the backbone of organic molecules and is essential for life and energy storage. It is cycled through photosynthesis, respiration, and fossil fuel combustion. Photosynthesis uses carbon dioxide and water to produce organic compounds like glucose. Respiration breaks down organic matter to release the stored energy and produce carbon dioxide. Fossil fuels formed from ancient biomass but burning them releases carbon dioxide much faster than natural processes. This disrupts the carbon cycle and contributes to increased CO2 in the atmosphere.
North Surrey Sec., Junior Program, Mar.2011Faye Brownlie
The document outlines research and recommendations for designing a junior program that focuses on 21st century skills like critical thinking, collaboration, and problem solving. It discusses reports that top-performing school systems focus on improving instruction by getting qualified teachers, developing them, and ensuring every student receives high-quality teaching. Recommendations include coaching teachers, moving teacher training into classrooms, developing leaders, and enabling teacher collaboration. Successful systems also focus on developing teacher professionalism, shared purpose, and collective efficacy.
A learning community is a group of people who share common values and beliefs and actively learn from each other. Learning communities can exist in higher education, be residential or professional, and also online. The core ideas of learning communities began in the 1980s with an emphasis on collaboration, continuous improvement, and focusing on student achievement. Benefits for teachers in learning communities include expanding teaching approaches, strengthening teaching through collaboration, feeling less isolated, and continually improving their practice.
Creating Breath in Online Education Through Service Learning Projects, Refle...D2L Barry
10:30 AM - Creating Breath in Online Education Through Service Learning Projects, Reflection and Assessment - Barbara Zuck, EdD, Montana State University Northern (20 minutes)
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
This document discusses alternatives to traditional models of professional development (CPD) for teachers. It argues that traditional CPD such as lectures are ineffective as they are decontextualized and disempowering. Only 0-5% of new practices from traditional CPD are enacted in the classroom. Effective CPD is contextualized, personalized, and iterative. It discusses alternatives like lesson observation, modeling, coaching, communities of practice, and developing social capital between teachers. A cloud-based professional development system could enable online collaboration within and between schools to develop high-quality teaching practices.
The Community of Inquiry: Building an engaged presence for learning in the on...Debra Beck, Ed.D.
Dr. Debra Beck's slides for 9/25/14 e-Volution Technology Forum presentation at the University of Wyoming. For more information on the Community of Inquiry model, and a downloadable copy of the assessment tool that was the source of sample questions in three slides, visit the researchers' wiki: https://coi.athabascau.ca
For additional resources, visit my Pinterest board on the topic: http://www.pinterest.com/npmaven/communities-of-inquiry-elearning/
This document provides guidance for school teams to plan for high fidelity implementation and sustainability of renewal initiatives. It introduces a framework with four quadrants: Leadership Focus, Capacity Development and Deployment, Alignment and Integration, and Monitoring of Implementation and Results. School teams work through each quadrant, considering elements like vision, learning, systems, and data collection. They discuss questions to develop a plan for ensuring one of their initiatives is fully implemented and can continue with changes to context. The document aims to help teams incorporate lessons from research to strengthen renewal efforts long-term.
Developing opportunities for teaching and learning conversationsKathrine S. H. Jensen
Presentation at the Inside Gov event on Embedding Excellence in the Higher Education Curriculum, 27th March in London, UK.
http://www.insidegovernment.co.uk/higher-curriculum-speaker-presentations432
Slides from our Learning Design workshop in Nairobi, Kenya on 9 June 2017. An output from the ESRC-funded International Distance Education and African Students (IDEAS) project, in coodination with the African Network for Internationalization of Education.
Mville c2 l faculty development presentation spring 2011making_connections
The document evaluates faculty development practices at Johnson and Wales University. It discusses how JWU emphasizes cross-disciplinary faculty development and pedagogical learning through introducing the DEAL model of critical reflection. The DEAL model provides a framework for faculty to objectively describe experiences, examine them using learning goals, and articulate what was learned. The effectiveness of these practices is seen in the development of trust and learning community among faculty through open discussion.
This document discusses learning communities and professional learning communities (PLCs) in educational settings. It defines a learning community as a group that shares interests and tools to build knowledge collaboratively. A PLC is described as a group of educators united in their commitment to student learning - they work together, visit classrooms, and participate in decision making. The document outlines three key aspects of an effective PLC: purposeful conversations about teaching and learning, managing differences of opinion through open contention, and a shared commitment to student success. It provides advice on establishing a PLC, including determining staff readiness and using an external facilitator.
This document outlines key points from a faculty in-service event on effective generational teaching and learning for Millennials. The event focused on adapting teaching methods to better engage and collaborate with Millennial students by incorporating more technology, feedback, and career-focused learning. Faculty were encouraged to move away from long lectures and textbooks and toward shorter, interactive lessons using projects, simulations and real-world applications to motivate students and help them learn independently.
This document provides guidance for instructors on transitioning classroom teaching to an online environment. It discusses key differences in online teaching, including knowing your audience, online course organization and design, building an online learning community, using technology for communication and multimedia, encouraging participation, and collaborating with others. Tips are provided on instructional design, activities to enhance learning and critical thinking, self-reflection and evaluation. Resources for online instruction are also included.
The document discusses Student Learning Communities (SLCs), which are groups of students who take courses together that are connected in a meaningful way. SLCs aim to create a sense of community, influence, and fulfillment for students. They can vary in how integrated the courses are and how much faculty collaborate. SLCs seek to improve integrative learning and increase student engagement, motivation, satisfaction, and retention. They require consideration of design principles, types, implementation strategies, and assessment of student learning and program outcomes. Overall, the document advocates for SLCs as an effective approach to 21st century learning.
Online tutoring towards a signature pedagogy in higher education settingsmhallissy
This presentation was made to faculty in the National College of Ireland as part of a lunch time series of seminars they are running on the use of digital technologies in the College.
Presentation ECEL 2019 experts study blended learningbbruggemanVUB
Experts were interviewed to identify teacher attributes relevant for blended learning implementation in higher education. Adaptive attributes included student-centered educational beliefs, openness to communicate and experiment with technology, and pedagogical creativity. Maladaptive attributes were an unclear concept of blended learning, believing teaching is less important than other tasks, and anxiety around technology. The relationship between beliefs and attitudes was found to be important, with beliefs at the core of adaptation. Addressing beliefs in professional development and providing support for experimentation were implications for facilitating uptake of blended learning.
This document discusses research on whether project-based learning (PBL) helps foster learning communities in small US high schools. The research found that PBL is used more frequently in reform model schools and small school start-ups. These school types reported stronger teacher collaboration and student engagement, with correlations between PBL use and positive teacher/student climate. However, changing instructional practices may be key to fully realizing the goals of learning communities. PBL provides a meaningful instructional model that can support collaboration and cultural change in schools.
Message training without video slides 10.10Megaphone Man
The document provides information from a communications training session for DPS staff on how to communicate the value of assessments to teachers and parents. It outlines the objectives of communicating that assessments help individual student growth and achievement when used properly. Research on teacher and parent perceptions showed wanting assessments to be easier to use and more beneficial. The strategy is to focus on teachers first to influence parent understanding. Key messages are that new assessments are more personalized, efficient, meaningful and connected to classroom learning. Stories and specific language are offered as tools to effectively deliver these messages through various communication channels.
iNACOL Leadership Webinar: Blended Learning Programs and LeadershipiNACOL
This iNACOL webinar focused on how school and district leaders can most effectively and efficiently promote and support the integration of blended learning into their schools.
Neopaleolimnology of urban and suburban lakes in multidisciplinary geoscience...SERC at Carleton College
This document discusses using lakes in urban and suburban areas to teach geoscience concepts through activities like sediment coring. It describes how "neopaleolimnology" involves using lake sediment cores to study past environmental conditions. Students can analyze cores to learn about processes like sediment deposition and watershed changes over time. The document provides examples of activities for different age groups and outlines resources for training and equipment available through the National Lacustrine Core Facility.
Carbon is the backbone of organic molecules and is essential for life and energy storage. It is cycled through photosynthesis, respiration, and fossil fuel combustion. Photosynthesis uses carbon dioxide and water to produce organic compounds like glucose. Respiration breaks down organic matter to release the stored energy and produce carbon dioxide. Fossil fuels formed from ancient biomass but burning them releases carbon dioxide much faster than natural processes. This disrupts the carbon cycle and contributes to increased CO2 in the atmosphere.
The forensic science team was tasked with discovering the identity of the "Trash Bag Killer" by examining evidence left at various locations. They found evidence including a weapon with fingerprints and blood, a femur bone, directional blood drops, and a skull with trauma. By analyzing the fingerprints, handwriting, DNA, and other evidence, the team was able to determine that Billy Joe Bob was the killer, with sufficient evidence to make an arrest.
The NSIDC DAAC provides data and information related to snow, ice, atmosphere, and ocean interactions in support of global change research. It archives and distributes data from sensors like MODIS, AMSR-E, and GLAS. Analysis of 17 years of passive microwave sea ice data shows the Arctic sea ice extent is shrinking by 2.7% per decade and total ice area is falling by 3.4% per decade, with the trend accelerating. Thinner sea ice has negative consequences by absorbing more solar heat and endangering Arctic species that depend on sea ice habitats.
Three hundred scientists from NASA's Genesis and Rapid Intensification Processes (GRIP) experiment tracked and studied hurricanes in 2010 using sensor-laden aircraft and satellites. In September, they flew into Hurricane Karl near Mexico to directly measure the storm's winds, clouds, and rainfall. Nine months later, the scientists are still analyzing the large amount of data collected, which is already providing surprising new insights about hurricane formation and prompting new research questions. El Nino/La Nina patterns affect hurricane activity by influencing wind shear and rainfall across ocean basins.
The document analyzes sea surface temperature data in the Arctic from 1982 to 2006. It describes using imaging software to measure the area of water below 15 degrees Celsius over time. The results found the area fluctuated without a clear decreasing or increasing trend. This disproved the hypothesis that the area would consistently decrease due to global warming. Future small changes are possible but human impacts are minimal currently.
MEAS Course on E-learning: 3 Effective online teaching strategiesAndrea Bohn
The document discusses effective online teaching strategies. It outlines the Community of Inquiry framework, which emphasizes teaching, social, and cognitive presence. It then describes various teaching strategies used in online courses, including lectures, discussions, learning contracts, forums, and small group work. Examples of how to implement strategies like discussions, projects, and case studies are provided. The document concludes by asking the reader to consider which strategies would work best for their own courses.
MEAS Course on E-Learning: 3 Effective online teaching strategiesMEAS
The document discusses effective online teaching strategies. It outlines the Community of Inquiry framework, which emphasizes teaching, social, and cognitive presence. It then describes various teaching strategies used in online courses, including lectures, discussions, learning contracts, forums, small group work, projects, case studies, self-directed learning, collaborative learning, mentorship, role plays, and assessments. These strategies aim to engage students actively and build community. The document advocates applying these strategies thoughtfully to individual courses to maximize interactive and meaningful online learning.
CrICET: Building Capacity for Collaboration between Schoolsedcocp
This document discusses building capacity for collaboration between schools through collaborative professional learning and enquiry. It outlines four elements needed for effective networking and collaboration: purpose, people, processes, and structures. Different structures for collaboration are described, including wheel-and-spoke and thematic/role-based structures. Effective collaborative processes discussed include action research, learning walks, lesson study, and instructional rounds. The document emphasizes using enquiry methodologies to improve practice through collaboration between schools.
This document discusses action research in education. It defines action research as research conducted by educators to examine and improve their own practices. The document outlines key characteristics of action research, including having a practical focus on issues relevant to educators, studying the practices of the educator-researchers themselves through a collaborative process. It also discusses the cyclical nature of action research, which involves identifying an area of focus, developing and implementing a plan of action, collecting and analyzing data, and interpreting results to continually refine practices. The document provides examples of how teachers can use action research to address common questions and problems in their classrooms and schools.
This document provides an overview of action research in education. It defines action research as a systematic inquiry conducted by educators to gather information and improve their own educational practices and student learning. The document discusses key characteristics of action research such as having a practical focus on the educator's own practices, involving collaboration, following a dynamic and cyclical process, developing a plan of action, and sharing research findings. It also outlines common steps to conducting action research and lists different techniques for collecting data, such as observation, questioning, and examining records.
Doctoral Education Online: What Should We Strive For? How Could It Be Better?Cynthia Agyeman
This document discusses best practices for designing high-quality online doctoral programs. It recommends striving for courses that meet Quality Matters standards of 85% or higher. Key aspects include: using learning objectives and assessments aligned to course goals; providing instructional materials, activities, and technologies to support student-centered learning and collaboration; ensuring accessibility; and obtaining feedback to continuously improve courses. Overall it emphasizes the importance of designing courses for the diverse needs and experiences of adult learners in doctoral programs.
This document discusses student voice in course evaluation and the importance of authentic student partnership. It argues that surveys alone do not fully engage students and can promote a consumerist approach. True partnership involves students co-designing, co-producing, and co-evaluating their learning environment. This would provide mutual accountability and enhancements informed by both student and staff perspectives. The document provides examples of how partnership can be implemented, such as involving students in survey design, focus groups, and action research. It also outlines tests to determine the authenticity of partnership practices.
Talis Elevate is a digital tool being piloted at the University of Lincoln and Anglia Ruskin University to support pedagogical development and make learning more visible. It was used by over 200 students across various disciplines at Lincoln and over 1000 students at ARU. The tool allows for discussion, annotation of resources, and analytics of student engagement. Initial findings found high levels of student engagement, improved attainment of distance learners, and insights into student preferences that enabled adjustments to teaching delivery. Challenges included some cohorts being less willing to openly discuss, but successes included facilitated student-student collaboration and co-creation of knowledge.
Global Classroom VUC - Phd-Project so far Winter 2013CharlotteLarke
The document summarizes research from a PhD project studying an innovative video-mediated teaching model called Global Classroom at VUC Storstrøm, an adult education center in Denmark. Key findings include:
1) Students found the model motivating due to flexibility but faced technological and pedagogical issues. Teachers struggled with attention divides, assessing participation, and a lack of innovative teaching models.
2) The transition challenged the organization and teachers, who lacked influence and saw difficulties where project owners did not.
3) Moving forward, developing innovative pedagogical elements through workshops and design research, as well as providing safe spaces for teachers to practice new designs, could help realize new opportunities in Global Class
This document outlines the "teaching as inquiry" framework for improving teaching practice. It discusses using inquiry to develop understandings of the "Thinking Competency" as an example. The framework involves three parts: discovering areas for focus through establishing student baselines; designing evidence-based strategies to help students learn; and delivering teaching to achieve outcomes while monitoring implications through various assessments. Teachers articulate beliefs, adopt an inquiry stance, ask questions, and seek and analyze multiple data sources for evidence of impact on learning. Findings are shared and used to continually improve competence through an ongoing reflective cycle. The goal is improving student learning outcomes through questioning practice and using research-based evidence to strengthen teaching approaches.
From the Salon to the Agora:Using Online Social Networks to Foster Preservice Teachers’ Membership in a Networked Community of Praxis. Justin Reich, Meira Levinson, and William Johnston; Graduate School of Education, Harvard University
DREAM 2017 | Faculty as Drivers of College Reform EffortsAchieving the Dream
Three of Achieving the Dream’s funded learning initiatives – the Open Education Resources Degree Initiative, Engaging Adjunct Faculty Initiative, and InSpark Network-- are creating faculty led teams to drive curriculum and pedagogy reform and to engage a wider swath of faculty – both full and part time, in institution wide reform efforts.
During this workshop, participants:
* Learned about strategies these colleges are using to give faculty greater ownership of the completion agenda.
* Completed a readiness survey to assess their college’s current policies and practices for engaging faculty in institution-wide reform work
* Developed a draft plan for engaging more faculty in reform efforts at their campuses
Naace Conference 2103 - Beyond central prescription, school-based research an...Naace Naace
This document discusses moving education beyond central prescription towards evidence-based improvement. It examines what research tells us about technology-rich curriculum design and intent, and how schools can adopt research-focused innovation approaches. It addresses why we educate and introduces learner competencies of awareness, user, maker, evaluator and holistic. The document advocates for a curriculum focused on developing learner capabilities and placing knowledge, inquiry and enquiry at its core. It emphasizes the importance of teachers engaging in continuous learning and school-based research to strengthen the knowledge base of education.
This webinar discusses hybrid learning models that combine both in-person and online learning. It begins with defining hybrid learning and outlining some key principles. It then discusses how hybrid learning can be implemented in practice, including building an online presence, using different tools, and leveraging existing effective teaching practices. The webinar emphasizes the importance of collaborative planning and ensuring learner engagement. It provides resources for educators on transitioning to hybrid models and evaluating their impact.
Parallel_Curriculum_Model for Open House.pptGericaGarcia
The Parallel Curriculum Model is a framework for designing curriculum that includes four interrelated designs or "parallels":
1) The Core Curriculum focuses on essential concepts, principles, and skills through representative topics and analytical activities.
2) The Curriculum of Connections builds on the core by linking concepts across disciplines and contexts.
3) The Curriculum of Practice applies knowledge through authentic problems and roles like researchers or scholars.
4) The Curriculum of Identity explores how content relates to students' interests, strengths, and personal growth.
Together these parallels provide flexibility to meet varied student needs and abilities through challenging, meaningful curriculum.
The changing nature of learning management systems and the emergence of a dig...Charles Darwin University
A Webinar presented to Faculty and post graduate students at the Model Institute of Education & Research, Jammu, India.
Our digital ecologies are changing because the way we are wanting to teach is changing. We are seeing a much greater emphasis being placed on active, authentic and collaborative modes of teaching. Therefore we have had to find new tools to help us with these new tasks. But the reasons to engage with these new tools needs to be based on sound pedagogical foundations.
Sheryl Nussbaum Beach-- Overview Inquiry LearningLani Ritter Hall
This document provides an overview of transformational learning using an inquiry approach. It discusses obstacles to change, 21st century skills, types of constructivist learning including project-based, problem-based, and inquiry-driven learning. It outlines elements and principles of inquiry-based learning including authenticity, deep understanding, assessment, appropriate technology use, connecting beyond school, and connecting with experts. Guidelines are provided for selecting topics, identifying concepts, locating resources, planning learning experiences, integrating content areas, organizing the environment, initiating study, culminating activities, and authentic assessment and evaluation.
Benefits of Online Developmental MathematicsSara Revesz
Incorporating online active learning components into your developmental mathematics courses creates value for your students and your school. Student success leads to student retention. Here's a short presentation that will help get educators and schools up to speed on measurable advantages.
This document discusses the concept of significant figures and how to determine the number of significant figures in measurements and calculations. It defines significant figures as the "important digits" that indicate the precision of a measurement. Rules are provided for determining significant figures depending on leading or trailing zeros and whether the number is read from left to right or right to left. Examples demonstrate applying these rules and how to round final answers in calculations like addition, subtraction, multiplication and division based on the least precise measurement used. The key takeaway is that significant figures convey precision and final answers should not be more precise than the least precise input.
This document discusses hypothesis testing. It explains that hypothesis testing is used to determine if data is statistically significant enough to reject or fail to reject the null hypothesis. The key aspects covered are:
- Identifying when hypothesis testing is appropriate
- Distinguishing between the null and alternate hypotheses
- Determining whether to reject or fail to reject the null hypothesis based on comparing a test statistic to a critical value from a distribution table
This document discusses how scientists measure the hydrologic cycle. It describes traditional methods like stream gaging stations, groundwater wells, and SNOTEL stations to monitor streams, groundwater levels, and snowpack. It also discusses newer geodetic methods like GPS and GRACE satellites that can measure subtle changes in gravity or ground movement related to water storage and flow. These comprehensive measurements across different reservoirs help scientists better understand the complex global hydrologic cycle.
The document discusses how the coastline of North America during the Cretaceous Period 80 million years ago, with a Western Interior Seaway dividing the continent, still influences patterns today. It notes that the fertile soil deposited along this ancient coastline attracted slave plantations, and after emancipation the populations remained high in African Americans. As a result, modern voting patterns follow the same curve as the long-gone Cretaceous coastline, with counties with larger African American populations voting predominantly Democrat.
This PowerPoint document provides instructions for an activity to analyze climate and biomes using data on cities from around the world. Students will sort city climate information cards into biome categories, plot locations on a map, and fill out a worksheet characterizing climate and biome for each city. The PowerPoint includes over 50 slides providing detailed climate and location data on cities to support categorizing into biomes.
This document provides instructions for tracking weather systems using maps. Students are asked to print maps showing the location of low pressure centers over time. By examining the date and time stamps, students track one low pressure system as it moves across the United States over several days, recording its location on blank maps. They then connect the locations with a line to show the storm's path. Students also have the option to track additional storms, measure distances traveled between maps to calculate speed, or use software to analyze and animate the map images.
This document provides an overview of traditional and geodetic methods for measuring water resources. It discusses the hydrological cycle and key reservoirs and fluxes. Traditional measurements like gauging stations and SNOTEL stations that measure snowpack are introduced. Geodetic methods using GPS and gravity satellites are presented as newer techniques to measure vertical land motion, snow depth, soil moisture, and groundwater levels. Declining trends in snowpack and streamflow in Montana watersheds are highlighted as impacts of climate change on water resources. Stakeholders in water resources like local residents, industry, and government are identified.
This document defines and compares the three main measures of central tendency: mean, median, and mode. It explains that the mean is calculated by adding all values and dividing by the total number of values, the median is the middle value when the values are arranged in order, and the mode is the most frequently occurring value. The document also notes that outliers can affect the mean more than the median or mode. An example calculation is provided to demonstrate how an outlier impacts each measure. The key takeaway is that the mean, median and mode are important for summarizing large datasets with a single representative value.
Soils are essential to supporting life and human civilization. As populations grow, pressures on soils increase and maintaining soil health is important. Throughout history, human activities like deforestation, overgrazing, and poor irrigation have led to soil degradation problems like erosion, desertification, and salinization. This has negatively impacted societies by reducing agricultural productivity and sometimes causing civilizations to fail. However, more recent initiatives show people rediscovering the importance of soils and taking steps to promote sustainable land use and soil conservation.
The document discusses soil classification systems and soil surveys. It explains that soil taxonomy is a hierarchical system used to classify soils based on observable properties like color, structure, and chemistry. Soils are grouped into increasingly broader categories from the most specific level of series up to the broadest level of order. Soil surveys involve soil scientists mapping and describing soils in a given area in order to group soils with similar properties. The classifications aim to convey information about soil formation and management needs.
The document discusses nutrient management and soil fertility. It outlines key nutrients needed by plants and their analogous benefits for human health, including nitrogen for growth, potassium for water uptake and disease resistance, and calcium for growth and strong bones. It also addresses how soil pH impacts nutrient availability and describes common nutrient deficiencies like zinc deficiency that causes stunted growth and yellowing.
This document discusses several issues that can negatively impact soil quality including disturbed and degraded soil, desertification, deforestation, salinization, run-off, mineral extraction, and wind erosion. These processes can damage soil structure and reduce fertility.
The document discusses the major biomes of the world and the soils typically found within each one. It describes the key biomes as tropical rainforests, temperate forests, boreal forests, grasslands, tundra, deserts, shrublands, and wetlands. Each biome is defined by its climate, vegetation, and characteristic soil orders that form as a result of the particular environmental conditions within that biome.
This document discusses the physical properties and formation of soil. It describes how soil characteristics like color, texture, structure, and horizons/profiles influence water movement, storage, erosion, and plant growth. Soil formation is influenced by climate, organisms, topography, parent material, and time in a process known as CLORPT. The physical properties of soil determine how quickly water can infiltrate and percolate through different soil types.
This document discusses various natural and human-caused processes that can degrade soils, as well as best management practices to mitigate soil degradation. It covers topics like erosion from water and wind, desertification, acidification, salinization, effects of deforestation, urbanization, construction projects, land application of manures and wastes, and mining reclamation. Sustainable land management and soil conservation techniques aim to renew resources rather than deplete them over time through practices like maintaining vegetative cover, controlling grazing intensity, and properly applying nutrients from wastes.
This chapter discusses the living components of soil, including bacteria, fungi, protists, and fauna. Bacteria and fungi play important roles in nutrient cycling and forming soil structure. Fungi exist as filaments called hyphae that can form partnerships with plant roots. Protists include amoebas, ciliates, and flagellates that consume bacteria and debris. Larger soil fauna include earthworms, nematodes, springtails, and arthropods that further break down organic matter and improve soil structure through bioturbation. The variety of organisms in soil work together to create a living system that supports plant growth.
This document discusses the 2012-2017 California drought and its impacts. It provides historical context on droughts in California and examines precipitation data. Specific topics covered include:
1. The spatial extent and timing of the 2012-2017 drought across California and how it compares to historical droughts.
2. How precipitation was measured using tools like snow pillows and GPS reflection to track snow levels.
3. The societal impacts of the drought, including mandatory water rationing and transformations to California's landscape and economy.
This document discusses using GPS vertical positioning to monitor groundwater storage changes. It begins by explaining that groundwater mining is a global problem, and that extracting groundwater causes the land surface to rise as the total water storage decreases. It then discusses how GPS networks can detect these vertical position changes at the sub-centimeter level on a daily basis, allowing monitoring of seasonal water changes. Finally, it notes that long-term groundwater pumping can lead to both reversible and irreversible subsidence exceeding several meters, and provides examples from California's Central Valley.
This document discusses methods for characterizing groundwater storage, including traditional well measurements and satellite-based GRACE observations. It defines terrestrial water storage as all water on the land surface, and explains that groundwater often dominates variations in storage. Wells measure groundwater levels, with changes indicating replenishment or depletion over time. GRACE satellites detect changes in mass distribution and associated gravity field variations to infer changes in total water storage, including groundwater, at coarse spatial scales. The document provides examples of using both approaches to monitor groundwater in key aquifers.
The document provides an introduction to GPS/GNSS basics, including:
- GPS uses 24-32 satellites in medium Earth orbit that transmit positioning and timing data. Receivers need signals from 4 satellites to calculate a 3D location.
- Ground control stations monitor the satellites and send updates to synchronize their atomic clocks and orbital data.
- GPS determines location by calculating distances to satellites using signal transmission times and triangulating the receiver's position.
- Precise GPS uses permanent stations with stable monuments to collect data over many years, achieving sub-centimeter positioning and millimeter-per-year velocity estimates.
Connecting the dots from “Hand Outs” to Research-based Pedagogy: the SERC Pedagogic Service
1. Connecting the dots from
“Hand Outs” to Research-
based Pedagogy: the SERC
Pedagogic Service
Sean Fox, Ellen Iverson, Cathy Manduca
Science Education Resource Center, Carleton College
SERC and its partners are grateful for the funding they have received from NSF to support this work: through NSDL (DUE-0226243 & DUE-0532768) as well as through
DUE-0127310, DUE-0127141, DUE-0127257, DUE-0127018, DUE-0817382, DUE-0840642, GEO-0614926, GEO-0614570, and GEO-0614393.
2. ActivitySheets
A one-page description of a teaching
activity that includes links and
downloadable materials.
• Title
• Authors/Institutions
• Summary Description
• Learning Goals
• Context for Use
• Description and Teaching Materials
• Teaching Notes and Tips
• Assessment
• Resources and References
3. Pedagogic Modules
an introduction to an effective
engaging teaching technique.
5 - 10 p a g e s describing:
• W h a t Description of how the
technique works.
• Why Evidence about its
effectiveness and when it’s
appropriate.
• H o w Making it happen. Doing it
well.
• R e s ourc e s a nd
R e fe re nc e s
An entree into the literature.
• E x a m p le A c t iv it ie s
Taken from real classrooms.
4. P a rtne rs
h Libraries
Digital
ip s
Institutional Partners
Education Projects
5. Provides a view into the
sum of the collection
from the partner
projects:
• 60 Teaching Methods
• 1100+ Activities
• Research on Learning
Bibliography
http://serc.carleton.edu/sp/
6. Site Use
Although the site content is largely duplicative across partner sites
we see increased overall traffic to library content with each new
partner.
600,000 visitors to library content over the last year.
15% of traffic to pedagogic modules is through partner sites.
Google preferentially drives traffic to the longest standing url.
7. Site Use Beyond Activities
• Pedagogic modules promote “teaching
method seekers
• “Teaching method seekers” like what they see
on pedagogic modules and have a high rate of
return.
• Pedagogic Service disseminates partner
modules to a wider audience that includes the
base Pedagogic Service as well as partner
collections
8. Site Use
Teaching method seekers” like what they see on pedagogic
modules and have a high rate of return.
• 94% of Teaching with Data module visits are return visitors
• 49% of the Assessment module visits are return visitors
• 45% of First Day of class module visits are return visitors
• 48% of Google earth module visits are return visitors
9. Site Use
Pedagogic service promotes “teaching method seekers”.
• NNN, SSAC – half or more visits view other teaching methods
pages.
• MERLOT biology, CAUSE, and Econ portals – three-quarters of
visits view other teaching method pages
• More than three-quarters (88%) of visits to the top level
pedagogic service page
• PKAL - nearly all (95%) of visits view other teaching methods
pages
11. Evaluation Methods
• Surveys
• Pop up survey of intense users
• Survey of all contributors
• Case interviews
• Partners
• End users (identified through pop up survey)
15. What Do They Find on the Site of Value?
• Find something tangible to grab and use
(teaching activity).
• Find supportive context to guide teaching and
support student learning.
• Support changes in teaching approach to
more student-centered and interactive.
“Usually I’m looking for either specific examples, I have
something that I know I want to do and I’m looking for data or
ideas about how to do it, or I have something that I am already
doing and I’m looking to improve the ways that I do it. So those
are usually the two reasons why I visit the site.”
16. Why do they return to the site?
• Teaching tips from others: “show how to pull it off”
• Reviewed “I feel pretty comfortable that it's been vetted by someone who knows
something.”
• Structure of teaching activity sheets supports “at a glance decision-making.”
• Quality “I t’s improved the quality of the activities and the, and some of the materials
that I have students do. I t has given me multiple perspectives on ways to teach things.
• What, how, and why behind the pedagogic modules.
17. How Does it Impact their Teaching?
They gain:
• Inspiration to develop teaching
activities using new pedagogy
• Confidence in adopting new teaching
methods
• Connection to broader community of
faculty who care about science
education
You might not notice a huge difference from class, in some, but certainly there’s that
class that I put together where you would notice a lot more activities, a lot more things
to do, and a lot less of me lecturing. And the number of activities at the SERC website
made that possible.
18. QuickTime™ and a
TIFF (LZW) decompressor
are needed to see this picture.
Review Leads to Stronger Activities
• Clarified importance of goals in
activity design
• Reflected on characteristics of
strong activities (e.g. motivate,
practice, reflect)
• Improved activities through small
group brainstorming and reflection
“ t required me to think about, clarify, and articulate my activity and it’s goals to others, which
I
has helped me think about other activities in my classes as well.”
19. Valued by Contributors
• Improved own teaching and
understanding of pedagogy
• Opportunity to give back to
community
• Provided strong mechanism for
dissemination – 96% of
contributor survey respondents
had been contacted by a user
of their activity or module
20. Value to Partners
• Improves and broadens dissemination for
partner libraries
• Workshop based activity review improves
the quality of activities, generates content
and connects partners to new contributors.
• Allows partners to offer enhanced materials
to their members
• Pedagogic Service supports sharing of
resources and increases use.
21. In Sum
• Teaching tips and the connection to broader pedagogic
considerations help educators visiting the site bridge between a
specific activity on the site and their own teaching practice.
• Contributors get a new perspective on their own teaching and
find the experience valuable.
• Provides partners with a model for engaging their community in
discussion and sharing around effective teaching.
Editor's Notes
Methods: For the time period 9/6/2008 to 9/6/2010, filter for teaching method url name, exclude ‘activities’ and then compare (unique) return visitors with all visits
Methods: For the time period 9/6/2008 to 9/6/2010, identified the teaching method page or “gate” for teaching method module that received the most page views for each partner site. Then using the “Then viewed these pages” from the entrance paths to determine the percentage of visits that continued to teaching method pages (as opposed to activities pages). NNN – 50.54% SSAC – 47.3% MERLOT biology – 84% CAUSE – 71% PKAL – 95% ECON – 84% Overall sp/library/pedagogies.html – 88%
10 case interviews of users
Popup survey of users over 2 month period 9% response rate of those who saw 3 or more pages 43% faculty 29% K-12 Over a quarter of the respondents listed a different teaching discipline than the choices offered. These disciplined covered a larger range including English, Linguistics, Health Sciences, Engineering, Computer Science, or Business.
Pop up survey users indicated primarily that they have successfully found: Ideas for new activities for their class Information about a teaching method This is aligned with results from the contributor survey (54% activities) and (43% methods)
From user interviews Usually I’m looking for either specific examples, I have something that I know I want to do and I’m looking for data or ideas about how to do it, or I have something that I am already doing and I’m looking to improve the ways that I do it. So those are usually the two reasons why I visit the site. So I use it to look what other people are doing and then sort of incorporate any of those, any ideas that I see on there.
It’s improved the quality of the activities and the, and some of the materials that I have students do. It has given me multiple perspectives on ways to teach things.
You might not notice a huge difference from class, in some, but certainly there’s that class that I put together where you would notice a lot more activities, a lot more things to do, and a lot less of me lecturing. And the number of activities at the SERC website made that possible.
Thinking through student-centered goal was identified as the most challenging part of contribution It required me to think about, clarify, and articulate my activity (or activities) and it’s (their) goals to others, which has helped me think about other activities in my classes as well. Moreover, by seeing what others have done in the context of classes different from the one for which I submitted an activity, I got some ideas to consider for my other classes, which I hadn’t expected. Finally, I “met” participants who I hadn’t known before, broadening my network of potential contacts in geosciences teaching. I consider all of these to be valuable benefits of the work I put into participating in the workshop.