Book Review: How Learning Works: Seven Research-Based Principles for Smart Te...Aras Bozkurt
Book Review: How Learning Works: Seven Research-Based Principles for Smart Teaching
Authors: Susan A. Ambrose (Author), Michael W. Bridges (Author), Michele DiPietro (Author), Marsha C. Lovett (Author), Marie K. Norman (Author), Richard E. Mayer (Foreword)
301+XVI pages
Copyright 2010 by John Wiley & Sons
Published by Jossey-Bass A Wiley Imprint
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.
Book Review: How Learning Works: Seven Research-Based Principles for Smart Te...Aras Bozkurt
Book Review: How Learning Works: Seven Research-Based Principles for Smart Teaching
Authors: Susan A. Ambrose (Author), Michael W. Bridges (Author), Michele DiPietro (Author), Marsha C. Lovett (Author), Marie K. Norman (Author), Richard E. Mayer (Foreword)
301+XVI pages
Copyright 2010 by John Wiley & Sons
Published by Jossey-Bass A Wiley Imprint
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. *(photo from Wikimedia Commons,
see credits)
Cognitive Psychologist
Four Cognitive Stages:
◦ Sensorimotor (birth- 2 yrs): learn
through what they feel, see, touch,
hear, smell and motor skills; do not
understand the outside world yet.
◦ Preoperational (2- 6/7 yrs):
egocentric, start to understand/use
symbols and numbers, develop
concrete thought.
◦ Concrete Operational (6/7 yrs-
11/12 yrs): use logical thinking,
understand outside perspectives.
◦ Formal Operational (11/12 yrs-
adult): abstract thinking develops,
understand cause and effect.
Adaptation: sense of cognitive
understanding and development.
Assimilation: incorporate new
experiences and knowledge into
the mind.
Accommodation: change their
ideas to fit in the new information
in a way that makes sense.
Children learn through active
analysis of a subject.
3. American Psychologist
Believed that learning is an
active process where new ideas
are formed based on prior and
present knowledge.
Discovery Learning: based on
inquiry and exploration that
results in greater retention.
Socratic Method: students learn
problem analysis, critical
thinking on perspectives and
outside opinions, how to defend
their stances.
Spiral curriculum: always
building upon prior knowledge.
Benefits of Discovery Learning:
◦ Engaging
◦ Motivation
◦ Instills responsibility and
independence
◦ Fosters creativity
◦ Develops problem solving skills
◦ customized learning
Criticisms:
◦ Can breed cognitive overload
◦ Potential for misconceptions
◦ Failure to notice problems
*(information from learning-theories.com, see credits)
4. WHAT HE BELIEVED…
Russian educational psychologist
Social cognition- he believed
that learning was influenced
significantly by social
development
Said that a child’s social and
cultural environment can have a
positive or negative affect on
their cognitive development
Zone of proximal development-
the difference between what the
child can do on their own and
what they can do through
collaboration with a more
advanced peer or teacher.
HOW HE APPLIED IT..
Collaborative learning is a way for
students to learn with the aid of a
peer or adult what they couldn’t on
their own. They learn through
observing and understanding new
concepts and ideas.
Scaffolding- the process by which
teachers discover the level of each
child’s development and construct
their learning experiences based off
that point
Anchored instruction- a form of
instruction where the student already
has learned concepts and
information, which form a basis for
other information to connect with
and build upon
5. Educational
psychologist,
philosopher, political
activist
Advocate for child-
centered instrucition
In 1896 he opened
the a Laboratory
school, which came
to be known as the
“Dewey school”
Thought that learning
should be student-
directed with
teacher’s there as a
guide for resources
He was a part of a
movement called
progressive education,
which focused on
educating the whole
child (mentally,
psychically, and
socially)
He also believed in
pragmatism, which
was the belief that the
truth of a theory could
be determined only if
a theory worked. He
said theories are only
valuable for practical
application.
6. Students learn by doing
◦ Actively participate in learning process
◦ Learn critical-thinking skills
◦ Learner forms much of what they learn or
comprehend
Integrated curriculum must be emphasized
◦ Students learn subjects in various ways by doing
different activities and incorporating technology
It is important for students to work together
to learn new information
◦ New ideas and different perspectives are brought
about by doing so
7. Teachers: Pose questions and problems, and then guide
students to find their own answers. They may use inquiry,
which is prompting student to form their own questions.
Collaborative learning would be used as well, which is the
process of encouraging group work and the use of peers as
resources. Software simulations are great means for allowing
hands on learning and collaboration.
Students: Students come to the classroom with previously
formulated knowledge, ideas, and concepts. This knowledge
is used as the basis for new knowledge that will be created.
Students may collaborate together to make video/powerpoing
presentations instead of writing papers or illustrating a
poster.
8. Try to use raw data and primary sources, in
addition to manipulative, interactive, and physical
materials.
Encourage communication between the teacher and
the students and also between the students.
Ask follow up questions and seek elaboration after
a student's initial response.
Provide enough time for students to construct their
own meaning when learning something new.
Encourage and accept student autonomy and
initiative.
9. Graphics:
◦ Jean Piaget– Taken from Wikimedia Commons,
uploaded by Roland Zumbuhl
Information:
◦ Integrating Technology and Digital Media in the
Classroom, 6th Edition by Shelly, Gunter and Gunter.
◦ http://www.learning-theories.com/discovery-
learning-bruner.html
◦ http://www.thirteen.org/edonline/concept2class/c
onstructivism/index_sub2.html