Brainstorming is a cooperative approach in which a number of people collectively agree upon a solution after all of their ideas are brought forth and discussed. Ideally, more people in a group can lead to more ideas being generated. Groups should consist of students who vary in experiences, backgrounds, knowledge and academic disciplines. It is important to provide some form of follow-up to the brainstorming session as a sort of follow-through to support student effort. Brainstorming sessions allow individual students’ voices to become one with the group’s voice. Explain that as part of this course all students are expected to bend a little which may have them participating in activities which might make them uncomfortable.
Microaggressions Table adapted by Patricia A. Burak, Ph.D., Tae-Sun Kim, Ph.D., Amit Taneja, Doctoral Candidate - all at Syracuse University, 2009. Based on Derald Wing Sue's “Racial Microagressions in Everyday Life: Implications for Clinical Practice.” American Psychologist (2007): 271- 286.
The document is a description of the adaptation of Rizzi-Salvatori's "difficulty paper" for use in small groups after students viewed each others videotaped interactions with standardized patients in a required ethics course in a Doctor of Pharmacy program.
The document outlines Bloom's Taxonomy of Educational Objectives for the Cognitive Domain. It describes 6 levels - Memory/Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each level provides examples of tasks, key verbs, and sample test questions that demonstrate that level of learning. The levels progress from remembering facts to more complex thinking like evaluating ideas against standards. The taxonomy provides a framework for designing learning outcomes and assessments at different levels of cognitive complexity.
Critical thinking is defined differently in different contexts and is learned through various experiences. Teaching critical thinking involves activities that develop traits like open-mindedness, analysis, and evaluation. Assignments that test critical thinking allow students to apply these traits to demonstrate their understanding.
This document outlines an upcoming teaching enrichment series session on critical thinking. The session will be led by Anita Gonzalez and cover definitions of critical thinking, two perspectives on teaching it, and mapping critical thinking skills. Critical thinking is defined as reasoning dispassionately and using evidence to solve problems and draw conclusions. It involves both general skills like logic as well as discipline-specific skills. Effective teaching of critical thinking engages students with specific critical thinking skills within a knowledge base.
The document outlines best practices for teaching large lecture courses with diverse student learners. It recommends putting together a complete syllabus, fostering active learning, and giving captivating lectures. It also suggests making the large class feel small by interacting with students, forming small groups, and learning students' names. The document advises encouraging questioning, bringing in student backgrounds, connecting concepts to other disciplines, cultivating multicultural learning, being available to students, reaching out to struggling students, personalizing the course, and getting student feedback.
Brainstorming is a cooperative approach in which a number of people collectively agree upon a solution after all of their ideas are brought forth and discussed. Ideally, more people in a group can lead to more ideas being generated. Groups should consist of students who vary in experiences, backgrounds, knowledge and academic disciplines. It is important to provide some form of follow-up to the brainstorming session as a sort of follow-through to support student effort. Brainstorming sessions allow individual students’ voices to become one with the group’s voice. Explain that as part of this course all students are expected to bend a little which may have them participating in activities which might make them uncomfortable.
Microaggressions Table adapted by Patricia A. Burak, Ph.D., Tae-Sun Kim, Ph.D., Amit Taneja, Doctoral Candidate - all at Syracuse University, 2009. Based on Derald Wing Sue's “Racial Microagressions in Everyday Life: Implications for Clinical Practice.” American Psychologist (2007): 271- 286.
The document is a description of the adaptation of Rizzi-Salvatori's "difficulty paper" for use in small groups after students viewed each others videotaped interactions with standardized patients in a required ethics course in a Doctor of Pharmacy program.
The document outlines Bloom's Taxonomy of Educational Objectives for the Cognitive Domain. It describes 6 levels - Memory/Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each level provides examples of tasks, key verbs, and sample test questions that demonstrate that level of learning. The levels progress from remembering facts to more complex thinking like evaluating ideas against standards. The taxonomy provides a framework for designing learning outcomes and assessments at different levels of cognitive complexity.
Critical thinking is defined differently in different contexts and is learned through various experiences. Teaching critical thinking involves activities that develop traits like open-mindedness, analysis, and evaluation. Assignments that test critical thinking allow students to apply these traits to demonstrate their understanding.
This document outlines an upcoming teaching enrichment series session on critical thinking. The session will be led by Anita Gonzalez and cover definitions of critical thinking, two perspectives on teaching it, and mapping critical thinking skills. Critical thinking is defined as reasoning dispassionately and using evidence to solve problems and draw conclusions. It involves both general skills like logic as well as discipline-specific skills. Effective teaching of critical thinking engages students with specific critical thinking skills within a knowledge base.
The document outlines best practices for teaching large lecture courses with diverse student learners. It recommends putting together a complete syllabus, fostering active learning, and giving captivating lectures. It also suggests making the large class feel small by interacting with students, forming small groups, and learning students' names. The document advises encouraging questioning, bringing in student backgrounds, connecting concepts to other disciplines, cultivating multicultural learning, being available to students, reaching out to struggling students, personalizing the course, and getting student feedback.
The document provides teaching suggestions from students' perspectives, including dos and don'ts. It suggests that professors should respect student confidentiality, check prerequisites, adhere to the syllabus, avoid running over class time, post important announcements and grades online, clearly explain grading systems upfront, avoid publicly humiliating students, state exam times clearly, and proofread exams.
1. Set a positive tone by being fully prepared, treating students with respect, and showing enthusiasm for the subject matter. Your attitude will significantly impact students' experience.
2. Assume all students are capable and motivated, though not necessarily to learn the specific subject. Do your best to engage students and facilitate different levels of learning without forcing any student to achieve a high grade.
3. Be considerate of students' busy schedules by planning reasonable workload and following university guidelines. Changes to expectations can disadvantage some students.
Strategies for Beginning to Establish a Digital Presence
Tuesday, November 12, 3:00 - 5:00pm | 3-180 Keller Hall
Participants in this session will discuss strategies for making use of social media to build a scholarly digital presence and establish professional networks as scholars, researchers and teachers. Participants are encouraged to bring laptops or mobile devices.
The document discusses using text messaging as a feedback tool in a large lecture mathematics course. The professor trialled allowing students to text him questions during class. Over 40 conversations occurred with 18 unique students, mostly about math concepts. Student surveys found texting created a welcoming environment and some students were more comfortable asking questions this way. For future use, the professor plans to better advertise the system and provide examples for sending math notation by text.
On create learning outcomes that will can be the foundation for the rest of your course development. Slides in support of workshop described at http://wp.me/p1Mdiu-rQ.
The document provides teaching tips from Donald J. Liu. It discusses 5 key elements of effective teaching:
1) Overcoming limitations by transforming weaknesses into strengths, such as compensating for being a non-native English speaker.
2) Engaging students through active learning techniques like using clickers and group work rather than solely lecturing.
3) Building rapport with students by learning their names and treating them with respect.
4) Seeking out new teaching methods and frontier areas, such as using classroom experiments with clicker technology.
5) Maximizing the "theater" aspect of teaching through strong preparation and presentation skills.
Here are some additional credible resources for designing authentic learning tasks:
- Project-based Learning Lab at Buck Institute for Education (bie.org) - Provides examples of authentic, project-based learning units and lessons across various subject areas.
- Edutopia (edutopia.org) - Offers best practice guides and videos showing examples of authentic assessments being implemented in K-12 classrooms.
- Grant Wiggins' Authentic Education website (authenticeducation.org) - Includes articles and resources from Wiggins on understanding and designing authentic tasks.
- Quality Matters Higher Education Rubric Standards (qualitymatters.org) - Benchmark standards for course design that emphasize using authentic activities to assess learning.
This document discusses six core principles for creating memorable presentations: 1) have students dig deep into the material by linking it to things they care about, 2) introduce emotion to make people care about the topic, 3) show enthusiasm for the subject, 4) link the material to things students already value, 5) ask students what they value to understand how to engage them, and 6) make emotion the intended outcome of the presentation. It emphasizes using stories and storytelling techniques to help explain concepts and inspire students in a way that fosters emotional involvement.
This document outlines principles and practices for creating memorable presentations and courses. It discusses beginning a presentation with stories to engage learners and provides an overview of key concepts like aligned course design, active learning, creativity, and intended learning outcomes. The document notes that learning refers to significant and measurable changes in capability, understanding, knowledge, practices, attitudes or values. It also explores how to apply principles of aligned course design to draw on sticky teaching practices and provoke meaningful learning through well-designed course objectives, assessments and activities.
This single sentence document provides a URL link to an Adobe Presenter narrated presentation hosted on umconnect.umn.edu. The URL is https://umconnect.umn.edu/p68566488/.
This document discusses interactive and active teaching methods. It defines key terms like learning, active learning, and classroom assessment techniques. It discusses the advantages of active learning for both students and teachers. Examples of active learning techniques are presented, including large and small group discussions, active lecturing, and classroom assessment techniques like sample exam questions. Tips are provided for implementing active learning in the classroom.
The document provides instructions for attendees at a CTL retreat, including checking in at the tweet booth, sitting at tables, getting food, and writing a simple summary on a whiteboard. It then outlines 6 principles for effective presentations, focusing on making the content simple, unexpected, concrete, credible, emotionally engaging, and told through stories. Attendees are encouraged to consider how the presented model could be useful in their own teaching if supported by strong evidence.
This document provides an overview of using social media to build an academic digital identity. It discusses how platforms like Twitter can have a major impact if used effectively for timely communication, engagement, relationships and conversation related to academic activities. While academic work aims to engage people and spark debates, social media allows insiders to share their work more widely and outsiders to learn about organizations, creating more meaningful relationships between academics and their work/communities. Resources are listed on personal learning networks, hashtags, academic tweeters and using blogs to share research.
Ilene D. Alexander alexa032@umn.ed @IleneDawn
Christina I. Petersen pete6647@umn.edu @CIPetersenZ
Center for Teaching and Learning Services
@UMinnTeachLearn
http://UMinnTILT.wordpress.com
Notes field of presentation includes talking points & resources that shape the "script" of public presentations of this 3x3 presentation. From presentation entitled "Learning Presentations: Moving from Template-based Technologies to Learner-focused Approaches" by Ilene D. Alexander and Christina I. Petersen. For April 2012 Academic Technology Showcase, UMinn
We introduce Learning Presentation design principles that incorporate theories of Adult Learning. These presentation principles and approaches can be adapted by researchers, teachers, and students for use in classrooms, conferences, and communities, whether F2F, hybrid, or online environments. We collaborate with participants by sharing knowledge and experience to create personalized strategies for maximizing learning while using presentation platforms. For this showcase we draw on our work with future faculty and current staff to demonstrate Learning Presentations as scaffolds for showcasing ideas, guiding learning, and engaging learners.
Ilene D. Alexander
Christina I. Petersen
The document outlines a three level model for analyzing and summarizing information:
1. Level 1 involves objectively describing what was seen and heard without analysis or judgment.
2. Level 2 involves analyzing the observations to understand how they fit together and what needs to be assumed to make sense of them, considering multiple possible interpretations.
3. Level 3 involves evaluating the information by expressing positive or negative feelings and making a reasoned judgment, while acknowledging any resistance to remaining objective.
This document summarizes an article about making teaching ideas stick. It discusses six traits that make ideas stick: simple, unexpected, concrete, credible, emotional, and story-based. It provides examples of teachers who have incorporated these traits into their lessons to help students better understand and remember complex concepts. The overall message is that applying these principles of "idea design" can help make any teaching idea stickier.
The document provides teaching suggestions from students' perspectives, including dos and don'ts. It suggests that professors should respect student confidentiality, check prerequisites, adhere to the syllabus, avoid running over class time, post important announcements and grades online, clearly explain grading systems upfront, avoid publicly humiliating students, state exam times clearly, and proofread exams.
1. Set a positive tone by being fully prepared, treating students with respect, and showing enthusiasm for the subject matter. Your attitude will significantly impact students' experience.
2. Assume all students are capable and motivated, though not necessarily to learn the specific subject. Do your best to engage students and facilitate different levels of learning without forcing any student to achieve a high grade.
3. Be considerate of students' busy schedules by planning reasonable workload and following university guidelines. Changes to expectations can disadvantage some students.
Strategies for Beginning to Establish a Digital Presence
Tuesday, November 12, 3:00 - 5:00pm | 3-180 Keller Hall
Participants in this session will discuss strategies for making use of social media to build a scholarly digital presence and establish professional networks as scholars, researchers and teachers. Participants are encouraged to bring laptops or mobile devices.
The document discusses using text messaging as a feedback tool in a large lecture mathematics course. The professor trialled allowing students to text him questions during class. Over 40 conversations occurred with 18 unique students, mostly about math concepts. Student surveys found texting created a welcoming environment and some students were more comfortable asking questions this way. For future use, the professor plans to better advertise the system and provide examples for sending math notation by text.
On create learning outcomes that will can be the foundation for the rest of your course development. Slides in support of workshop described at http://wp.me/p1Mdiu-rQ.
The document provides teaching tips from Donald J. Liu. It discusses 5 key elements of effective teaching:
1) Overcoming limitations by transforming weaknesses into strengths, such as compensating for being a non-native English speaker.
2) Engaging students through active learning techniques like using clickers and group work rather than solely lecturing.
3) Building rapport with students by learning their names and treating them with respect.
4) Seeking out new teaching methods and frontier areas, such as using classroom experiments with clicker technology.
5) Maximizing the "theater" aspect of teaching through strong preparation and presentation skills.
Here are some additional credible resources for designing authentic learning tasks:
- Project-based Learning Lab at Buck Institute for Education (bie.org) - Provides examples of authentic, project-based learning units and lessons across various subject areas.
- Edutopia (edutopia.org) - Offers best practice guides and videos showing examples of authentic assessments being implemented in K-12 classrooms.
- Grant Wiggins' Authentic Education website (authenticeducation.org) - Includes articles and resources from Wiggins on understanding and designing authentic tasks.
- Quality Matters Higher Education Rubric Standards (qualitymatters.org) - Benchmark standards for course design that emphasize using authentic activities to assess learning.
This document discusses six core principles for creating memorable presentations: 1) have students dig deep into the material by linking it to things they care about, 2) introduce emotion to make people care about the topic, 3) show enthusiasm for the subject, 4) link the material to things students already value, 5) ask students what they value to understand how to engage them, and 6) make emotion the intended outcome of the presentation. It emphasizes using stories and storytelling techniques to help explain concepts and inspire students in a way that fosters emotional involvement.
This document outlines principles and practices for creating memorable presentations and courses. It discusses beginning a presentation with stories to engage learners and provides an overview of key concepts like aligned course design, active learning, creativity, and intended learning outcomes. The document notes that learning refers to significant and measurable changes in capability, understanding, knowledge, practices, attitudes or values. It also explores how to apply principles of aligned course design to draw on sticky teaching practices and provoke meaningful learning through well-designed course objectives, assessments and activities.
This single sentence document provides a URL link to an Adobe Presenter narrated presentation hosted on umconnect.umn.edu. The URL is https://umconnect.umn.edu/p68566488/.
This document discusses interactive and active teaching methods. It defines key terms like learning, active learning, and classroom assessment techniques. It discusses the advantages of active learning for both students and teachers. Examples of active learning techniques are presented, including large and small group discussions, active lecturing, and classroom assessment techniques like sample exam questions. Tips are provided for implementing active learning in the classroom.
The document provides instructions for attendees at a CTL retreat, including checking in at the tweet booth, sitting at tables, getting food, and writing a simple summary on a whiteboard. It then outlines 6 principles for effective presentations, focusing on making the content simple, unexpected, concrete, credible, emotionally engaging, and told through stories. Attendees are encouraged to consider how the presented model could be useful in their own teaching if supported by strong evidence.
This document provides an overview of using social media to build an academic digital identity. It discusses how platforms like Twitter can have a major impact if used effectively for timely communication, engagement, relationships and conversation related to academic activities. While academic work aims to engage people and spark debates, social media allows insiders to share their work more widely and outsiders to learn about organizations, creating more meaningful relationships between academics and their work/communities. Resources are listed on personal learning networks, hashtags, academic tweeters and using blogs to share research.
Ilene D. Alexander alexa032@umn.ed @IleneDawn
Christina I. Petersen pete6647@umn.edu @CIPetersenZ
Center for Teaching and Learning Services
@UMinnTeachLearn
http://UMinnTILT.wordpress.com
Notes field of presentation includes talking points & resources that shape the "script" of public presentations of this 3x3 presentation. From presentation entitled "Learning Presentations: Moving from Template-based Technologies to Learner-focused Approaches" by Ilene D. Alexander and Christina I. Petersen. For April 2012 Academic Technology Showcase, UMinn
We introduce Learning Presentation design principles that incorporate theories of Adult Learning. These presentation principles and approaches can be adapted by researchers, teachers, and students for use in classrooms, conferences, and communities, whether F2F, hybrid, or online environments. We collaborate with participants by sharing knowledge and experience to create personalized strategies for maximizing learning while using presentation platforms. For this showcase we draw on our work with future faculty and current staff to demonstrate Learning Presentations as scaffolds for showcasing ideas, guiding learning, and engaging learners.
Ilene D. Alexander
Christina I. Petersen
The document outlines a three level model for analyzing and summarizing information:
1. Level 1 involves objectively describing what was seen and heard without analysis or judgment.
2. Level 2 involves analyzing the observations to understand how they fit together and what needs to be assumed to make sense of them, considering multiple possible interpretations.
3. Level 3 involves evaluating the information by expressing positive or negative feelings and making a reasoned judgment, while acknowledging any resistance to remaining objective.
This document summarizes an article about making teaching ideas stick. It discusses six traits that make ideas stick: simple, unexpected, concrete, credible, emotional, and story-based. It provides examples of teachers who have incorporated these traits into their lessons to help students better understand and remember complex concepts. The overall message is that applying these principles of "idea design" can help make any teaching idea stickier.
More from Center for Teaching & Learning - University of Minnesota (20)
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.