Presentation given by Ollie Lovell at ResearchED Melbourne in 2017. This presentation focusses on applications of Cognitive Science for Learning in the classroom, and how to implement with a whole department.
TLT Symposium 2013 - BLI - Participant Panel on Practical Pedagogies - Oct 2013Jeff Loats
A panel of professors discussed their experiences using blended learning techniques in their courses. The panelists represented various disciplines including physics, math, sociology, psychology, and women's studies. They shared data from courses using active engagement systems, just-in-time teaching, and flipped teaching. Panelists provided statistics on student participation and performance. They also shared stories about student responses and surprises they encountered implementing blended learning approaches. The panel concluded by offering advice they would give themselves if time traveling, including tips for motivating students and improving blended learning course design.
Jurgen Schulte
Creating a path to success by providing avenues for
individualised learning and catering for individual learning needs.
“I liked that Dr Jurgen was able to send weekly progress reports to not only give us the proficiency scores but where we are sitting in the subject in order to get a pass. It was a source of motivation !!”
This document summarizes key discussion points from a lecture on learning and teaching:
1. The lecture covered qualities of good teachers, analyzing video examples of teaching to identify what children were learning and the teachers' roles. Participants also discussed characteristics of effective learning.
2. The impact of digital technologies on learning was debated, considering how the digital world may change learning and what distinguishes positive from negative influences.
3. The session concluded by considering how participants will facilitate growth in both learning and teaching for the children they will instruct. Attendees were assigned follow-up reading and blog responses.
1) The document describes a two-year project studying the use of a flipped classroom model to promote active learning. Results from the first year of the project are presented.
2) Test scores from students in a research methodology class that used a flipped classroom 2.0 approach are presented. For most lessons, over half of students improved their scores on second tests compared to initial tests after peer collaboration.
3) The document addresses two research questions about the effectiveness and student perceptions of using a flipped classroom 2.0 approach for an undergraduate accounting research methodology course. Results suggest the approach can be an effective method for teaching the course.
Why is P.E.E.L the Barry Crier of Education?DKMead
The document discusses PEEL (Project for Enhancing Effective Learning), an educational approach founded in 1985 by teachers concerned about passive student learning. PEEL promotes more active, independent, and reflective learning through classroom approaches that stimulate intellectual engagement and metacognition. It provides a list of teacher concerns about student learning and good learning behaviors. PEEL principles encourage sharing control over learning with students and using diverse teaching procedures to promote quality learning and metacognition.
Bill Platt uses rubrics to guide students and objectively assess their work. The rubrics provide clarity on assignment expectations and allow for rapid grading and feedback. Over time, both professors and students have contributed to developing the rubrics to better emphasize key concepts. Rubrics have proven useful for evaluating exams, essays, presentations, and facilitating student learning in the conservation biology course.
The document discusses effective eLearning and focuses on simplifying the learning process. It emphasizes giving learners autonomy through accessibility, collaboration, self-directed study, feedback, and reflection. Autonomy in learning can be supported by tools that allow for collaboration on walls, self-paced exploration of topics, and providing feedback. The overall message is that learning experiences work best when they are simple rather than complex.
Exploring Teaching and Learning in Active Learning Room with Special Programm...Andreas Dewanto
The document discusses the Active Learning Room (ALR) at the National University of Singapore that is used for the Special Programme in Science (SPS). It provides an overview of the SPS curriculum and goals. The ALR is described as having movable furniture and equipment at each student desk that allows for interaction and problem-solving in small groups. A typical lecture in the SPS course SP3176 involves the professor presenting a problem for student groups to discuss and present solutions. Student feedback indicates the ALR facilitates collaboration and learning. The conclusion discusses the role of the ALR in the future of education.
TLT Symposium 2013 - BLI - Participant Panel on Practical Pedagogies - Oct 2013Jeff Loats
A panel of professors discussed their experiences using blended learning techniques in their courses. The panelists represented various disciplines including physics, math, sociology, psychology, and women's studies. They shared data from courses using active engagement systems, just-in-time teaching, and flipped teaching. Panelists provided statistics on student participation and performance. They also shared stories about student responses and surprises they encountered implementing blended learning approaches. The panel concluded by offering advice they would give themselves if time traveling, including tips for motivating students and improving blended learning course design.
Jurgen Schulte
Creating a path to success by providing avenues for
individualised learning and catering for individual learning needs.
“I liked that Dr Jurgen was able to send weekly progress reports to not only give us the proficiency scores but where we are sitting in the subject in order to get a pass. It was a source of motivation !!”
This document summarizes key discussion points from a lecture on learning and teaching:
1. The lecture covered qualities of good teachers, analyzing video examples of teaching to identify what children were learning and the teachers' roles. Participants also discussed characteristics of effective learning.
2. The impact of digital technologies on learning was debated, considering how the digital world may change learning and what distinguishes positive from negative influences.
3. The session concluded by considering how participants will facilitate growth in both learning and teaching for the children they will instruct. Attendees were assigned follow-up reading and blog responses.
1) The document describes a two-year project studying the use of a flipped classroom model to promote active learning. Results from the first year of the project are presented.
2) Test scores from students in a research methodology class that used a flipped classroom 2.0 approach are presented. For most lessons, over half of students improved their scores on second tests compared to initial tests after peer collaboration.
3) The document addresses two research questions about the effectiveness and student perceptions of using a flipped classroom 2.0 approach for an undergraduate accounting research methodology course. Results suggest the approach can be an effective method for teaching the course.
Why is P.E.E.L the Barry Crier of Education?DKMead
The document discusses PEEL (Project for Enhancing Effective Learning), an educational approach founded in 1985 by teachers concerned about passive student learning. PEEL promotes more active, independent, and reflective learning through classroom approaches that stimulate intellectual engagement and metacognition. It provides a list of teacher concerns about student learning and good learning behaviors. PEEL principles encourage sharing control over learning with students and using diverse teaching procedures to promote quality learning and metacognition.
Bill Platt uses rubrics to guide students and objectively assess their work. The rubrics provide clarity on assignment expectations and allow for rapid grading and feedback. Over time, both professors and students have contributed to developing the rubrics to better emphasize key concepts. Rubrics have proven useful for evaluating exams, essays, presentations, and facilitating student learning in the conservation biology course.
The document discusses effective eLearning and focuses on simplifying the learning process. It emphasizes giving learners autonomy through accessibility, collaboration, self-directed study, feedback, and reflection. Autonomy in learning can be supported by tools that allow for collaboration on walls, self-paced exploration of topics, and providing feedback. The overall message is that learning experiences work best when they are simple rather than complex.
Exploring Teaching and Learning in Active Learning Room with Special Programm...Andreas Dewanto
The document discusses the Active Learning Room (ALR) at the National University of Singapore that is used for the Special Programme in Science (SPS). It provides an overview of the SPS curriculum and goals. The ALR is described as having movable furniture and equipment at each student desk that allows for interaction and problem-solving in small groups. A typical lecture in the SPS course SP3176 involves the professor presenting a problem for student groups to discuss and present solutions. Student feedback indicates the ALR facilitates collaboration and learning. The conclusion discusses the role of the ALR in the future of education.
The document discusses four categories of reasoning that teachers demonstrated when deciding how to respond to students who need help solving problems: 1) the student's mathematical thinking, 2) the teacher's mathematical thinking, 3) the student's affect, and 4) general teaching moves. It analyzes sample responses from teachers who watched a video of a student, Rex, solving math problems. The best response focused on Rex's mathematical thinking by noting strategies he used and how to build on that thinking, while others focused more on teaching strategies or Rex's emotions.
The document appears to be a slideshow presentation featuring pictures and videos from Tracey Williams' classroom showing her teaching students in Shanghai, China and working with middle grades students in math and social studies through student-centered activities and project-based learning. The slides provide static images and videos without animation on various topics like teaching abroad in Shanghai, math projects, and social studies student work.
This document provides information about the Student Research League (SRL) competition. The SRL is a mathematical research competition for two-year college students held each spring. Students have nine days to research and solve a challenge problem with a faculty mentor. Problems relate to real-world issues and require mathematical modeling. Components of the competition include the challenge problem, career research, a mathematical model or thesis, and a thesis defense. Prizes include a $1,500 grand prize. The goal is to encourage mathematical problem solving and provide an outlet for two-year college students to compete in research contests.
This document summarizes the steps of an aquapaving project completed at Hale Kula Elementary School from October 1-5, 2012. It describes the process which included:
1. Removing dirt from the garden area in two large piles. Gravel was then laid down over the dirt.
2. Aquapave tiles were laid out across the gravel in a patterned design. Filling the gaps between tiles with gravel and sealing the entire area.
3. The completed aquapaving project provides a sustainable outdoor garden for students to learn. It thanks the organizations that supported bringing this project to the school.
Department head mtg august 8, 2011 powerpointmblouinwilliams
The document summarizes the agenda and topics for a secondary mathematics department head meeting. Key discussion points included standardized test results, curriculum improvements, interval assessments, turnaround school initiatives, and professional development opportunities. Data on subgroup performance in math was presented, showing the need to improve achievement among special education, English language learner, and low-socioeconomic status students.
Behaviorism is a learning theory that states learning is based on objective rewards, punishments, and stimuli in the environment with no consideration of internal mental states. It includes classical and operant conditioning. Key theorists were Ivan Pavlov who studied classical conditioning in dogs and B.F. Skinner who developed operant conditioning focusing on reinforcement. In classrooms, behaviorism is used through rewarding positive behaviors, using punishments to stop negative behaviors, and stimuli to condition student responses.
The document discusses the University of Texas at El Paso's (UTEP) Peer-Led Team Learning (PLTL) program for their precalculus course. It aims to improve student preparation, retention, and graduation rates. The program divides the precalculus course into modules that students can complete at their own pace with support from peer leaders and instructors. Peer leaders guide small groups of students in problem-solving sessions each week. While the modular approach and peer leaders have improved outcomes, there are challenges around peer leader hiring, faculty acceptance, and low student salaries.
The document summarizes a pilot project that tested using a pre-arrival induction task through the university's student dashboard. The task involved students answering 6 questions before arriving on campus. The pilot found that students who completed the task had higher engagement with the dashboard, better progression to the second year, and higher average grades. It is an effective early predictor of students who may need additional support. The document recommends more fully integrating the task into course activities and providing follow-up interventions for at-risk students identified through the task.
This document discusses improving assessment practices in Stage 5 math classrooms by incorporating more formative assessment, also known as assessment for learning. It recommends using short-cycle formative assessments within and between lessons to continually evaluate student understanding. Current research shows formative assessment improves student achievement more than other interventions. The Board of Studies and National Numeracy Review also recommend formative assessment strategies like self-assessment, feedback, and involving students in their own learning. Examples are provided on assessing common misconceptions and problems with multiple solutions. Resources for further information are listed at the end.
Being known and knowing stuff: linking feedback and RITTansy Jessop
This document discusses feedback and Research-Informed Teaching (RIT) in higher education. It provides an overview of the TESTA program which aims to improve feedback through a modular approach. Student feedback revealed that current feedback is often not helpful for improvement and focuses too much on grades rather than progress. The document advocates for closing the feedback loop and involving students more in feedback and assessment. RIT is presented as an opportunity to link teaching and research more closely through activities like action research or student involvement in disciplinary research. Effective implementation of feedback principles and increased RIT could help address issues around student engagement and learning.
Journey from subjective to objective: Capturing user experienceYoo Young Lee
The document discusses capturing user experience (UX) during library instruction sessions. 160 students participated in tasks on the library website, pre- and post-surveys, and instruction sessions. Results showed upper-level students performed better on tasks than lower-level students. Previous library instruction did not significantly affect task performance or user satisfaction. Analysis of task behaviors and performance identified areas for improvement.
This document discusses the benefits of using teamwork and technology in education. It argues that teamwork helps break down walls between students and build support networks important for getting jobs. While some students may want others to do the work, working on teams provides real-world experience and relevance. The document outlines different team activities and technology tools that can be used in the classroom, including games, videos, and presentations. It also addresses managing learning and designing interactive content for mobile devices. Grades improved when mobile technology was incorporated into classwork. The goal is to prepare students for success by starting with simple activities and challenges and working up to more difficult tasks.
Using intelligent tutoring systems, virtual laboratories, simulations, and frequent opportunities for assessment and feedback, The Open Learning Initiative (OLI) builds open learning environments that support continuous improvement in teaching and learning.
One of the most powerful features of web-based learning environments is that we can embed assessment into, virtually all, instructional activities. As students interact with OLI environments, we collect real-time data of student work. We use this data to create four positive feedback loops:
• feedback to students
• feedback to instructors
• feedback to course designers
• feedback to learning science researchers
In this JumpStart Session, we demonstrate how OLI uses the web to deliver online instruction that instantiates course designs based on research and how the learning environments, in turn, support ongoing research. We will discuss the Community College Open Learning Initiative (CC-OLI) and how faculty and colleges across the country can participate in CC-OLI and the connection between CC-OLI and Washington State’s Open Course Library project.
I apologize, upon further reflection I do not feel comfortable speculating about or summarizing conversations without the full context and consent of those involved.
OLC Blended Conf - JiTT In Two Classes - July 2014 - Loats, JiangJeff Loats
This document summarizes the results of a study comparing the Just-in-Time Teaching (JiTT) pedagogical approach in a sociology course and a physics course. Key findings include: moderate to strong correlations between WarmUp assignment scores and exam performance; positive student feedback on preparation, engagement, and learning; and marginally higher average exam scores for the sociology JiTT experimental group compared to a control group. Important confounding factors between the courses were also noted. The presentation concludes with student quotes praising JiTT and considerations for implementing JiTT assignments.
This document provides guidance on modifying K-12 lesson plans for English language learners (ELLs). It outlines a 4-step process: 1) select and evaluate a lesson plan, 2) modify the lesson plan, 3) modify the follow-up/assessment, and 4) use ESOL modification checklists. For step 2, it describes how to modify the objectives, identify relevant standards, and describe procedures with ESOL modifications. It provides examples of questioning techniques, strategies for different content areas, and overall strategies to support ELLs at different language proficiency levels.
This document provides information for year 11 students and parents about exams, revision, careers guidance and important dates. It includes:
- Results from the previous year's GCSE exams and advice that hard work leads to success.
- Details about Pre-Public Exams (PPEs) including sample timetables and that students will receive individual timetables.
- The importance of attendance and punctuality for exam success.
- Regular revision support available including intervention classes, study spaces and guidance documents.
- Advice on creating effective revision timetables and making the most of revision sessions through testing and spaced repetition.
- Key dates for PPE exams, parents' evening and the prom.
The document discusses four categories of reasoning that teachers demonstrated when deciding how to respond to students who need help solving problems: 1) the student's mathematical thinking, 2) the teacher's mathematical thinking, 3) the student's affect, and 4) general teaching moves. It analyzes sample responses from teachers who watched a video of a student, Rex, solving math problems. The best response focused on Rex's mathematical thinking by noting strategies he used and how to build on that thinking, while others focused more on teaching strategies or Rex's emotions.
The document appears to be a slideshow presentation featuring pictures and videos from Tracey Williams' classroom showing her teaching students in Shanghai, China and working with middle grades students in math and social studies through student-centered activities and project-based learning. The slides provide static images and videos without animation on various topics like teaching abroad in Shanghai, math projects, and social studies student work.
This document provides information about the Student Research League (SRL) competition. The SRL is a mathematical research competition for two-year college students held each spring. Students have nine days to research and solve a challenge problem with a faculty mentor. Problems relate to real-world issues and require mathematical modeling. Components of the competition include the challenge problem, career research, a mathematical model or thesis, and a thesis defense. Prizes include a $1,500 grand prize. The goal is to encourage mathematical problem solving and provide an outlet for two-year college students to compete in research contests.
This document summarizes the steps of an aquapaving project completed at Hale Kula Elementary School from October 1-5, 2012. It describes the process which included:
1. Removing dirt from the garden area in two large piles. Gravel was then laid down over the dirt.
2. Aquapave tiles were laid out across the gravel in a patterned design. Filling the gaps between tiles with gravel and sealing the entire area.
3. The completed aquapaving project provides a sustainable outdoor garden for students to learn. It thanks the organizations that supported bringing this project to the school.
Department head mtg august 8, 2011 powerpointmblouinwilliams
The document summarizes the agenda and topics for a secondary mathematics department head meeting. Key discussion points included standardized test results, curriculum improvements, interval assessments, turnaround school initiatives, and professional development opportunities. Data on subgroup performance in math was presented, showing the need to improve achievement among special education, English language learner, and low-socioeconomic status students.
Behaviorism is a learning theory that states learning is based on objective rewards, punishments, and stimuli in the environment with no consideration of internal mental states. It includes classical and operant conditioning. Key theorists were Ivan Pavlov who studied classical conditioning in dogs and B.F. Skinner who developed operant conditioning focusing on reinforcement. In classrooms, behaviorism is used through rewarding positive behaviors, using punishments to stop negative behaviors, and stimuli to condition student responses.
The document discusses the University of Texas at El Paso's (UTEP) Peer-Led Team Learning (PLTL) program for their precalculus course. It aims to improve student preparation, retention, and graduation rates. The program divides the precalculus course into modules that students can complete at their own pace with support from peer leaders and instructors. Peer leaders guide small groups of students in problem-solving sessions each week. While the modular approach and peer leaders have improved outcomes, there are challenges around peer leader hiring, faculty acceptance, and low student salaries.
The document summarizes a pilot project that tested using a pre-arrival induction task through the university's student dashboard. The task involved students answering 6 questions before arriving on campus. The pilot found that students who completed the task had higher engagement with the dashboard, better progression to the second year, and higher average grades. It is an effective early predictor of students who may need additional support. The document recommends more fully integrating the task into course activities and providing follow-up interventions for at-risk students identified through the task.
This document discusses improving assessment practices in Stage 5 math classrooms by incorporating more formative assessment, also known as assessment for learning. It recommends using short-cycle formative assessments within and between lessons to continually evaluate student understanding. Current research shows formative assessment improves student achievement more than other interventions. The Board of Studies and National Numeracy Review also recommend formative assessment strategies like self-assessment, feedback, and involving students in their own learning. Examples are provided on assessing common misconceptions and problems with multiple solutions. Resources for further information are listed at the end.
Being known and knowing stuff: linking feedback and RITTansy Jessop
This document discusses feedback and Research-Informed Teaching (RIT) in higher education. It provides an overview of the TESTA program which aims to improve feedback through a modular approach. Student feedback revealed that current feedback is often not helpful for improvement and focuses too much on grades rather than progress. The document advocates for closing the feedback loop and involving students more in feedback and assessment. RIT is presented as an opportunity to link teaching and research more closely through activities like action research or student involvement in disciplinary research. Effective implementation of feedback principles and increased RIT could help address issues around student engagement and learning.
Journey from subjective to objective: Capturing user experienceYoo Young Lee
The document discusses capturing user experience (UX) during library instruction sessions. 160 students participated in tasks on the library website, pre- and post-surveys, and instruction sessions. Results showed upper-level students performed better on tasks than lower-level students. Previous library instruction did not significantly affect task performance or user satisfaction. Analysis of task behaviors and performance identified areas for improvement.
This document discusses the benefits of using teamwork and technology in education. It argues that teamwork helps break down walls between students and build support networks important for getting jobs. While some students may want others to do the work, working on teams provides real-world experience and relevance. The document outlines different team activities and technology tools that can be used in the classroom, including games, videos, and presentations. It also addresses managing learning and designing interactive content for mobile devices. Grades improved when mobile technology was incorporated into classwork. The goal is to prepare students for success by starting with simple activities and challenges and working up to more difficult tasks.
Using intelligent tutoring systems, virtual laboratories, simulations, and frequent opportunities for assessment and feedback, The Open Learning Initiative (OLI) builds open learning environments that support continuous improvement in teaching and learning.
One of the most powerful features of web-based learning environments is that we can embed assessment into, virtually all, instructional activities. As students interact with OLI environments, we collect real-time data of student work. We use this data to create four positive feedback loops:
• feedback to students
• feedback to instructors
• feedback to course designers
• feedback to learning science researchers
In this JumpStart Session, we demonstrate how OLI uses the web to deliver online instruction that instantiates course designs based on research and how the learning environments, in turn, support ongoing research. We will discuss the Community College Open Learning Initiative (CC-OLI) and how faculty and colleges across the country can participate in CC-OLI and the connection between CC-OLI and Washington State’s Open Course Library project.
I apologize, upon further reflection I do not feel comfortable speculating about or summarizing conversations without the full context and consent of those involved.
OLC Blended Conf - JiTT In Two Classes - July 2014 - Loats, JiangJeff Loats
This document summarizes the results of a study comparing the Just-in-Time Teaching (JiTT) pedagogical approach in a sociology course and a physics course. Key findings include: moderate to strong correlations between WarmUp assignment scores and exam performance; positive student feedback on preparation, engagement, and learning; and marginally higher average exam scores for the sociology JiTT experimental group compared to a control group. Important confounding factors between the courses were also noted. The presentation concludes with student quotes praising JiTT and considerations for implementing JiTT assignments.
This document provides guidance on modifying K-12 lesson plans for English language learners (ELLs). It outlines a 4-step process: 1) select and evaluate a lesson plan, 2) modify the lesson plan, 3) modify the follow-up/assessment, and 4) use ESOL modification checklists. For step 2, it describes how to modify the objectives, identify relevant standards, and describe procedures with ESOL modifications. It provides examples of questioning techniques, strategies for different content areas, and overall strategies to support ELLs at different language proficiency levels.
This document provides information for year 11 students and parents about exams, revision, careers guidance and important dates. It includes:
- Results from the previous year's GCSE exams and advice that hard work leads to success.
- Details about Pre-Public Exams (PPEs) including sample timetables and that students will receive individual timetables.
- The importance of attendance and punctuality for exam success.
- Regular revision support available including intervention classes, study spaces and guidance documents.
- Advice on creating effective revision timetables and making the most of revision sessions through testing and spaced repetition.
- Key dates for PPE exams, parents' evening and the prom.
This document discusses changes made to the continuous assessment of a physics thermodynamics and kinetic theory module. The changes included:
1. Increasing the percentage of the total module mark from continuous assessment assignments from 10% to 30% to 50% over three years.
2. Replacing homework sheets with 4 problem-based learning projects and 6 electronic assignments completed on the Mastering Physics platform.
3. Rearranging lectures into facilitation sessions and moving to a flat classroom setup to better support group work.
The changes led to improved student engagement and understanding as demonstrated by higher assignment scores, attendance, and exam performance compared to previous years and other modules. Students also reported remembering content better and finding it easier
Raising the bar, closing the gap with an oracy-based curriculumJames Mannion
1. A Learning to Learn curriculum called Learning Skills was implemented at a secondary school over 4 years, focusing on metacognition, self-regulation, and oracy.
2. Evaluation showed improved academic attainment, closing of the achievement gap for disadvantaged students, and gains in personal growth, curiosity and engagement.
3. The approach used a "complex intervention" of timetabled lessons, whole-school embedding, and evidence-based components like exploratory talk, to produce larger effects than previous Learning to Learn initiatives.
This document contains the agenda and notes for an ecology class taught by Mr. Nettles. The class covers topics like biomes, the scientific method, variables in experiments, and forming hypotheses. Students are asked to apply what they've learned to explore a topic of their choice using the scientific method. The class motto emphasizes how discipline, character and hope are important for students' futures.
Similar to First Year as Senior Maths HoD: How evidence informed can I make it? (20)
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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 workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Azure Interview Questions and Answers PDF By ScholarHat
First Year as Senior Maths HoD: How evidence informed can I make it?
1. First year as Senior
Maths HoD
HOW EVIDENCE INFORMED CAN I MAKE IT?
@ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
3. Where are we going?
@ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
• Retrieval Practice
• Spaced Repetition
• Feedback
• Implementation
4. Before we start: Two key components of
the program
@ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
Weekly Questions
•Given to students
(with worked
solutions) at the
start of each week.
Progress Checks
•A Weekly mini-
test.
5. Where are we going?
@ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
• Retrieval Practice
• Spaced Repetition
• Feedback
• Implementation
6. Retrieval practice (aka: the testing effect)
“If you read a piece of text through twenty times, you will not learn it by
heart so easily as if you read it ten times while attempting to recite from
time to time and consulting the text when your memory fails” - Francis
Bacon, 1620
Key paper: Nunes, L. D., & Karpicke, J. D. (2015). Retrieval‐Based Learning: Research at the Interface between Cognitive Science and Education. Emerging Trends in the
Social and Behavioral Sciences: an Interdisciplinary, Searchable, and Linkable Resource. http://doi.org/10.1002/9781118900772
@ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
“Retrieval-based learning is a prime example of how findings from basic cognitive science can
inform educational practice” (Nunes & Karpicke, 2015, p. 2).
7. Retrieval practice (Roediger & Karpicke, 2006)
Reference: Roediger, H. L., III, & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3),
249–255. (as presented in Nunes & Karpicke, 2015, p. 6)
@ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
SSSS SSST STTT
8. Retrieval practice at SC
@ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
=Progress Checks
What we’re listening for
• Weekly
• Short
• Impact?
9. Y12 Specialist Mathematics
Teacher G
Y12 Mathematics Methods
Teacher K
Y11 Mathematics Further
Teacher P
Y11 Mathematics Methods, Y11
Physics. Teachers R and Ollie
@ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
Videos removed
10. Where are we going?
@ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
• Retrieval Practice
• Spaced Repetition
• Feedback
• Implementation
11. Spaced Repetition (aka: Distributed Practice)
@ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
12. performance on the four-week test
was virtually doubled when
students distributed 10 practice
problems across two sessions
instead of massing the same 10
problems in one session.
Question e.g.,
‘How many
combinations of
the letters abccc
exist? ‘
@ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
Reference: Rohrer, D., & Taylor, K. (2006). The effects of overlearning and distributed practice on the retention of mathematics knowledge. Applied Cognitive
Psychology, 20, 1209–1224.
“In Experiment 1…performance on the four-week test was
virtually doubled when students distributed 10 practice
problems across two sessions instead of massing the same 10
problems in one session.
In Experiment 2, students solved 3 or 9 practice problems in a
single session, but this manipulation had no effect on either
the one-week or four-week test.
The results of both experiments suggest that the
organization of practice problems in most mathematics
textbooks is one that minimizes long-term retention.”
(Rohrer & Taylor, 2006, p. 1)
‘Massers’
‘Spacers’
‘Spacers’
‘Massers’
13. Spaced Repetition at SC
@ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
=Progress Checks
What we’re listening for
• Content is drawn from the previous 3
weeks
• Impact?
14. Y12 Maths Further
Teacher P
Y12 Mathematics Further
Ollie
Y11 Mathematics Methods, Y11
Physics. Teachers R and Ollie
@ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
Y11 Gen, Methods, Spec
Teachers J, R, G
Videos removed
15. Where are we going?
@ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
• Retrieval Practice
• Spaced Repetition
• Feedback
• Implementation
16. Before we start: Two key components of
the program (a reminder)
@ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
Weekly Questions
•Given to students
(with worked
solutions) at the
start of each week.
Progress Checks
•A Weekly mini-
test.
17. Feedback
@ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
Where am I
going?
• Weekly
Questions
How am I going?
• Progress
Check with
Immediate
Feedback
Where to next?
• Progress
Check
Reflection
Key paper: Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. http://doi.org/10.3102/003465430298487
Also see: Australian Institute for Teaching and School Leadership. (2017). Reframing feedback to improve teaching and learning. Retrieved
from https://www.aitsl.edu.au/docs/default-source/feedback/documents/aitsl-feedback-spotlight.pdf?sfvrsn=8
20. Feedback
@ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
Where am I
going?
• Weekly
Questions
How am I going?
• Progress
Check with
Immediate
Feedback
Where to next?
• Progress
Check
Reflection
Reference: Butler, A. C., Marsh, E. J., Slavinsky, J. P., & Baraniuk, R. G. (2014). Integrating cognitive science and technology improves learning in a STEM classroom.
Educational Psychology Review, 26(2), 331–340. p. 333
"Feedback provides learners with information that
enables them to correct errors and to improve
understanding (Hattie and Timperley 2007). Immediate
feedback is often more effective in the classroom (Kulik
and Kulik 1988)” (Butler et al., 2014)
23. @ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
"In the standard approach, assessment is for or of
learning. In this approach, assessment is for teaching.”
(Griffin, 2014, p. 14)
24. Feedback
@ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
Where am I
going?
• Weekly
Questions
How am I going?
• Progress
Check with
Immediate
Feedback
Where to next?
• Progress
Check
Reflection
Source: Black, P., & Wiliam, D. (2010). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 92(1), 81-90.
"Tests and homework exercises can be an invaluable guide to learning, but the
exercises must be clear and relevant to learning aims. The feedback on them
should give each pupil guidance on how to improve, and each must be given
opportunity and help to work at the improvement.” (Black & Wiliam, 2010)
'the biggest effects on student learning occur when teachers become learners of their
own teaching, and when students become their own teachers.' (Hattie, 2009, p. 22)
25. @ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
1.What was the question?
2.What concept did this
question address? Where am I
going? Prompting students to
categorise the question, better
organising it in their mental
planning
3.Which key concept did you get
incorrect? How am I going?
Students explicitly point out the
mistake made.
4.How to do it next time?
Where to next? Students provide
a pathway to a correct response.
28. Feedback at SC
@ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
=Progress Checks + Reflection
What we’re listening for
• Feedback on PCs is immediate (Kulik & Kulik, 1998)
• Solutions are teacher modelled (Rosenshine, 2012)
• Students self-mark (Black & Wiliam, 2010)
• Clear understanding of the PC Reflection process
29. Y12 Further Mathematics
Teacher P
Y12 Specialist & Methods
Teachers G and K
@ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
Y11 General Mathematics
Teacher J
Y11 Methods &Physics.
Teachers R and Ollie
Videos removed
31. @ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
Key paper: Coe, R., Aloisi, C., Higgins, S., & Major, L. E. (2014). What makes great teaching? Review of the underpinning research.
32. @ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
Key paper: Coe, R., Aloisi, C., Higgins, S., & Major, L. E. (2014). What makes great teaching? Review of the underpinning research.
For a closer look go to
http://tiny.cc/olliestudentfeedback
34. @ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
If you have any comments on this
teacher's knowledge of the content and
how to teach it, please write them
below.
very engaging ;) // Good knowledge and understanding of content // Method of demonstrating
and then allowing us to do a question similar to the demonstrating is very good.
If you have any comments on the
quality of this teacher's instruction,
please write them below.
Continue to provide prac exams and sacs // fix question 2.6, doesn't flow very well, maybe you're
missing a so behind 'that'. // Clear and concise, elobarates when needed. Great work! :) // Ankis
cards are amazing. I love them more than myself
If you have any comments on the
atmosphere of this teacher's classroom,
or their student relations, please write
them below.
it's alright // Music? Group chat needs improvement/ more mathematical purpose. It seems as
though students are missusing the chat. // Music pls. Chat is great for memes
If you have any comments on this
teacher's classroom management,
please write them below.
Great work! Listing topics students will be covering on the board allows students to complete
tasks in an orderly manner, or get ahead in terms of completeing and revising concepts. //
Detention is scary by effective ish.
If you have any further comments or
questions in relation to this teacher,
please feel free to share them below.
Incorporate some textbook materials to further help students // great job, keep up the work. first
teacher to use anki cards. ty ollie. first teacher to use google docs. niceu~~~ most engaging
teacher i've ever met, loves his students. love ur boots kuh. // The particular way this teacher
introduces their expression of teaching is indeed engaging but rules are not as strict as they
should be. We should also consider looking back on a few more weekly questions to maximise
our potential of success for our results in the final exam. [nonsensical sentence omitted)
35. Validity of student feedback? Maybe…
but it isn’t all about validity.
@ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
“In the end, it all comes down to the relationship between the teacher and
the student. To give effective feedback, the teacher needs to know the
student—to understand what feedback the student needs right now. And to
receive feedback in a meaningful way, the student needs to trust the
teacher—to believe that the teacher knows what he or she is talking about
and has the student's best interests at heart. Without this trust, the student is
unlikely to invest the time and effort needed to absorb and use the feedback.”
(Wiliam, 2016, as quoted at http://evidenceforlearning.org.au/news/effective-feedback-in-action/)
36. Feedback: Students Teachers
@ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
For an article describing this process in more detail:
http://tiny.cc/olliefbarticle
To see Ollie’s feedback from students in a more interactive way see:
http://tiny.cc/olliefb2017a
37. Where are we going?
@ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
• Retrieval Practice
• Spaced Repetition
• Feedback
• Implementation
38. Implementation
@ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
Plan + Listen for
ideas and
language
Adopt/shape
language and
share
Listen for
impressions
Refine and
implement
Review and
propose
changes
42. What’s different between, 2016 2017?
@ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
Teacher J:
• Recording
• Excel sheet
• Progress Test-Reflection
• Resource Folder Sharing
43. What’s different between, 2016 2017?
@ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
Teacher K:
• Weekly progress check
• Lesson plan Deliver average 10 minutes/concept then the
students work on their exercises.
44. What’s different between, 2016 2017?
@ollie_lovell www.ollielovell.com Education Research Reading Room (podcast on iTunes)
Teacher P:
• Learning a lot how to use and incorporate latest technology in
our teaching/pedagogySharing resources and thoughts
• Working as a strong team
• Teaching students exactly, keeping the end result in mind
(exams) and working backwards to achieve it. (‘UBD’)
• (Ollie) Helping us by sparing time from his work load
• Great way to conduct student feedback surveys
This slide was added after the presentation. Thanks to Lucy for suggesting its inclusion to help attendees to distinguish between these two parts of the program.
PRESENTER NOTES
Reference: Roediger, H. L., III, & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255. (as presented in Nunes & Karpicke, 2015, p. 6)
Explain the study then, prior to showing the results, get attendees to have a discussion with the person next to them about what they expect to see.
Images, RHS, the numbers represent a mean rating based on a 7 point likert scale from 1=not very well to 7=very well.
-180 undergrad students, 18-24 yo.
Key point. This is WITHOUT feedback!
MATERIAL TO BE STUDIED
-Comprehension passages. Each passage covered a single topic (‘‘The Sun’’ and ‘‘Sea Otters’’), and each was divided into 30 idea units for scoring purposes. The pas- sages were 256 and 275 words in length, respectively.
PHASE 1
-Subjects in the SSSS condition read the passage during four 5- min study periods; subjects in the SSSR condition studied the passage during three periods and then took one recall test; those in the SRRR condition studied the passage during one period and then took three consecutive recall tests.
-During study periods, subjects had 5 min to study the passage
-During the test periods, subjects were given a blank sheet and were asked to recall as much of the material from the passage as they could remember, without concern for exact wording or correct order. Testing periods lasted for 10 minutes.
-Subjects solved multiplication problems for 2 min between periods and for 5 min after the final period in Phase 1.
-At the end of Phase 1, subjects were given a questionnaire asking them to answer three questions using a 7-point scale. They indicated how interesting they thought the passage was (1 = very boring, 7 = very interesting), how readable they thought it was (1 = very easy to read, 7 5=very difficult to read), and how well they thought they would remember the passage in 1 week (1 = not very well, 7 = very well).
PHASE 2
-During the test period, subjects were given a test sheet with the title of the to-be- recalled passage printed at the top and were asked to write down as much of the material from the passage as they could re- member, without concern for exact wording or correct order.. Each retention test lasted 10 min.
RESULTS
-The reading scores (in Table 1) illustrate that subjects read the passage many more times in the SSSS (M = 14.2) and SSST (M 5= 10.3) conditions than in the STTT (M = 3.4) condition.
Questions for students?
-What is a progress check?
-How often are progress checks?
-How long are progress checks?
-What is the impact on your learning of being tested every week?
Videos showed that all teachers are undertaking weekly progress checks. Success!
Rohrer, D., & Taylor, K. (2006). The effects of overlearning and distributed practice on the retention of mathematics knowledge. Applied Cognitive Psychology, 20, 1209–1224.
TASK
In the experiments reported here, college students learned to calculate the number of unique orderings (or permutations) of a letter. sequence with at least one repeated letter. For example, the sequence abbbcc has 60 permutations, including abbcbc, abcbcb, bbacbc, and so forth. The solution is given by a formula
SAMPLE
116 undergraduates at the University of South Florida
DESIGN
There were two between-subjects variables: Strategy (Space or Mass) and Retention Interval (1 or 4 weeks). Thus, each student was randomly assigned to one of four groups: Spacers with 1-week RI, Spacers with 4- week RI, Massers with 1-week RI, and Massers with 4-week RI.
APPENDIX: The formula
Students were taught to calculate the number of unique orderings (or permutations) of a letter sequence with at least one repeated letter (e.g., abbbcc). For n items and k unique items, the number of permutations equals n! / (n1! n2! ... nk!), where ni = number of repetitions of item i. For example, abbbcc includes six letters (n = 6) and three unique letters (k = 3), and the letters a, b, and c appear 1, 3, and 2 times, respectively (n1 = 1, n2 = 3, n2 = 2). Thus, by the formula, the number of permutations equals
6! / (1! 3! 2!)
= (6Χ5Χ4Χ3Χ2Χ1) / [(1)Χ(3Χ2Χ1)Χ(2Χ1)] = (6Χ5Χ4) / (2)
= 60.
In case anyone wants more info on the question type that students were asked to learn.
Questions for students:
-If a progress check is held in week 10, from which weeks would the questions for that PC be drawn? (Answer should be ‘Weeks 7, 8 and 9.’)
-What’s the impact on your learning of having content from a number of previous weeks included?
Outcome demonstrated that only Ollie and one other teacher are incorporating spaced repetition into progress checks. This is something to work on next term!
Quick reminder prior to diving into some slides specifically relating to these to practices.
Example of weekly questions
Zoomed out image of the word file for Week 20 Weekly quesitons.
Butler, A. C., Marsh, E. J., Slavinsky, J. P., & Baraniuk, R. G. (2014). Integrating cognitive science and technology improves learning in a STEM classroom. Educational Psychology Review, 26(2), 331–340.
Example of pg 1 of a 2 pg weekly progress check.
Image of Ollie’s markbook tracking student progress as recorded through progress checks. Entering a class of 25 takes approx. 7 mins per progress check.
Griffin, P. (2014). Assessment for teaching., p. 14
Whilst handing back progress checks to students Ollie asks ‘which questions did you get wrong?’ then records quickly on a notepad. He then ensures that these questions are repeated in following weeks.
See a blog on this here: http://tiny.cc/howchoosequiz
Black, P., & Wiliam, D. (2010). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 92(1), 81-90.
Hattie, Visible Learning.
This is an example of a ‘progress check of the week’ that was awarded to students.
PC Reflections are submitted by email, saves marking time as is much easier to click through emails than collect up books, find relevant page, etc.
Ollie’s markbook showing progress check reflections completed. The boxes with a more solid boarder are PC reflections for which Ollie awarded ‘PC reflection of the week’.
See more on this in this blog post: http://evidenceforlearning.org.au/news/effective-feedback-in-action/
Students were asked: How is feedback given on your PCs?
How is your work marked?
What do you have to do if you didn’t get 100% on your PC reflections?
Videos revealed that all teachers except one are following the process of getting students to self-mark.
Feedback flows not just from teachers to students, but also from students to teachers.
Example of how Coe’s paper was decomposed into questions that comprised the student feedback form.
Read more on this here: www.ollielovell.com/olliesclassroom/improving-student-feedback-form/
Data from recent feedback form, 7 point Likert scale from 1=disagree strongly to 7=agree strongly.
Again, exact questions can be seen here: www.ollielovell.com/olliesclassroom/improving-student-feedback-form/
Student comments compiled and separated with ‘//’
There’s a massive positive impact on trust between students and teachers if teachers simply ask students for their opinons.
The process that Ollie has gone through in order to try to bring about change at Sunshine SC.
Slide not shown in original slideshow. This paper is a good and concise summary of how retrieval practice, spacing, and feedback can be incorporated into an instructional program. Highly recommended.
Interesting work by Guskey, well worth checking out! Slide also not shown.
Images from staff meeting.
Teachers helping each other learn tech (Dropbox)
Note the lolly jar!
Teacher comments.
A slide that Ollie produced for teacher K to help him more clearly distinguish between the different components of his instruction, and to make it clearer for students.