This document defines project-based learning (PBL) and its key elements. PBL involves students investigating an open-ended question or problem over an extended period of time. The core elements include developing significant content and 21st century skills through student-driven inquiry, having a driving question to guide the project, incorporating student voice and choice, and presenting to a public audience. Studies show PBL improves standardized test scores and engagement.
This document outlines a lesson plan for a college-level communication theories class that utilizes a webquest and PowerPoint presentations. Students will be divided into groups, with each group assigned a different communication theory to research and present. They will use provided online resources to complete a PowerPoint summarizing the key aspects of their assigned theory. Each group will then present their PowerPoint to the class. The lesson is designed to actively engage students in constructing their own understanding of communication theories through collaborative research and presentation of content.
CTD Sp14 Weekly Workshop: Alternatives to LecturePeter Newbury
Alternatives to Lecture document discusses effective instructional approaches that are more student-centered than traditional lecture. It recommends incorporating activities like peer instruction with clickers, interactive demonstrations, surveys, and videos to engage students and draw out their preconceptions. The key is giving students opportunities to apply their understanding through predictions, discussion with peers, and receiving immediate feedback to confront misconceptions before summative evaluation. While lecture still has its place, most instruction should be interactive to enhance learning and retention.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
This paper focuses on the duality of roles that students and lecturers play in sharing responsibilities for creating productive and worthwhile teaching and learning environments. Taking student-centred learning as a starting point, this paper focuses on university teacher fellowship projects that challenge students to take control of their learning as a means of democratising the learning experience. This means the lecturer is more facilitator and environment creator than sage or expert and advocates getting students to trust themselves to learn as well as getting lecturers to trust themselves and let go of control.
CTD Wi14 Weekly Workshop: Alternatives to LecturePeter Newbury
This document summarizes an workshop on alternatives to traditional lecture-based teaching. It discusses how lecture may not engage students or help them develop expertise. Alternatives presented include peer instruction using clicker questions, interactive demonstrations where students make predictions, and activities that draw on students' prior knowledge like discussions prompted by open-ended questions. The workshop emphasizes creating an interactive, student-centered approach to help students construct their own understanding as they learn.
This document defines project-based learning (PBL) and its key elements. PBL involves students investigating an open-ended question or problem over an extended period of time. The core elements include developing significant content and 21st century skills through student-driven inquiry, having a driving question to guide the project, incorporating student voice and choice, and presenting to a public audience. Studies show PBL improves standardized test scores and engagement.
This document outlines a lesson plan for a college-level communication theories class that utilizes a webquest and PowerPoint presentations. Students will be divided into groups, with each group assigned a different communication theory to research and present. They will use provided online resources to complete a PowerPoint summarizing the key aspects of their assigned theory. Each group will then present their PowerPoint to the class. The lesson is designed to actively engage students in constructing their own understanding of communication theories through collaborative research and presentation of content.
CTD Sp14 Weekly Workshop: Alternatives to LecturePeter Newbury
Alternatives to Lecture document discusses effective instructional approaches that are more student-centered than traditional lecture. It recommends incorporating activities like peer instruction with clickers, interactive demonstrations, surveys, and videos to engage students and draw out their preconceptions. The key is giving students opportunities to apply their understanding through predictions, discussion with peers, and receiving immediate feedback to confront misconceptions before summative evaluation. While lecture still has its place, most instruction should be interactive to enhance learning and retention.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
This paper focuses on the duality of roles that students and lecturers play in sharing responsibilities for creating productive and worthwhile teaching and learning environments. Taking student-centred learning as a starting point, this paper focuses on university teacher fellowship projects that challenge students to take control of their learning as a means of democratising the learning experience. This means the lecturer is more facilitator and environment creator than sage or expert and advocates getting students to trust themselves to learn as well as getting lecturers to trust themselves and let go of control.
CTD Wi14 Weekly Workshop: Alternatives to LecturePeter Newbury
This document summarizes an workshop on alternatives to traditional lecture-based teaching. It discusses how lecture may not engage students or help them develop expertise. Alternatives presented include peer instruction using clicker questions, interactive demonstrations where students make predictions, and activities that draw on students' prior knowledge like discussions prompted by open-ended questions. The workshop emphasizes creating an interactive, student-centered approach to help students construct their own understanding as they learn.
Workshop Breakdown
AM Schedule
Introductions, overview & review
So what?—Building a case for the flipped classroom
• Attention scarcity
• Filter failure
• Brain science
Now what?—Designing pre-class elements with edutech
• Content curation & TFC
• Content creation & TFC
• In practice—hands-on activity
Brief morning recap
PM Schedule
Afternoon overview
Now what?—Designing in-class elements
• Active & experiential learning
• Gamification
• The physical space
• In practice—hands-on activity
Tips, tricks & best practices
Wrap up & closing
Changing landscape of teaching metroleads - jan 2013Jeff Loats
This document summarizes a presentation given by Dr. Jeff Loats and Dr. Andrew Bonham on changing teaching techniques. They discussed using pre-class assignments like Just-in-Time Teaching to engage students and modify lessons. Dr. Bonham presented a case study on flipping a biochemistry lab class using instructional videos. This led to a discussion on challenges of flipped classes and adapting teaching methods to today's students who expect extensive technology use. Questions centered around whether issues portrayed in a video on today's students are representative and how to embrace technological changes to improve student and community interfaces.
Investigating a blended model of virtual and live simulated patientCOHERE2012
This study investigated using a blended model of virtual and live patient simulations to help pharmacy students improve their patient information gathering skills. Students participated in simulated patient cases using different blends of virtual and live patients. Their information gathering skills were assessed before and after using standardized evaluations. The results did not show a significant difference between groups that used different blends. However, students reported that virtual patients helped reinforce learning but not replace live patients. Going forward, the researchers plan to create a bank of virtual cases and integrate them with guided discussions to better support student learning.
Self directed learning in future learn courses using the Bouchard frameworkInge de Waard
This brief presentation was given during the FutureLearn Academic Network event at the CALRG confereence in The Open University, Milton Keynes, United Kingdom on June 2015.
Self directed learning in trial future learn coursesInge de Waard
This document outlines a pilot study examining self-directed learning experiences in FutureLearn MOOC courses. The study will involve an online survey, weekly and daily learning logs, and interviews with 59 adult learners. The research questions focus on how daily life, technology, individual/collaborative learning, and learner adaptations influence MOOC experiences. A phenomenological approach and grounded theory will be used to analyze expectations, experiences, and reflections. Preliminary findings show learners engaging mostly through viewing content individually, with time constraints and technical issues as challenges. The study aims to understand factors in learners' self-directed learning zones.
The document discusses inverting the traditional classroom model by moving more active learning activities, like problem-solving, into the classroom and assigning lectures and initial content acquisition as pre-class work. It argues this approach better supports deep learning and conceptual understanding. Specific strategies discussed include using clicker questions during lectures to promote engagement, peer instruction, and the student-generated question platform PeerWise to facilitate self-study. Research evidence is presented suggesting inverted models can improve learning outcomes in physics education.
An overview of an instructional model used in a 2009 community college teaching experiment by Michelle Pacansky-Brock including student survey results. VoiceThread was used as an online formative assessment tool to provide scaffolding of individualized learning and support for cognitive growth to improve students' higher order thinking skills. Transforming class time from passive to active learning opened opportunities for relevant, active learning activities.
Feedback, Agency and Analytics in Virtual Learning Environments – Creating a ...Diogo Casanova
The project comprises of a review of the literature and current technical provision of assessment and feedback in Virtual Learning Environments (VLEs); and data collected from ‘Sandpits’ with students and lecturers in two HEIs in the UK. A ‘Sandpit’ is a type of creative design-thinking focus group where participants are stimulated by a narrative of a scenario around the use of a product, object or artefact and are encouraged to critique, discuss and re-design it (Frohlich, Lim and Ahmed, 2014; Casanova and Mitchell, 2017). These ‘Sandpits’ look to clarify the role of VLEs in assessment and feedback, through understanding students’ perceptions of feedback and how they are being addressed and understanding teachers’ perceptions of the constraints they face. We are exploring what is available, looking to improve interface designs and features, and present these to VLE product designers.
This lesson plan is for a 5-day unit teaching students how to write an opinion essay. The unit focuses on the standard of writing opinion pieces supported with reasons and information. Students will learn the components of an opinion essay using the "OREO" structure of Opinion, Reasons, Elaboration/Evidence, and Restate Opinion. Each day focuses on a different step of the planning and writing process, such as identifying opinions in texts, completing an E-Frame planning sheet, and using the E-Frame to draft the introduction, body paragraphs, and conclusion of an essay. Formative and summative assessments are included to monitor student learning.
The document discusses using technology to support student learning. It outlines several principles of good teaching practice, including encouraging student-staff contact, active learning, and high expectations. It also discusses various technologies that can impact student learning, such as clickers, blogs, wikis, and peer/self-assessment tools. Turnitin software is mentioned as a way to help identify plagiarism.
The document provides an overview of using an inquiry-based approach to learning in the 21st century classroom. It discusses how this approach is student-centered and focuses on problem-solving, collaboration, and using technology. The summary also outlines the main stages of implementing an inquiry project, including selecting a topic, planning learning experiences, facilitating the process, and using authentic assessment.
Lesson plan: Ethics and its role in physical therapy Janine Rose
This lesson plan aims to teach third year physical therapy students about ethics and its role in the profession. The lesson will focus on how ethics governs physical therapists' interactions with clients and influences clinical judgement through reflective practice. Students will learn about ethical concepts and frameworks, analyze ethical scenarios, and reflect on how the lesson will impact their practice through various online activities and multimedia presentations. The goal is for students to understand how to apply ethics in physical therapy.
LBIS Professional Development Day 21/09/12davidjjenkins
This document provides an overview of a professional development day focused on 21st century education. It discusses using inquiry-based approaches and differentiating instruction to meet diverse student needs. Presenters will cover integrating technology and applying educational theory to practice. Teachers will participate in activities exploring the five senses in education and Bloom's taxonomy. Breakout sessions will address how to design inquiry-based units, assess student learning, and incorporate technology into various subject areas. The goal is to help teachers develop skills for student-centered, technology-rich instruction catering to different learning styles.
How can an Instructional Designer help?Inge de Waard
The purpose of this presentation is to give an easy overview of what an Instructional Designer can add to transform courses given by Higher Ed teachers. This presentation was given in Stockholm, Sweden as part of the SELECT 2017 InnoEnergy meeting. This meeting brought all the SELECT partners together to see which educational elements could be transformed into online nuggets, modules or courses.
“The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will present your three extended, reflective lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.”
Sustainable inquiry-based science learning, François LombardBrussels, Belgium
This document discusses optimizing student learning through inquiry-based science education while managing teacher workload. It examines designing inquiry-based learning to shift authority from teachers to scientific evidence and authentic resources. Key elements include separating scientific authority from pedagogical authority, increasing student responsibility for developing shared knowledge, and guiding students' conceptual understanding through question refinement rather than direct teaching. The goal is for both students and teachers to work towards continuous knowledge improvement.
1. Taking notes involves important cognitive mechanisms that aid learning. It allows students to process information deeply as they make connections between ideas and synthesize content. This enhances long-term retention of knowledge.
2. Effective note-taking helps students learn by generating their own semantic representations of information. It also facilitates internal connections between concepts and application of knowledge to new contexts.
3. Notes can be used for professional purposes like decision making, problem solving, and efficient collaboration, in addition to aiding student learning and retrieval of information. Note-taking is a cognitive skill that requires processes like selection of important information.
"What is design" from a holistic point of view. This slide show is a update from my first one "The changing role of design. It was presented on 16 Aug 2008 at The Fellowship of Inventors Workshop "Design for Life".
Ensemble. Presentation at Media&Learning 2010, BruxellesGiovanni Bonaiuti
Using podcasting and MMS to provide learning opportunities for immigrant citizens
Giovanni Bonaiuti, Maria Ranieri
Media & Learning Conference
Bruxelles, 25/11/2010
Workshop Breakdown
AM Schedule
Introductions, overview & review
So what?—Building a case for the flipped classroom
• Attention scarcity
• Filter failure
• Brain science
Now what?—Designing pre-class elements with edutech
• Content curation & TFC
• Content creation & TFC
• In practice—hands-on activity
Brief morning recap
PM Schedule
Afternoon overview
Now what?—Designing in-class elements
• Active & experiential learning
• Gamification
• The physical space
• In practice—hands-on activity
Tips, tricks & best practices
Wrap up & closing
Changing landscape of teaching metroleads - jan 2013Jeff Loats
This document summarizes a presentation given by Dr. Jeff Loats and Dr. Andrew Bonham on changing teaching techniques. They discussed using pre-class assignments like Just-in-Time Teaching to engage students and modify lessons. Dr. Bonham presented a case study on flipping a biochemistry lab class using instructional videos. This led to a discussion on challenges of flipped classes and adapting teaching methods to today's students who expect extensive technology use. Questions centered around whether issues portrayed in a video on today's students are representative and how to embrace technological changes to improve student and community interfaces.
Investigating a blended model of virtual and live simulated patientCOHERE2012
This study investigated using a blended model of virtual and live patient simulations to help pharmacy students improve their patient information gathering skills. Students participated in simulated patient cases using different blends of virtual and live patients. Their information gathering skills were assessed before and after using standardized evaluations. The results did not show a significant difference between groups that used different blends. However, students reported that virtual patients helped reinforce learning but not replace live patients. Going forward, the researchers plan to create a bank of virtual cases and integrate them with guided discussions to better support student learning.
Self directed learning in future learn courses using the Bouchard frameworkInge de Waard
This brief presentation was given during the FutureLearn Academic Network event at the CALRG confereence in The Open University, Milton Keynes, United Kingdom on June 2015.
Self directed learning in trial future learn coursesInge de Waard
This document outlines a pilot study examining self-directed learning experiences in FutureLearn MOOC courses. The study will involve an online survey, weekly and daily learning logs, and interviews with 59 adult learners. The research questions focus on how daily life, technology, individual/collaborative learning, and learner adaptations influence MOOC experiences. A phenomenological approach and grounded theory will be used to analyze expectations, experiences, and reflections. Preliminary findings show learners engaging mostly through viewing content individually, with time constraints and technical issues as challenges. The study aims to understand factors in learners' self-directed learning zones.
The document discusses inverting the traditional classroom model by moving more active learning activities, like problem-solving, into the classroom and assigning lectures and initial content acquisition as pre-class work. It argues this approach better supports deep learning and conceptual understanding. Specific strategies discussed include using clicker questions during lectures to promote engagement, peer instruction, and the student-generated question platform PeerWise to facilitate self-study. Research evidence is presented suggesting inverted models can improve learning outcomes in physics education.
An overview of an instructional model used in a 2009 community college teaching experiment by Michelle Pacansky-Brock including student survey results. VoiceThread was used as an online formative assessment tool to provide scaffolding of individualized learning and support for cognitive growth to improve students' higher order thinking skills. Transforming class time from passive to active learning opened opportunities for relevant, active learning activities.
Feedback, Agency and Analytics in Virtual Learning Environments – Creating a ...Diogo Casanova
The project comprises of a review of the literature and current technical provision of assessment and feedback in Virtual Learning Environments (VLEs); and data collected from ‘Sandpits’ with students and lecturers in two HEIs in the UK. A ‘Sandpit’ is a type of creative design-thinking focus group where participants are stimulated by a narrative of a scenario around the use of a product, object or artefact and are encouraged to critique, discuss and re-design it (Frohlich, Lim and Ahmed, 2014; Casanova and Mitchell, 2017). These ‘Sandpits’ look to clarify the role of VLEs in assessment and feedback, through understanding students’ perceptions of feedback and how they are being addressed and understanding teachers’ perceptions of the constraints they face. We are exploring what is available, looking to improve interface designs and features, and present these to VLE product designers.
This lesson plan is for a 5-day unit teaching students how to write an opinion essay. The unit focuses on the standard of writing opinion pieces supported with reasons and information. Students will learn the components of an opinion essay using the "OREO" structure of Opinion, Reasons, Elaboration/Evidence, and Restate Opinion. Each day focuses on a different step of the planning and writing process, such as identifying opinions in texts, completing an E-Frame planning sheet, and using the E-Frame to draft the introduction, body paragraphs, and conclusion of an essay. Formative and summative assessments are included to monitor student learning.
The document discusses using technology to support student learning. It outlines several principles of good teaching practice, including encouraging student-staff contact, active learning, and high expectations. It also discusses various technologies that can impact student learning, such as clickers, blogs, wikis, and peer/self-assessment tools. Turnitin software is mentioned as a way to help identify plagiarism.
The document provides an overview of using an inquiry-based approach to learning in the 21st century classroom. It discusses how this approach is student-centered and focuses on problem-solving, collaboration, and using technology. The summary also outlines the main stages of implementing an inquiry project, including selecting a topic, planning learning experiences, facilitating the process, and using authentic assessment.
Lesson plan: Ethics and its role in physical therapy Janine Rose
This lesson plan aims to teach third year physical therapy students about ethics and its role in the profession. The lesson will focus on how ethics governs physical therapists' interactions with clients and influences clinical judgement through reflective practice. Students will learn about ethical concepts and frameworks, analyze ethical scenarios, and reflect on how the lesson will impact their practice through various online activities and multimedia presentations. The goal is for students to understand how to apply ethics in physical therapy.
LBIS Professional Development Day 21/09/12davidjjenkins
This document provides an overview of a professional development day focused on 21st century education. It discusses using inquiry-based approaches and differentiating instruction to meet diverse student needs. Presenters will cover integrating technology and applying educational theory to practice. Teachers will participate in activities exploring the five senses in education and Bloom's taxonomy. Breakout sessions will address how to design inquiry-based units, assess student learning, and incorporate technology into various subject areas. The goal is to help teachers develop skills for student-centered, technology-rich instruction catering to different learning styles.
How can an Instructional Designer help?Inge de Waard
The purpose of this presentation is to give an easy overview of what an Instructional Designer can add to transform courses given by Higher Ed teachers. This presentation was given in Stockholm, Sweden as part of the SELECT 2017 InnoEnergy meeting. This meeting brought all the SELECT partners together to see which educational elements could be transformed into online nuggets, modules or courses.
“The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will present your three extended, reflective lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.”
Sustainable inquiry-based science learning, François LombardBrussels, Belgium
This document discusses optimizing student learning through inquiry-based science education while managing teacher workload. It examines designing inquiry-based learning to shift authority from teachers to scientific evidence and authentic resources. Key elements include separating scientific authority from pedagogical authority, increasing student responsibility for developing shared knowledge, and guiding students' conceptual understanding through question refinement rather than direct teaching. The goal is for both students and teachers to work towards continuous knowledge improvement.
1. Taking notes involves important cognitive mechanisms that aid learning. It allows students to process information deeply as they make connections between ideas and synthesize content. This enhances long-term retention of knowledge.
2. Effective note-taking helps students learn by generating their own semantic representations of information. It also facilitates internal connections between concepts and application of knowledge to new contexts.
3. Notes can be used for professional purposes like decision making, problem solving, and efficient collaboration, in addition to aiding student learning and retrieval of information. Note-taking is a cognitive skill that requires processes like selection of important information.
"What is design" from a holistic point of view. This slide show is a update from my first one "The changing role of design. It was presented on 16 Aug 2008 at The Fellowship of Inventors Workshop "Design for Life".
Ensemble. Presentation at Media&Learning 2010, BruxellesGiovanni Bonaiuti
Using podcasting and MMS to provide learning opportunities for immigrant citizens
Giovanni Bonaiuti, Maria Ranieri
Media & Learning Conference
Bruxelles, 25/11/2010
Un podcast per l’integrazione e la cittadinanza attiva
Presentazione dei primi risultati della sperimentazione interna al progetto ueropeo Ensemble (www.european-project.org)
The document summarizes a project that used podcasts and multimedia messages (MMS) to provide learning opportunities for immigrant citizens in Italy and France. The project aimed to promote cultural and social integration using widely available technologies like mobile phones, MP3 players, and netbooks. Podcasts containing micro-lessons were created for students on topics like European citizenship, while parents received MMS messages. The goals were to design easy to use and familiar formats based on principles of cognitive learning theory. An experiment involved students and parents from China and North Africa in Italy and France.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help enhance one's emotional well-being and mental clarity.
5 principles to assess blended learning environments through a 'blended surveying' approach. Some examples from my own practice as well. This is linked to my "When Student Confidence Clicks" project.
It's time for change from traditional lecture to flipped learning modelAlfredo Prieto Martín
We discuss the reasons for urgent change of our model of university learning. We show results of five years of flipped model in spanish university courses
When Student Confidence Clicks - Engaging in a Dialogue with the StudentsFabio R. Arico'
This video illustrates how to interface teaching, SRS, and the VLE to engage in a two-way dialogue with the students. We highlight how to complement blended-learning and blended-surveying.
https://sites.google.com/site/fabioarico
What's the big deal about Blended Learning - Models, Results and ChallengesTerry Anderson
This document discusses blended learning models, results, and challenges. It begins by providing context about Athabasca University, a fully online Canadian university. It then discusses definitions of blended learning, which generally involve a mix of online and face-to-face learning. Research shows that blended learning can improve student achievement and satisfaction compared to solely face-to-face or online instruction when implemented well. However, blended learning also presents challenges related to design, facilitation, and assessing student work. The document concludes by discussing how universities may need to adapt physical campus spaces and services to complement online and blended learning.
This document discusses various active learning strategies that can be used in place of traditional lectures. It begins by outlining the evidence that active learning is more effective than passive learning for promoting higher-order thinking. Some key active learning techniques described include think-pair-share, guided notes, role plays, debates, and just-in-time teaching. Challenges of implementing these strategies such as student discomfort, unclear expectations, and time constraints are also addressed. The document provides examples and guidance for instructors on incorporating these interactive teaching methods.
The document discusses inquiry-based education, which focuses on asking student-generated questions. Students are encouraged to ask meaningful questions without easy answers, and teachers avoid direct answers by asking more questions. Inquiry teaching aims to develop traits in students like self-confidence, problem-solving skills, flexibility, and comfort with uncertainty. The document also outlines standards for effective teaching, including understanding student development, using diverse instructional strategies, and being a reflective practitioner.
The implementation of i2 Flex methodology in a language class and the use of ...ACS Athens
The document discusses using the i2 Flex methodology and Community of Inquiry (CoI) framework in a language class. i2 Flex incorporates blended learning using technology to enhance content. It involves independent student learning, inquiry-based learning with faculty feedback, and face-to-face meetings. The CoI framework focuses on teaching, social, and cognitive presence. The author applies this framework to evaluate their language class involving an online cultural diversity topic, Moodle resources, and student discussions. A CoI survey was modified to evaluate the i2Flex learning experience holistically and provide benefits like evaluating student and teacher work.
Teaching large classes, social justice and decoloniality Carina van Rooyen
This document discusses strategies for teaching large classes in a decolonized and socially just manner. It emphasizes making large classes feel small through personalizing the learning environment, being well-organized, managing disruptions, and teaching to student diversity. The workshop will focus on sharing experiences and challenges of teaching large classes, reflecting on ethical responsibilities to students, and considering how to value and understand students. Participants are encouraged to bring honest reflections to discuss challenges and opportunities for facilitating authentic student learning in large class settings.
The 5 core competencies of an effective instructor (todd cherches nyu)douglaslyon
Todd Cherches is the CEO and cofounder of BigBlueGumball, a NYC-based consulting firm specializing in leadership development, public speaking, and executive coaching. He is also a three-time award-winning Adjunct Professor of leadership in the Human Capital Management master's program at NYU, and a Lecturer on leadership at Columbia University. Todd is also a TEDx speaker (“The Power of Visual Thinking”), and the author of
"VisuaLeadership: Leveraging the Power of Visual Thinking in Leadership and in Life" (Post Hill Press/Simon & Schuster, 2020).
1. History of Science aApproach based learning
2. The principles of sciencetific approach based learning
3. Activities
4. procedures of Scientific approach based learning
5. Strengths and weakness of Scientific approach based learning
6. Conclusion
UDL Lesson Plan Subject EnglishGrade First Grade.docxouldparis
UDL Lesson Plan
Subject: English
Grade: First Grade
Common Core State Standard(s): Common Core State Standards
· Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
· With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
· Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
· Add drawings or other visual displays to descriptions as desired to provide additional detail.
Objective (*Three components are observable verb, learning outcome, and measurement. *Aligned to state standard and evidence of mastery):
· Students will learn comperhension by recalling details.
· Will correctly define 9/10 vocabulary words by writing the definition of each.
· Following along, reading, and summarizing simple stories with pictures
Teaching Procedures (to include introduction of the lesson, and step-by-step procedures for the activites to promote student inquiry and checking for students’ understanding over the course of the activites)
Gather the Corduroy books that I plan to use for the lesson (A Pocket for Corduroy by Don Freeman) along with a stuffed bear to use when students are ready to begin writing and piecing their own adventure stories together. This particular lesson will focus on the book, A Pocket for Corduroy. The students will attentively listen to the story and will be asked to create their own stories electronically. Corduroy will allow the students to gain a personal connection by having close interactions with a stuffed bear and develop their own adventures with Corduroy. I will also provide envelopes for children to use as pockets. Tell them to draw a picture of something to place in their pocket. On the outside of the envelope, children write clues about what is inside. The rest of the class reads the clues and tries to guess what the pocket contains.
UDL Technology Integration (describe one UDL component and explain how it will be integrated into the lesson):
In this particular lesson there is a flexibility and openness that is available to allow the students to demonstrate their knowledge and skills of the content. There are not any strict guidelines for how the student presents their electronic adventure, based on the Corduroy story.
The assignment is organized in multiple points for choice of presentation:
· Free choice of resource materials,
· Free choice of access (text, digital, audio),
· Free choice of response style.
Instructional Technology (describe one instructional technology device and explain how it will have class-wide incorporation into the lesson): .
I would also implement AAC devices. These devices will be particularly ...
The document summarizes a study on introducing an online teaching and learning system at Universiti Teknikal Malaysia Melaka (UTeM) to replace the traditional classroom system. A survey was conducted of 51 UTeM students. The results found that 59% of respondents were not satisfied with the current classroom system. Most respondents felt the classroom environment was uncomfortable and classrooms were insufficient. Additionally, 55% did not often ask lecturers questions due to shyness. The study concluded the current system fails to engage students, while an online system could provide flexibility and be less stressful. The goal is to improve teaching methods to enhance student understanding and performance.
Implications of the student learning journey for teachingTansy Jessop
This document outlines implications for teaching based on student learning theories. It discusses three key issues that can hinder the student learning journey: 1) disconnected curriculum design, 2) overemphasis on content knowledge over concepts, and 3) lack of authentic student engagement. To address these, the document recommends curriculum design that connects learning across courses, focusing more on teaching concepts than content, and increasing formative assessment and student-led intellectual activities. It argues this shifts learning from a transmission model to a social constructivist model that better facilitates students' intellectual development.
This document presents information about flipped classrooms including:
- A flipped classroom moves activities like lectures outside of class time and uses class time for hands-on work and discussions.
- Benefits include personalized learning, one-on-one teacher time, and students learning at their own pace. Challenges include reliance on student preparation and increased screen time.
- Steps for implementing a flipped classroom include getting buy-in, creating online resources, managing the classroom, providing technology training, and assigning content for homework.
- An example lesson plan is provided that focuses on gas exchange in the lungs and uses a storytelling activity in groups.
The document discusses the author's approach to teaching with an open door policy based on three tenets: transparency with students, seeking and acting on feedback from multiple sources, and implementing innovative pedagogy. The author strives for transparency by providing detailed rubrics and grade sheets for assignments. They actively solicit feedback from students through mid-term evaluations and from other instructors through peer teaching observations. This feedback has led the author to make changes like incorporating brief lectures before discussions. The author is also developing an open online course to engage a diverse student body remotely.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Increasing classroom engagement and students comprehension through the use of clickers: an Italian secondary school experience
1. Giovanni Bonaiuti, Università di Cagliari, Dipartimento di pedagogia, psicologia, filosofia
Giovanni Bonaiuti, Università di Cagliari
Antonio Calvani, Università di Firenze
Danilo Piazza, Collegio Villoresi - Monza
Increasing classroom engagement and students
comprehension through the use of clickers:
an Italian secondary school experience
2013 ATEE Winter Conference
Learning & Teaching with Media & Technology
Genova 8 March 2013
2. Giovanni Bonaiuti, Università di Cagliari, Dipartimento di pedagogia, psicologia, filosofia
1. What are clickers?
2. How can they be used?
3. Researches findings
4. Our research
Outline
3. Giovanni Bonaiuti, Università di Cagliari, Dipartimento di pedagogia, psicologia, filosofia
What are clickers?
• Clickers are handheld devices that looks like a TV remote
• They allow each student to respond to the teacher's questions during a lesson
4. Giovanni Bonaiuti, Università di Cagliari, Dipartimento di pedagogia, psicologia, filosofia
Different type of clickers
- Basic set of buttons
- Without display
- Regular set of buttons
- Small display
- Full keyboard
- Large display
There are many types of clickers that allow different uses, like:
- yes/no response
- multiple choices response
- free-text response
5. Giovanni Bonaiuti, Università di Cagliari, Dipartimento di pedagogia, psicologia, filosofia
Collect and display information
• Software on the teacher’s computer collects the students’ answers
• The teacher can decide to show the data to the class via computer projector
• For example it could be produced a bar chart showing how many students
chose each of the answer choices or other graphical representation of data.
6. Giovanni Bonaiuti, Università di Cagliari, Dipartimento di pedagogia, psicologia, filosofia
A typical learning cycle
Teacher poses
questions
Students use
clicker handheld to
respond
Responses are
transmitted to the
teacher’s computer
Teacher visualizes
the answers
eventually displayed
to the class
7. Giovanni Bonaiuti, Università di Cagliari, Dipartimento di pedagogia, psicologia, filosofia
Pedagogical framework
Common uses are the following:
• to increase or manage interaction (i.e. start a discussions or collect votes
after a debate)
• to assess students preparation for formative (diagnostic) or summative
purpose;
• to find out more about students (i.e. polling student opinions or probing
students’ pre-existing level of understanding)
• to guide thinking, leading students through a multistep process by asking
which step should come next
• to make lecture fun.
8. Giovanni Bonaiuti, Università di Cagliari, Dipartimento di pedagogia, psicologia, filosofia
Types of questions
Recall
Questions
recall facts
concepts
techniques
relevant to
class
Application
Questions
apply their
knowledge
understanding
to particular
situations and
contexts
Critical
Thinking
analyze
relationships
among multiple
concepts
make
evaluations
based on
particular criteria
Student
Perspective
Questions
students share
their opinions
experiences
demographic
information
Monitoring
Questions
how students
are approaching
the learning
process
It is possible to use clickers with different type of questions, for example:
9. Giovanni Bonaiuti, Università di Cagliari, Dipartimento di pedagogia, psicologia, filosofia
Why should they be used?
The literature suggests that they can be used to:
• maintain students’ attention and promote active engagement during a lecture;
• encourage participation from every student in a class;
• allow anonymous, simultaneous, and fast response;
• obtain feedbacks and track students comprehension;
• collecting opinions and encourages follow-up discussion;
• create a safe space for shy and unsure students to participate in class;
• add a little fun to the classroom.
10. Giovanni Bonaiuti, Università di Cagliari, Dipartimento di pedagogia, psicologia, filosofia
Research findings
• Since international research has emphasized the importance of feedback in
education, there has been a growing interest in clickers.
• Effective forms of feedback provide cues or reinforcement to the learner as
well as from the learner to the teacher (Hattie, 2009).
• Teacher requires a continuous feedback from learners to know whether they
are following the lecture, if they understand it or if it is being delivered at the
adequate pace (Zarraonandia et al., 2010).
• Even though it is clear that numerous methods allow for increasing active
student responding and the associated feedback opportunities, it was
recognized that clickers can improve teacher feedback practice in many ways:
– engaging students,
– providing immediate feedback to everyone (also in large settings),
– allowing students response data to be automatically collected,
– increasing the likelihood that a shy or reticent student will participate
(Lantz, 2010)
11. Giovanni Bonaiuti, Università di Cagliari, Dipartimento di pedagogia, psicologia, filosofia
Our research
Our research took place in Collegio
Villoresi S. Giuseppe a school of Monza
in the north of Italy
12. Giovanni Bonaiuti, Università di Cagliari, Dipartimento di pedagogia, psicologia, filosofia
Research questions
• Clickers are mainly used in large classrooms situation and at college level.
• Our research aims to verify whether the clickers are a way to improve
attention, participation and learning also in a small classes environment and in
a first grade secondary school level.
• To do this we compared two different situations that use "questioning methods"
to foster learning:
– Questions and answers by “hand-raising”
– Questions and answers with clickers
13. Giovanni Bonaiuti, Università di Cagliari, Dipartimento di pedagogia, psicologia, filosofia
Participants
• The study took place in the school year 2012-2013 in five sections of a first
grade secondary school at Collegio Villoresi of Monza
• Participants in this study included:
– 92 students (12–14 years old)
– 5 teachers (2 grammar teachers, 3 history teachers)
14. Giovanni Bonaiuti, Università di Cagliari, Dipartimento di pedagogia, psicologia, filosofia
Procedures
"B" Situation
Two lessons with clickers
"A" Situation
Two lessons without clickers
15. Giovanni Bonaiuti, Università di Cagliari, Dipartimento di pedagogia, psicologia, filosofia
Introduction.
Q&A on previous lectures
(5 minutes)
Teacher explanation (3 min.)
Questions and answers
(2 minutes)
Student's understanding test
(up to 10 minutes)
Schematic representation of process
"B" Situation
with clickers
"A" Situation
without clickers
Both experiences have provided students the same number of interactions with teachers:
• in the first case with questions and answers (“hand-raising condition”),
• in the second case with the use of SRSs (“technological condition”).
8 times
16. Giovanni Bonaiuti, Università di Cagliari, Dipartimento di pedagogia, psicologia, filosofia
Results
• Our research attest that in a normal class discussion situation (without clickers)
only few students have the opportunity to answer a question.
• Classroom observation in the "A conditions" situations shown that 23% of
students answer only one time (Mean=1.41 answers, DS=1.25)
• In the "B conditions" (two lessons with clickers) 100% of participant answer to
all questions (more than 8 questions each hour)
22. Giovanni Bonaiuti, Università di Cagliari, Dipartimento di pedagogia, psicologia, filosofia
Summary of findings
• We verify that students and teachers like clickers use
• Clickers provide a "safe" way for shy students to participate in classroom
discussion. Because of the anonymity, students feel safe to participate
• In the "hand raising" situations only few students answer the questions
– even if the answer is correct, the instructor has no way to gauge if the
other students knew the correct answer;
– a student who is unsure of the correct answer may be unwilling to take the
public risk of being incorrect.
• Even though, at the end of the experience, our teachers have highlighted some
challenges :
– using clickers in class takes up class time
– writing effective multiple-choice questions can be a tough job
– leading class-wide discussions can be challenging for teachers used to just
lecturing
– for the students the fun can lead to loss of concentration
23. Giovanni Bonaiuti, Università di Cagliari, Dipartimento di pedagogia, psicologia, filosofia
Issues
• Results are consistent with other researches, which forecast students in
technological conditions are more cognitively engaged during learning;
participants also reported greater positive emotions during the lecture and
were more likely to respond fairly to in-class review questions.
• Although the present study provides some indication about the students, in the
clicker conditions, are more involved results about the in learning are not clear
• Data show small learning gain in grammar (ES=0.32), worst results in history
(ES= -0.50)
• It seems that the use of clickers could be influenced by the subject matter and,
conceivably, by the type of specific topic. In fact the arguments in grammar
were more clearly defined and the questions were much more precise than in
history
• We believe that this technology offers great potential also in a small classes
and in a lower grade settings but further researches are needed to investigate
the underlying mechanisms.
24. Giovanni Bonaiuti, Università di Cagliari, Dipartimento di pedagogia, psicologia, filosofia
References
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9–20.
Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. New York, NY: Routledge.
Herreid, C. F. (2006). “Clicker” Cases : Introducing Case Study Teaching Into Large Classrooms. Library.
Lantz, M. E. (2010). The use of “Clickers” in the classroom: Teaching innovation or merely an amusing novelty? Computers in
Human Behavior, 26(4), 556–561.
Mayer, R. E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., et al. (2009). Clickers in college classrooms:
Fostering learning with questioning methods in large lecture classes. Contemporary Educational Psychology, 34(1), 51–57.
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Mollborn, S., & Hoekstra, A. (2010). “A Meeting of Minds”: Using Clickers for Critical Thinking and Discussion in Large Sociology
Classes. Teaching Sociology, 38(1), 18–27.
Morling, B., McAuliffe, M., Cohen, L., & DiLorenzo, T. M. (2008). Efficacy of Personal Response Systems (“Clickers”) in Large,
Introductory Psychology Classes. Teaching of Psychology, 35(1), 45–50.
Nicol, D. J., & Boyle, J. T. (2003). Peer Instruction versus Class-wide Discussion in Large Classes: A comparison of two interaction
methods in the wired classroom. Studies in Higher Education, 28(4), 457–473.
Penuel, W. R., Boscardin, C. K., Masyn, K., & Crawford, V. M. (2006). Teaching with student response systems in elementary and
secondary education settings: A survey study. Educational Technology Research and Development, 55(4), 315–346.
Trees, A. R., & Jackson, M. H. (2007). The learning environment in clicker classrooms: student processes of learning and
involvement in large university level courses using student response systems. Learning, Media and Technology, 32(1), 21–40.
Zarraonandia, T., Francese, R., Passero, I., Díaz, P., & Tortora, G. (2011). Augmented lectures around the corner? British Journal
of Educational Technology, 42(4), E76–E78.
25. Giovanni Bonaiuti, Università di Cagliari, Dipartimento di pedagogia, psicologia, filosofia
Thanks for your attention
g.bonaiuti@unica.it