The document discusses how instructors can be transformational leaders in the classroom to inspire intrinsic motivation in students and improve learning outcomes. It emphasizes exhibiting charisma, providing individualized consideration to students, and stimulating intellectual curiosity. Instructors should use immediacy behaviors like addressing students by name, encouraging discussion, and providing immediate and provisional feedback to students. This feedback should be positive, specific, and acknowledge student progress to enhance cognitive learning, affective learning, and motivation to learn.
Pedagogy and andragogy in online classroomsmjforder
This document compares and contrasts online learning with traditional face-to-face classroom learning. While the learning goals are the same, online instructors act as facilitators rather than lecturers, employing strategies like the flipped classroom where students learn basic content on their own and apply it through active learning activities. This can include discussions requiring higher-order thinking, group work to develop skills, and exploring concepts across different learning domains. The document addresses common student questions about the role of the instructor, use of lectures, expectations for pre-work, and emphasis on collaborative and applied learning over passive learning.
This document outlines Claire McGuinness' presentation on conceptualizing the role of teaching librarians. It discusses students' views on the role, defining information literacy, current practices of teaching librarians in Irish higher education, and concepts shaping the future of the field. Key concepts discussed include developing a teacher identity, the need for teacher training and knowledge of pedagogy, reflective practice, understanding different types of students, strategies for collaboration, and the importance of advocacy. The document provides an overview of the current work and discussions around the evolving role of librarians as teachers.
Cooperative learning is an instructional approach where students work in groups to complete tasks and learn academically and socially from one another. Key elements for effective cooperative learning include positive interdependence among group members, individual accountability, interpersonal skills to work well in a group, and group processing to assess the effectiveness of the group. Research shows cooperative learning can improve academic performance, race relations, personal and social development when implemented properly with the right group structures and dynamics.
53 Interesting Things to Do in LecturesMann Rentoy
This document provides 53 ideas for making lectures more engaging and effective. It is divided into 8 chapters that cover topics such as structuring the lecturing process, improving students' notes, using handouts, linking lectures, holding attention, active learning during lectures, and checking on learning. For each idea, the document identifies an issue and proposes a practical teaching or learning method to address it. The overall goal is to help educators broaden their repertoire of pedagogical techniques for professional and higher education.
Using problem-based learning (PBL) in one-shot, 60-minute information literacy sessions can create an active learning experience for students. The author describes a study where students worked in groups on a research problem, brainstorming information needs, searching library resources, and presenting findings. Students rated the PBL session positively and felt it improved their research skills. The challenges of facilitating PBL include relinquishing control and trusting students to direct their own learning. Perceptiveness is needed to address group dynamics and ensure all students can fully participate. While time constraints exist, PBL engages students more than traditional lectures.
This document discusses the importance of transforming public schools into professional learning communities. It summarizes the key aspects of professional learning communities, including ensuring all students learn, creating a collaborative culture among teachers, and focusing on results. Professional learning communities employ strategies like collaborative teaching, analyzing student data, and developing intervention plans for struggling students. They aim to shift schools' focus from teaching to learning. The document also discusses Peter Senge's concept of a learning organization and the five disciplines that can help schools function as professional learning communities.
The document discusses cooperative learning strategies and their connection to Invitational Education. It describes three approaches to teaching - competitive, individual, and cooperative learning. It provides examples of cooperative learning strategies like Think-Pair-Share, Jigsaw, and Say Something. It discusses the history of cooperative learning and Invitational Education, noting they promote collaboration, positive relationships, and bringing out the best in students.
Pedagogy and andragogy in online classroomsmjforder
This document compares and contrasts online learning with traditional face-to-face classroom learning. While the learning goals are the same, online instructors act as facilitators rather than lecturers, employing strategies like the flipped classroom where students learn basic content on their own and apply it through active learning activities. This can include discussions requiring higher-order thinking, group work to develop skills, and exploring concepts across different learning domains. The document addresses common student questions about the role of the instructor, use of lectures, expectations for pre-work, and emphasis on collaborative and applied learning over passive learning.
This document outlines Claire McGuinness' presentation on conceptualizing the role of teaching librarians. It discusses students' views on the role, defining information literacy, current practices of teaching librarians in Irish higher education, and concepts shaping the future of the field. Key concepts discussed include developing a teacher identity, the need for teacher training and knowledge of pedagogy, reflective practice, understanding different types of students, strategies for collaboration, and the importance of advocacy. The document provides an overview of the current work and discussions around the evolving role of librarians as teachers.
Cooperative learning is an instructional approach where students work in groups to complete tasks and learn academically and socially from one another. Key elements for effective cooperative learning include positive interdependence among group members, individual accountability, interpersonal skills to work well in a group, and group processing to assess the effectiveness of the group. Research shows cooperative learning can improve academic performance, race relations, personal and social development when implemented properly with the right group structures and dynamics.
53 Interesting Things to Do in LecturesMann Rentoy
This document provides 53 ideas for making lectures more engaging and effective. It is divided into 8 chapters that cover topics such as structuring the lecturing process, improving students' notes, using handouts, linking lectures, holding attention, active learning during lectures, and checking on learning. For each idea, the document identifies an issue and proposes a practical teaching or learning method to address it. The overall goal is to help educators broaden their repertoire of pedagogical techniques for professional and higher education.
Using problem-based learning (PBL) in one-shot, 60-minute information literacy sessions can create an active learning experience for students. The author describes a study where students worked in groups on a research problem, brainstorming information needs, searching library resources, and presenting findings. Students rated the PBL session positively and felt it improved their research skills. The challenges of facilitating PBL include relinquishing control and trusting students to direct their own learning. Perceptiveness is needed to address group dynamics and ensure all students can fully participate. While time constraints exist, PBL engages students more than traditional lectures.
This document discusses the importance of transforming public schools into professional learning communities. It summarizes the key aspects of professional learning communities, including ensuring all students learn, creating a collaborative culture among teachers, and focusing on results. Professional learning communities employ strategies like collaborative teaching, analyzing student data, and developing intervention plans for struggling students. They aim to shift schools' focus from teaching to learning. The document also discusses Peter Senge's concept of a learning organization and the five disciplines that can help schools function as professional learning communities.
The document discusses cooperative learning strategies and their connection to Invitational Education. It describes three approaches to teaching - competitive, individual, and cooperative learning. It provides examples of cooperative learning strategies like Think-Pair-Share, Jigsaw, and Say Something. It discusses the history of cooperative learning and Invitational Education, noting they promote collaboration, positive relationships, and bringing out the best in students.
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through ...claudebisson
The adolescent within the autism spectrum faces a variety of obstacles in achieving academic success, due in particular to challenges with executive functioning and affective relationship building. These nonverbal deficits puzzle families and educators as they attempt to empower students to meet individual potentials. In addition, parents may also feel marginalized by the entire educational process. In order to provide the best education for these students, a teacher must find a means of successful collaboration with a variety of people: families, clinicians, social workers, guidance counselors, and consultants. This project encourages collaborative team participation of key mentors through a curriculum by offering an interdisciplinary, thematic unit in which all players participate to contribute to the affective lessons of the child.
While participating in lessons that acknowledge the common experiences and emotions of the human condition, students practice skills in empathy. The more the students practice empathy, the more they rehearse daily emotional responses that exhibit reflection and responsibility, a significant affective objective for every high school student. This is especially important for adolescents in the autistic spectrum, many of whom may struggle with academics due to chronic disorganization, inability to integrate new ideas in existing schemas, and inability to appropriately articulate needs and feelings. When the student relates to a common experience with a character in narrative, he or she simply makes objective observations in an attempt to relate them to personal experiences. Thus, narrative provides a medium for interpersonal connection that would not otherwise be made with members of the interdisciplinary team. This enhances the academic experience and incorporates values-based education and therapeutic models of intervention into the content area.
This presentation will provide a practitioner-based example that implemented interdisciplinary collaboration in a curricular project based on The Sunflower, by Simon Weisenthal. While the presenters organized a school-wide project, this plan could be implemented in classrooms or schools, regardless of size. Participants will acquire the knowledge necessary to actively engage all players involved in a child’s education by implementing a similar affective curriculum in their schools.
This presentation will include lecture, Power Point presentation, handouts, examples of student/parent/teacher blog entries, and a cooperative learning activity to encourage active, participatory learning.
The document discusses the role of instructional coaches as effective change agents within learning communities. It reviews literature that finds coaching helps increase teachers' instructional capacity and shows professional development is most effective when contextualized within the classroom. Experts agree effective coaching is school-based, ongoing, research-based, and focused on teaching and learning, while not being evaluative or enforcing specific programs. Coaching must also be systemic and supported throughout the educational system to successfully drive reform.
Transformative learning theory focuses on recognizing and reassessing assumptions through critical reflection. It involves enhanced awareness of beliefs/feelings, critiquing assumptions, considering alternatives, and taking informed action. Adults learn through action learning, experiential learning, project-based learning, and self-directed learning. Transformative learning occurs through life experiences combined with education and critical thinking. Mezirow identified 10 phases of transformative learning including a disorienting dilemma, self-examination, critical assessment of assumptions, recognition of issues, exploration of options, planning a course of action, and reintegration into life with a new perspective.
Cooperative Learning & the Introverted Student - PresentationCarl Mahlmann
This document outlines a study on the effects of cooperative learning on introverted students. It begins with an introduction describing cooperative learning as a commonly used instructional method and questions its impact on introverted learners. A literature review covers definitions of cooperative learning and introversion, learning styles of introverts, and limited existing research on effects of cooperative learning on introverts. The study aims to determine the percentage of introverts in a student population, their learning preferences, and effects of cooperative and independent learning on introvert math performance and attitudes. It is hypothesized that for introverts, there will be no difference in effects between the two learning methods.
DISCUSSION ISSUES ON TEACHING APPROACHESFatin Amira
This document discusses issues related to teaching approaches for mathematics science. It begins with an introduction on the importance of mathematics education and constructivist learning. It then describes several different teaching approaches: constructivism, cooperative learning, contextual learning, and mastery learning. For each approach, it provides the definition, principles or elements, example classroom activities, and an example question. The document is intended as a reference for discussing different teaching methods in mathematics.
Cooperative learning involves students working in small groups to help each other learn. It has several key components: positive interdependence where students rely on each other to succeed, individual accountability, group processing to improve cooperation, development of social skills, and face-to-face interaction. Cooperative learning has been shown to promote higher-level thinking and social development more than traditional learning methods where students work independently or competitively. The document provides an example of applying cooperative learning principles to a physics lesson where students work together to answer questions about energy conservation.
The document discusses various topics related to learning and assessment, including:
1. Different types of assessment such as diagnostic, formative, and summative assessment and their purposes. Formative assessment provides feedback to help students improve, while summative assessment awards grades.
2. What can be assessed, including factual knowledge, skills, understanding, and aptitude. Most school tests assess factual knowledge which is easy to measure.
3. Theories of learning from behaviorism, cognitivism, humanism, and social perspectives and how they view the learning process and educator's role.
4. Approaches to learning including surface, deep, and approaches derived from Marton and Sä
The document summarizes a capstone project focused on increasing student autonomy and engagement in the classroom. The author proposes recommendations that allow students to make decisions about classroom displays. The author wrote an article for a professional journal with help from a community partner. The article provides information on how giving students decision-making power over classroom design can foster autonomy and engagement. Through interviews and research, the author found that displaying student work can help students feel ownership over their education and learning. The goal of the project is to help teachers enhance autonomy and engagement without significantly changing their lesson plans.
Michelle Wynn's instructional technology philosophy centers around constructivist learning strategies and active learning. She believes learning should involve discovery, collaboration, and problem-solving activities that are authentic and relevant to learners. As an instructor, she aims to facilitate learning by empowering students and helping them take ownership. Wynn's philosophy is also informed by theories of andragogy, which recognize adults as self-directed learners who draw from life experiences and are motivated by problem-centered learning. She seeks to incorporate technology integration strategies that foster skills like creative problem-solving, knowledge transfer through simulations, and group cooperation.
This document discusses cooperative learning, which involves students working in small groups to help each other learn. It explains that cooperative learning structures positive interdependence among students so that individual accountability and group processing are used to maximize learning. Five essential components of cooperative learning are described: positive interdependence, promotive interaction, individual accountability, interpersonal skills, and group processing. Different types of cooperative learning structures and steps for implementation are also outlined. Benefits include improved academic achievement for all students, while limitations include the time required and potential student resistance.
Collaborative, cooperative, active learningtavosmm
The document discusses collaborative learning, cooperative learning, and active learning strategies. It defines collaborative learning as students working together to solve problems or complete projects. Effective collaborative learning involves properly composed groups, clear tasks, and good communication. Cooperative learning is related and involves students working in face-to-face groups to complete specific activities while developing interpersonal skills. Active learning strategies engage students more than passive listening and include techniques like think-pair-share, learning cells, short writing exercises, group projects, debates, and games.
This presentation develops an understanding of teaching. To develop this presentation, the material has been taken from the open sources in the public domain and acknowledged properly.
Peer tutoring involves pairing students, usually with a higher-level student helping a lower-level student. This helps deepen understanding as students discuss concepts and use scaffolding techniques. Peer tutoring increases engagement and helps students progress in their zone of proximal development. It benefits skills in literacy, reading comprehension, and subject areas like algebra. Positives are that students learn from each other, enhance their skills, and take control of their learning. Negatives can include lack of focus or progress between students. Sources discussed show peer tutoring shifts teacher and student roles, and enhances student motivation through interaction.
The document discusses various strategies for motivating students and staff in educational settings. It explores how intrinsic motivation can be developed through giving students choices, social interaction, ensuring they feel accountable, incorporating creativity, enabling success, and providing appropriate challenges and feedback. Modeling enthusiasm and regularly praising authentic efforts are also presented as important factors for motivation. The discussion suggests motivation is best supported through a cooperative approach where leadership is shared and staff work together on a common vision.
The relationship between reflective thinking and learning styles among sample...Alexander Decker
This study examined the relationship between reflective thinking and learning styles among Jordanian university
students. The study found:
1. Students scored highest on critical reflection and understanding, indicating a positive level of higher-order
reflective thinking.
2. There were no significant differences in reflective thinking between male and female students.
3. A significant positive correlation was found between deep learning styles and habitual action, critical reflection,
indicating deep learning is related to higher-order reflective thinking. No correlation was found between surface/strategic
learning and reflective thinking.
Constructivism in classroom management by sheena bernalEdi sa puso mo :">
Constructivism in Classroom Management focuses on developing critical thinking skills, knowledge construction where students actively build new knowledge on old knowledge, and connecting new information to prior knowledge. Constructivist classrooms place less emphasis on punishment and more on identifying student needs. They are also democratic with teacher flexibility.
Comparing Internal and External Factors of Student Motivation in.docxdonnajames55
Comparing Internal and External Factors of Student Motivation
in Saudi Arabian and South Korean Schools
Motivation is a unique phenomenon. Merriam Webster online dictionary defines motivation as the act or process of giving someone a reason for doing something ( ). Psychologists define motivation as a force that drives somebody to behave in a particular way, especially when it comes to fulfilling personal goals (Oniyama & Oniyama, 2005). Student motivation is described as the ability to “stimulate academic learners to behave in a desirable way that favors quality outcomes whether it be in academics, sports or other extracurricular activities” (Christiana, 2009, p. ). One researcher described the term motivation as, “What get people going, keeps them going, and helps them finish tasks” (Pinrich, 2003, p. ).
Of great importance when addressing motivating is identifying the distinction between intrinsic and extrinsic motivation. Extrinsic motivation comes from external factors that are not related to the task. An example is a learner striving to achieve good grades because they want to get a good job. Intrinsic motivation, on the other hand, comes from internal factors related to the task. Analysts sometimes refer to intrinsic motivation as self-or personal motivation, which propel one with the need to fulfill personal desires. A learner striving to achieve good grades because he/she wants to be a scholar exhibits intrinsic motivation (Christiana, 2009). These motivational factors are very important for the student to take ownership of his or her success; therefore, a teacher can stimulate motivation, but the student must want to be motivated in order to succeed.
From an intrinsic perspective, students need to be encouraged to consider how performing well in a particular discipline, such as mathematics, would make them feel (Delong & Winter, 2002). Teachers working with students need to rely on aspects such as personal fulfillment to help students appreciate a particular subject on a more personal level (Tiwari, Tiwari, & Sharma, 2014). Internal motivation is difficult to achieve yet the benefits are long lasting and very effective. The intrinsic factors cover students’ involvement, curiosity, challenges, and social interaction (Faulkner, 2009).
External motivation is highly dependent on the use of assorted rewards. Reward based approach is only effective for a short time and once the headlined objectives are attained, it is easy for an individual to lose a sense of motivation. Extrinsic motivation is appropriate and useful, but psychologists recommend rewards for short-term goals and internal for longer term goals (Delong & Winter, 2002). Regardless of its effectiveness or the duration of the effectiveness, these variables can be used to motivate students towards a desired performance.
Motivation directs the behavior of an individual towards particular goals. Goals can either be short term or long term. In either case, it is the motiva.
The document discusses different types of motivation and how to foster intrinsic motivation in students and teachers. It defines extrinsic motivation as working for rewards or to avoid punishment, which is a common but ineffective form of motivation. Intrinsic motivation is working for enjoyment, personal interests, and a sense of competence, which is most challenging but effective for lifelong learning. The document provides tips for teachers to get to know students, shift away from extrinsic rewards, and analyze their own teaching to share what they enjoy.
This document discusses the importance of assessment focusing on student learning rather than grades. It argues that too much testing and grading can diminish student interest in learning. Feedback should cause students to think rather than just receiving marks. The document advocates for less frequent grading, such as once every 2-3 years in primary school and once a term in later years. Coaching is presented as an alternative to traditional assessment that focuses on helping students improve through dialogue. Overall, the key message is that assessment should engage students in their own learning and focus on learning objectives rather than just covering content.
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through ...claudebisson
The adolescent within the autism spectrum faces a variety of obstacles in achieving academic success, due in particular to challenges with executive functioning and affective relationship building. These nonverbal deficits puzzle families and educators as they attempt to empower students to meet individual potentials. In addition, parents may also feel marginalized by the entire educational process. In order to provide the best education for these students, a teacher must find a means of successful collaboration with a variety of people: families, clinicians, social workers, guidance counselors, and consultants. This project encourages collaborative team participation of key mentors through a curriculum by offering an interdisciplinary, thematic unit in which all players participate to contribute to the affective lessons of the child.
While participating in lessons that acknowledge the common experiences and emotions of the human condition, students practice skills in empathy. The more the students practice empathy, the more they rehearse daily emotional responses that exhibit reflection and responsibility, a significant affective objective for every high school student. This is especially important for adolescents in the autistic spectrum, many of whom may struggle with academics due to chronic disorganization, inability to integrate new ideas in existing schemas, and inability to appropriately articulate needs and feelings. When the student relates to a common experience with a character in narrative, he or she simply makes objective observations in an attempt to relate them to personal experiences. Thus, narrative provides a medium for interpersonal connection that would not otherwise be made with members of the interdisciplinary team. This enhances the academic experience and incorporates values-based education and therapeutic models of intervention into the content area.
This presentation will provide a practitioner-based example that implemented interdisciplinary collaboration in a curricular project based on The Sunflower, by Simon Weisenthal. While the presenters organized a school-wide project, this plan could be implemented in classrooms or schools, regardless of size. Participants will acquire the knowledge necessary to actively engage all players involved in a child’s education by implementing a similar affective curriculum in their schools.
This presentation will include lecture, Power Point presentation, handouts, examples of student/parent/teacher blog entries, and a cooperative learning activity to encourage active, participatory learning.
The document discusses the role of instructional coaches as effective change agents within learning communities. It reviews literature that finds coaching helps increase teachers' instructional capacity and shows professional development is most effective when contextualized within the classroom. Experts agree effective coaching is school-based, ongoing, research-based, and focused on teaching and learning, while not being evaluative or enforcing specific programs. Coaching must also be systemic and supported throughout the educational system to successfully drive reform.
Transformative learning theory focuses on recognizing and reassessing assumptions through critical reflection. It involves enhanced awareness of beliefs/feelings, critiquing assumptions, considering alternatives, and taking informed action. Adults learn through action learning, experiential learning, project-based learning, and self-directed learning. Transformative learning occurs through life experiences combined with education and critical thinking. Mezirow identified 10 phases of transformative learning including a disorienting dilemma, self-examination, critical assessment of assumptions, recognition of issues, exploration of options, planning a course of action, and reintegration into life with a new perspective.
Cooperative Learning & the Introverted Student - PresentationCarl Mahlmann
This document outlines a study on the effects of cooperative learning on introverted students. It begins with an introduction describing cooperative learning as a commonly used instructional method and questions its impact on introverted learners. A literature review covers definitions of cooperative learning and introversion, learning styles of introverts, and limited existing research on effects of cooperative learning on introverts. The study aims to determine the percentage of introverts in a student population, their learning preferences, and effects of cooperative and independent learning on introvert math performance and attitudes. It is hypothesized that for introverts, there will be no difference in effects between the two learning methods.
DISCUSSION ISSUES ON TEACHING APPROACHESFatin Amira
This document discusses issues related to teaching approaches for mathematics science. It begins with an introduction on the importance of mathematics education and constructivist learning. It then describes several different teaching approaches: constructivism, cooperative learning, contextual learning, and mastery learning. For each approach, it provides the definition, principles or elements, example classroom activities, and an example question. The document is intended as a reference for discussing different teaching methods in mathematics.
Cooperative learning involves students working in small groups to help each other learn. It has several key components: positive interdependence where students rely on each other to succeed, individual accountability, group processing to improve cooperation, development of social skills, and face-to-face interaction. Cooperative learning has been shown to promote higher-level thinking and social development more than traditional learning methods where students work independently or competitively. The document provides an example of applying cooperative learning principles to a physics lesson where students work together to answer questions about energy conservation.
The document discusses various topics related to learning and assessment, including:
1. Different types of assessment such as diagnostic, formative, and summative assessment and their purposes. Formative assessment provides feedback to help students improve, while summative assessment awards grades.
2. What can be assessed, including factual knowledge, skills, understanding, and aptitude. Most school tests assess factual knowledge which is easy to measure.
3. Theories of learning from behaviorism, cognitivism, humanism, and social perspectives and how they view the learning process and educator's role.
4. Approaches to learning including surface, deep, and approaches derived from Marton and Sä
The document summarizes a capstone project focused on increasing student autonomy and engagement in the classroom. The author proposes recommendations that allow students to make decisions about classroom displays. The author wrote an article for a professional journal with help from a community partner. The article provides information on how giving students decision-making power over classroom design can foster autonomy and engagement. Through interviews and research, the author found that displaying student work can help students feel ownership over their education and learning. The goal of the project is to help teachers enhance autonomy and engagement without significantly changing their lesson plans.
Michelle Wynn's instructional technology philosophy centers around constructivist learning strategies and active learning. She believes learning should involve discovery, collaboration, and problem-solving activities that are authentic and relevant to learners. As an instructor, she aims to facilitate learning by empowering students and helping them take ownership. Wynn's philosophy is also informed by theories of andragogy, which recognize adults as self-directed learners who draw from life experiences and are motivated by problem-centered learning. She seeks to incorporate technology integration strategies that foster skills like creative problem-solving, knowledge transfer through simulations, and group cooperation.
This document discusses cooperative learning, which involves students working in small groups to help each other learn. It explains that cooperative learning structures positive interdependence among students so that individual accountability and group processing are used to maximize learning. Five essential components of cooperative learning are described: positive interdependence, promotive interaction, individual accountability, interpersonal skills, and group processing. Different types of cooperative learning structures and steps for implementation are also outlined. Benefits include improved academic achievement for all students, while limitations include the time required and potential student resistance.
Collaborative, cooperative, active learningtavosmm
The document discusses collaborative learning, cooperative learning, and active learning strategies. It defines collaborative learning as students working together to solve problems or complete projects. Effective collaborative learning involves properly composed groups, clear tasks, and good communication. Cooperative learning is related and involves students working in face-to-face groups to complete specific activities while developing interpersonal skills. Active learning strategies engage students more than passive listening and include techniques like think-pair-share, learning cells, short writing exercises, group projects, debates, and games.
This presentation develops an understanding of teaching. To develop this presentation, the material has been taken from the open sources in the public domain and acknowledged properly.
Peer tutoring involves pairing students, usually with a higher-level student helping a lower-level student. This helps deepen understanding as students discuss concepts and use scaffolding techniques. Peer tutoring increases engagement and helps students progress in their zone of proximal development. It benefits skills in literacy, reading comprehension, and subject areas like algebra. Positives are that students learn from each other, enhance their skills, and take control of their learning. Negatives can include lack of focus or progress between students. Sources discussed show peer tutoring shifts teacher and student roles, and enhances student motivation through interaction.
The document discusses various strategies for motivating students and staff in educational settings. It explores how intrinsic motivation can be developed through giving students choices, social interaction, ensuring they feel accountable, incorporating creativity, enabling success, and providing appropriate challenges and feedback. Modeling enthusiasm and regularly praising authentic efforts are also presented as important factors for motivation. The discussion suggests motivation is best supported through a cooperative approach where leadership is shared and staff work together on a common vision.
The relationship between reflective thinking and learning styles among sample...Alexander Decker
This study examined the relationship between reflective thinking and learning styles among Jordanian university
students. The study found:
1. Students scored highest on critical reflection and understanding, indicating a positive level of higher-order
reflective thinking.
2. There were no significant differences in reflective thinking between male and female students.
3. A significant positive correlation was found between deep learning styles and habitual action, critical reflection,
indicating deep learning is related to higher-order reflective thinking. No correlation was found between surface/strategic
learning and reflective thinking.
Constructivism in classroom management by sheena bernalEdi sa puso mo :">
Constructivism in Classroom Management focuses on developing critical thinking skills, knowledge construction where students actively build new knowledge on old knowledge, and connecting new information to prior knowledge. Constructivist classrooms place less emphasis on punishment and more on identifying student needs. They are also democratic with teacher flexibility.
Comparing Internal and External Factors of Student Motivation in.docxdonnajames55
Comparing Internal and External Factors of Student Motivation
in Saudi Arabian and South Korean Schools
Motivation is a unique phenomenon. Merriam Webster online dictionary defines motivation as the act or process of giving someone a reason for doing something ( ). Psychologists define motivation as a force that drives somebody to behave in a particular way, especially when it comes to fulfilling personal goals (Oniyama & Oniyama, 2005). Student motivation is described as the ability to “stimulate academic learners to behave in a desirable way that favors quality outcomes whether it be in academics, sports or other extracurricular activities” (Christiana, 2009, p. ). One researcher described the term motivation as, “What get people going, keeps them going, and helps them finish tasks” (Pinrich, 2003, p. ).
Of great importance when addressing motivating is identifying the distinction between intrinsic and extrinsic motivation. Extrinsic motivation comes from external factors that are not related to the task. An example is a learner striving to achieve good grades because they want to get a good job. Intrinsic motivation, on the other hand, comes from internal factors related to the task. Analysts sometimes refer to intrinsic motivation as self-or personal motivation, which propel one with the need to fulfill personal desires. A learner striving to achieve good grades because he/she wants to be a scholar exhibits intrinsic motivation (Christiana, 2009). These motivational factors are very important for the student to take ownership of his or her success; therefore, a teacher can stimulate motivation, but the student must want to be motivated in order to succeed.
From an intrinsic perspective, students need to be encouraged to consider how performing well in a particular discipline, such as mathematics, would make them feel (Delong & Winter, 2002). Teachers working with students need to rely on aspects such as personal fulfillment to help students appreciate a particular subject on a more personal level (Tiwari, Tiwari, & Sharma, 2014). Internal motivation is difficult to achieve yet the benefits are long lasting and very effective. The intrinsic factors cover students’ involvement, curiosity, challenges, and social interaction (Faulkner, 2009).
External motivation is highly dependent on the use of assorted rewards. Reward based approach is only effective for a short time and once the headlined objectives are attained, it is easy for an individual to lose a sense of motivation. Extrinsic motivation is appropriate and useful, but psychologists recommend rewards for short-term goals and internal for longer term goals (Delong & Winter, 2002). Regardless of its effectiveness or the duration of the effectiveness, these variables can be used to motivate students towards a desired performance.
Motivation directs the behavior of an individual towards particular goals. Goals can either be short term or long term. In either case, it is the motiva.
The document discusses different types of motivation and how to foster intrinsic motivation in students and teachers. It defines extrinsic motivation as working for rewards or to avoid punishment, which is a common but ineffective form of motivation. Intrinsic motivation is working for enjoyment, personal interests, and a sense of competence, which is most challenging but effective for lifelong learning. The document provides tips for teachers to get to know students, shift away from extrinsic rewards, and analyze their own teaching to share what they enjoy.
This document discusses the importance of assessment focusing on student learning rather than grades. It argues that too much testing and grading can diminish student interest in learning. Feedback should cause students to think rather than just receiving marks. The document advocates for less frequent grading, such as once every 2-3 years in primary school and once a term in later years. Coaching is presented as an alternative to traditional assessment that focuses on helping students improve through dialogue. Overall, the key message is that assessment should engage students in their own learning and focus on learning objectives rather than just covering content.
The document discusses motivation and motivational theory in education. It defines motivation and describes John Keller's ARCS model of motivational design. The ARCS model comprises attention, relevance, confidence and satisfaction as key factors for motivating students. The document also discusses goal setting theory, self-regulation theory and strategies for motivating students, such as using the ARCS model, teaching students to set SMART goals and self-discipline.
The document discusses motivation and motivational theory in education. It defines motivation and describes John Keller's ARCS model of motivational design. The ARCS model includes gaining student attention, establishing relevance of content, building confidence, and providing satisfaction. The document also discusses using goal setting theory and teaching self-regulation strategies to motivate students. Motivated students are more productive and help organizations succeed.
The presentation was created by the author, Dagmar Kusiak. The slides summarize important motivational theories: ARCS model, Goal Setting Theory, and Self-Regulation Theory.
The document discusses student engagement and motivation. It defines engagement as resulting from the interaction between motivation and active learning. Motivation is influenced by students' expectations of success and the value they place on tasks. Expectancy is impacted by students' beliefs in their ability to succeed through effort. While extrinsic rewards may boost short-term motivation, intrinsic motivation from experiencing flow is most effective for deep engagement. Flow occurs when students are absorbed in challenging yet skill-appropriate tasks with clear goals and immediate feedback. The document advocates for active learning, where students dynamically participate and reflect on their learning by connecting new ideas to prior knowledge and experience.
This document appears to be a syllabus for an educational leadership course titled EDAD 516 at Washington State University's Puyallup campus in the fall semester of 2014. It lists the instructor as Ailene M. Baxter, the Director of Human Resources for the Puyallup School District. The syllabus outlines the course objectives, assignments, expectations, and topics to be covered throughout the semester, including leadership and supervision of instruction, culturally responsive teaching practices, student shadowing experiences, and using intrinsic motivation to engage all students in learning.
The document discusses five factors that can influence student motivation: the school and classroom environment, social interactions, instructional activities, individual learning challenges, and pay-offs for learning. Specific strategies are provided under each factor to promote student motivation, such as employing proximity control, giving students choices and preferential seating for the environment, improving teacher-student relationships, and making instructional activities more stimulating.
The document summarizes a professional development program designed to promote a student culture of cooperation through cooperative learning strategies and character education. The program provides training for K-12 teachers through a learning community cohort model with summer institutes and monthly meetings. Evaluation of the program shows that cooperative learning improves achievement and relationships while developing social-emotional skills when implemented effectively. Research supports cooperative learning's ability to foster character development when students learn academic content while practicing prosocial behaviors.
This document outlines strategies for formative assessment including engaging students in monitoring their own learning, supporting reflection on understandings through questioning, establishing independent practice routines, and conferencing with students to identify future goals. Key elements of formative assessment involve creating an incremental view of ability, clarifying objectives and criteria generated by students, enabling classroom dialogue and questioning, involving students in analysis of excellence, and establishing opportunities for feedback.
This document appears to be a syllabus for an educational leadership course titled EDAD 516 at Washington State University's Puyallup campus. It outlines the course details, including the instructor Ailene Baxter's credentials as the Director of Human Resources for the Puyallup School District. The document discusses theories of leadership, supervision, and culturally responsive teaching. It describes assignments such as shadowing a student to learn about their school experience and planning instructional improvements. The goal is to help students develop strengths-based approaches to teaching and leadership that motivate all learners.
This document summarizes a study on the effects of classroom structure on student learning in introductory physics courses. Specifically, it examines how incorporating group work into weekly discussion sections impacts students compared to traditional tutor-led sections. The study draws on previous research showing that interactive learning environments that allow student collaboration and feedback tend to improve comprehension and engagement more than passive learning settings where instructors solely transmit knowledge. The document provides background on constructivist pedagogy, defines the roles of tutors and students in the group work structure, and reviews comparative studies that informed the author's own research exploring the impacts of an interactive group work setting versus a traditional classroom on physics students' interpersonal dynamics and learning.
The document discusses active learning techniques that engage students in higher-order thinking. It defines active learning as involving students in activities like discussion, problem-solving, and group work that get them interacting with lecture material rather than passively listening. Active learning is based on the assumptions that learning is active and different people learn differently. Examples of active techniques provided include think-pair-share, debates, and analyzing case studies. The document recommends breaking up lectures with these activities to maintain attention and encourage deeper learning.
This document reviews literature on teacher motivation and strategies for motivating students. It discusses how motivation plays a key role in learning, and how teachers can support student motivation through various methods like building relationships, providing feedback, and connecting lessons to students' lives. The document also examines factors that can motivate or demotivate teachers, such as students, workload, salaries and autonomy. It concludes that understanding teacher motivation is important for enhancing student motivation and learning outcomes.
Similar to Instructors As Transformational Leaders In The Classroom (20)
2. Objectives
Relate student learning outcomes to
instructor key performance expectations
List specific instructor actions affecting
cognitive learning, affective learning,
and student motivation to learn
Identify forms of feedback in the
classroom creating student intrinsic
motivation
3. Training Goals
We want to become Transformational
Leaders in the classroom.
We want to inspire intrinsic motivation in
our students.
We want to understand how our actions
as instructors affect learning and student
motivation in the online classroom.
5. What is Cognitive Learning?
“Cognitive learning is about enabling people to
learn by using their reason, intuition and
perception. This technique is often used to
change peoples' behaviour. But people's
behaviour is influenced by many factors such
as culture, upbringing, education and
motivation. Therefore cognitive learning
involves understanding how these factors
influence behaviour and then using this
information to develop learning programmes.”
(Martin, 2006, para 3)
6. What is Affective Learning?
“Affective learning outcomes involve
attitudes, motivation, and values. The
expression of these often involves
statements of opinions, beliefs, or an
assessment of worth.”
(Miller, 2005)
7. Motivation “Energizes Behavior
and Gives it Direction” (Huang, 2003)
Intrinsic motivation refers to motivation
driving an individual to succeed for
internal, personal reasons rather than
external, extrinsic reasons such as
grades or recognition.
(Zaharias, 2009, para 1)
8. “Transforming the existing order of things as well as
addressing the students’ needs for meaning and
development” (Bolkan & Goodboy, 2009, p.297)
9. What does it mean to be a
Transformational Leader in the
classroom?
Effectively manage your classroom
“Facilitate maximum student
involvement”
“Enhance student learning”
(Bolkan & Goodboy, 2009, p.296)
10. Traits of Transformational
Leaders
“More concerned with student
empowerment than classroom control
strategies”
Perceived as being more effective and
rated as better performing by their students
“Exhibits the synthesis of three
components: charisma, individualized
consideration and intellectual stimulation”
(Bolkan & Goodboy, 2009, p.297)
11. Charismatic Leaders
“Considered to be dynamic, hard-
working, confident, attractive,
competent, and successful”
“A sub-component of charisma is
inspiration”
(Bolkan & Goodboy, 2009, p.297)
12. Individualized Consideration
“Associated with instructors who treat
students different according to their
individual needs and capabilities”
“Related to thoughtfulness for others
and the mentorship of students”
(Bolkan & Goodboy, 2009, p.297)
13. Intellectual Stimulation
“Associated with instructors that
stimulate extra effort among their
students by forcing their students to
rethink ideas they may have never
questioned before”
(Bolkan & Goodboy, 2009, p.297)
14. Outcomes of Transformational
Leadership
Cognitive Learning, Affective Learning,
and Motivation
“Extra effort from students”
Increased student perception of
instructor effectiveness
Increased student satisfaction with
instructors as leaders
(Bolkan & Goodboy, 2009, p.298)
15. Overall
“Transformational Leadership is
positively related to student learning
outcomes, student participation and
perceptions of teacher credibility”
(Bolkan & Goodboy, 2009, p.301)
16. Practicing Immediate Behavior, Utilizing Affective Feedback and Instilling
Intrinsic Motivation in Students:
“The difference between knowing and teaching is communication”
(Edwards & Helvie-Mason, 2010, p.175)
17. What is Immediate Behavior?
“Immediacy Behaviors represent instructors’
attempts to reduce the social distance
between themselves and their students” (p.42)
Immediacy Behavior includes both nonverbal
and verbal behaviors
Nonverbal Immediacy: eye contact, smiling,
movement around the classroom
Verbal Immediacy: speaking examples, “such
as including personal examples, using humor,
providing and inviting feedback, addressing
students by name” (p.43)
(Arbaaugh, 2001)
18. How Can Instructors
Demonstrate Immediacy in the
Virtual Environment?
“Use humor
Encourage discussion and feedback
Address students by name in
text-based discussion
Emoticons
Audio clips”
(Arbaaugh, 2001, p.44)
19. Achieving Immediacy in the
Discussion Board
“Relying simply on asking questions in the discussion board will
not yield results” (Arbaaugh, 2001, p.46)
“Instructors can influence student interaction by:
1. Providing personal examples of the class material
2. Demonstrating a sense of humor about the course material
and or the web based course experience
3. Inviting students to receive feedback from them and from each
other” (Arbaaugh, 2001, p.46)
4. Responding quickly, often and always in a friendly tone
Encouraging student discussion in the classroom, even if it is
not course related, creating a more collective classroom effort.
Stay in touch with your students by asking them how the
course is going and how they feel about the class so far.
(Conway, Easton, & Schmidt, 2005)
20. Affective Feedback = Immediate
Feedback
“Feedback must be conveyed in a
positive, encouraging and non-critical
way in order to facilitate learners’
motivation” (Zaharias, 2009, para 30)
Relatively subtle differences in wording
of written messages have been proven
to effect student motivation and
perceptions (Katt & Collins, 2007)
21. Immediacy in Written Cues
“‘I thought’ or ‘I feel’
Include the student’s name or use a
personal pronoun “you” or “your”
Give provisional feedback versus certain
feedback: Your conclusion could have
been stronger (provisional) versus
conclusion is weak (certain)”
(Katt & Collins, 2007, para 6)
22. Immediacy in Written Cues
Provisionality is a form of verbal
immediacy that can be achieved in the
online classroom
Immediate and provisional feedback
requires 48% more words than non-
immediate, certain feedback
Cast written feedback in terms that are
participatory, disclosing and provisional
(Katt & Collins, 2007)
23. Immediate Feedback
Provisional feedback is less likely to
warrant defensive responses from
students.
Students receiving immediate and
provisional critique reported higher state
motivation and higher affective learning
(Katt & Collins, 2007)
24. Enhancing Feedback
Provide regular, individualized feedback
“Include both positive reinforcement and
concrete suggestions for improvement”
“It is important to acknowledge sincere
efforts made”, provide precise,
informative feedback regarding current
performance
“Encourage an emphasis on progress”
(Huang, 2003, para 11)
25. Examples of Affective, Immediate
Feedback
Marcy, I feel your paper was well researched since you
used notable sources like The Journal of American
Medical Association, instead of Wikipedia. I thought your
sentence structure was exceptional and liked how you
used an advanced vocabulary. I feel your APA format
could be stronger in your next assignment.
Tom, I feel like you have an amazing understanding of the
Endocrine System! You got almost every question in that
section correct! Your understanding of the Senses could
be stronger for the final. Let me know if you want to
discuss the Senses more in depth. You can reach me on
my cell to arrange a good time to re-cap some of the
things you may still be working to master. I can see you
developing as a scholar and think you should be
commended on your progress! I look forward to talking to
you soon and seeing you in class.
26. What Types of Feedback are
Important to the Students?
1. Specific Feedback: “Students have the most
positive attitude toward interactions which can
provide them with specific feedback or information
on tasks”
2. Affective Feedback: “Students ranked affective
interaction as the second most preferred type of
interaction. This indicates that when they learn
online, in addition to content-oriented feedback,
students like to have motivational and emotional
support”
3. Collaborative Interaction: “The presence in the
classroom discussions and the virtual office”
(Hao and Lui, 2006, para 13)
28. Instructor Key Performance
Expectations
In every move, ask yourself the three most important
questions for a Transformational Leader: Am I being
charismatic? Am I providing Individualized
Consideration? Am I creating Intellectual Stimulation?
Respond Quickly and Consistently!
Provide immediate and provisional feedback in the grade
book and on student assignments. Remember, students
feel feedback is most important when it hosts concrete
examples and provides emotional support and motivation,
not just right or wrong answers or “Good Job”!
In the discussion board, offer authentic participation by
providing personal experience examples, using humor,
and utilizing individualized consideration in your
responses. It is important to be seen in the discussion.
As an instructor you need to exhibit presence in your
course.
29. Instructor Key Performance
Expectations
Post Weekly Announcements bridging course
material and inspiring an aspect of intellectual
stimulation.
Work towards adapting your engagement
opportunities for then needs of each class.
Pay attention to what works and what does
not.
Make time to reach out to students and
exercise individualized consideration
Implement an environment for intrinsic
motivation through immediate classroom
behaviors.
30. Work Cited
Arbaaugh, J. B. ( 2001). How instructor immediacy behaviors affect student satisfaction
and learning in web-based courses. Business Communication Quarterly, 64(4), 42-64.
Bolkan, S. and Goodboy, A (2009). Transformational leadership in the classroom:
Fostering student learning, student participation, and teacher credibility. Journal of
Instructional Psychology, 36(4), 296-306.
Conway, R., Easton, S. and Schmidt, W. ( 2005). Strategies for enhancing student
interaction and immediacy in online courses. Business Communication Journal, 68(1),
23-35.
Edwards, J. and Helvie-Mason, L. (2010). Technology and instructional communication:
Student usage and perceptions of virtual office hours. Journal of Online Learning and
Teaching, 6(1), 174-186.
Frisby, B. and Myers, S. (2008). The relationship among perceived instructor rapport,
student participation, and student learning outcomes. Texas Speech Communication
Journal, 33(1), 27-34.
Hao, Y. and Liu, M. (2006). Students’ attitudes toward online interaction. Academic
Exchange Quarterly, 10(4), 75-79.
Hess, J. and Smythe, M. (2001). Is teacher immediacy actually related to student
cognitive learning? Communication Studies, 52(3), 197-220.
31. Works Cited, continued
Huang, L. (2003). Ten pointers for enhancing learners’ motivation. Business
Communication Quarterly, 66(4), 88-96.
Katt, J. and Collins, S. (2007). Achieving immediacy with written cues. Academic
Exchange Quarterly, 11(2), 91-97.
Martin, S. (2006). Definition of cognitive learning. Retrieved May 12, 2010, from
http://ezinearticles.com/?Definition-of-Cognitive-Learning&id=365039
Miller, M. (2005). Teaching and Learning in Affective Domain. In M. Orey (Ed.),
Emerging perspectives on learning, teaching, and technology. Retrieved May 12,
2010, from http://projects.coe.uga.edu/epltt/
Zaharias, P. (2009). Usability in the context of e-learning: A framework
augmenting ‘traditional’ usability constructs with instructional design and
motivation to learn. International Journal of Technology and Human Interaction,
5(4), 37-50.