This document discusses expertise and how it is developed. It defines experts as those who are highly skilled and knowledgeable in a specific domain. Experts think differently than novices - they can recognize problems more easily and solve them efficiently. The document discusses how expertise is built through a process of competence development over time, involving the construction of knowledge, expert-like performance, and self-regulation. Novice learners can develop "islands of expertise" in areas they are personally interested in through collaborative learning experiences. True expertise requires extensive experience and practice within a domain.
Slideshow presentation of Engaging the Eye Generation by Johanna Riddle (Stenhouse, 2009).Defines today'sl learners, examines the concept of "new literacy", provides a sequential, spiraling model for developing multiple literacy skills in the classroom.
The document discusses expertise in work life and education. It outlines two types of expertise - routine expertise, which involves familiar skills and routines, and adaptive expertise, which involves flexibility and the ability to solve novel problems. Experts in different fields were interviewed and described expertise as developmental, requiring constant learning. Problems in work often involve social and technical challenges. The document also proposes methods for developing adaptive expertise in education, including collaborative problem-solving of authentic problems over multiple cycles and having students document their own learning processes.
This document discusses self-regulated learning. It defines self-regulated learning as an active process where learners plan, monitor, and evaluate their cognition, motivation, and behavior during learning. A key part of self-regulated learning is goal setting and strategic planning to optimize one's learning. The document outlines a cyclical model of self-regulated learning involving task understanding, planning goals and strategies, enacting strategies through monitoring and control, and evaluating progress. Developing skills in self-regulation can improve learning outcomes.
This document outlines an introductory course on learning and educational technology. It provides the schedule, objectives, contents and learning outcomes of the course. The course will cover basic concepts of educational technology and examine its role in learning society. Students will create a digital portfolio to document their learning and expertise. The course involves lectures, workshops, collaborative work and portfolio assignments. It will be assessed based on participation and quality of digital portfolio.
This document outlines the steps and tasks for students to clarify the theoretical basis of their master's thesis. It instructs students to:
1) Find and present 5 key references on collaborative learning and self-regulated learning to their group and justify their choices.
2) Evaluate and comment on other groups' reference choices.
3) Write individual summaries on the references from both perspectives and submit them by January 17th, 2013.
The document also provides literature suggestions to support the thesis research process.
Slideshow presentation of Engaging the Eye Generation by Johanna Riddle (Stenhouse, 2009).Defines today'sl learners, examines the concept of "new literacy", provides a sequential, spiraling model for developing multiple literacy skills in the classroom.
The document discusses expertise in work life and education. It outlines two types of expertise - routine expertise, which involves familiar skills and routines, and adaptive expertise, which involves flexibility and the ability to solve novel problems. Experts in different fields were interviewed and described expertise as developmental, requiring constant learning. Problems in work often involve social and technical challenges. The document also proposes methods for developing adaptive expertise in education, including collaborative problem-solving of authentic problems over multiple cycles and having students document their own learning processes.
This document discusses self-regulated learning. It defines self-regulated learning as an active process where learners plan, monitor, and evaluate their cognition, motivation, and behavior during learning. A key part of self-regulated learning is goal setting and strategic planning to optimize one's learning. The document outlines a cyclical model of self-regulated learning involving task understanding, planning goals and strategies, enacting strategies through monitoring and control, and evaluating progress. Developing skills in self-regulation can improve learning outcomes.
This document outlines an introductory course on learning and educational technology. It provides the schedule, objectives, contents and learning outcomes of the course. The course will cover basic concepts of educational technology and examine its role in learning society. Students will create a digital portfolio to document their learning and expertise. The course involves lectures, workshops, collaborative work and portfolio assignments. It will be assessed based on participation and quality of digital portfolio.
This document outlines the steps and tasks for students to clarify the theoretical basis of their master's thesis. It instructs students to:
1) Find and present 5 key references on collaborative learning and self-regulated learning to their group and justify their choices.
2) Evaluate and comment on other groups' reference choices.
3) Write individual summaries on the references from both perspectives and submit them by January 17th, 2013.
The document also provides literature suggestions to support the thesis research process.
This document discusses expertise and expert performance in higher education and work life. It defines expertise as the ability to consistently perform at a superior level. There are two main types of expertise: routine expertise, which involves familiar skills and routines; and adaptive expertise, which enables individuals to solve novel problems, think flexibly, and build new knowledge. Adaptive expertise is most valued today as work life requires competency in changing situations. True experts excel at generating solutions, recognizing patterns, and using effective strategies, but can also be overconfident or context-dependent. The document emphasizes that expertise is increasingly collaborative and requires strong social and learning skills to develop shared understanding.
The document discusses the concept of "islands of expertise", where individuals can develop deep understanding of topics they are interested in through social and cognitive processes. It describes how knowledge is constructed over multiple informal activities like conversations. This knowledge building occurs within a social context, with support from others. Over time, individual islands of expertise can connect to form an "archipelago" of related conceptual knowledge across different domains. The document provides examples of how a child and parent might collaboratively build knowledge about vehicles or cooking through their discussions. It suggests educators can help students develop expertise by structuring learning as a social process where novices work with experts in modeling deeper understanding.
School effectiveness is influenced by various contextual and enabling factors. Contextual factors include the institutional, political, language, cultural, economic, and global environment surrounding the school. Enabling factors involve strong leadership, a capable teaching force, flexibility, sufficient time in school, order and discipline, positive relationships, organized curriculums, and incentives. The teaching and learning process focuses on maximizing learning time, high expectations, varied teaching strategies, frequent assessment, homework, student responsibility, striving for excellence, involvement, and mastery of content and success. Together, these factors aim to improve student outcomes in terms of academic achievement, social skills, and economic success.
Student engagement as a dynamic and multidimensional conceptAleksandra Lazareva
This master's thesis examines student engagement as a multidimensional and dynamic concept. The study investigated how classroom context factors like task characteristics, teacher interactions, and peer interactions impacted primary school students' engagement. Data was collected through video observations, student diaries, and work from an English language classroom where iPads were introduced. Results showed that iPads increased engagement by making tasks more fun. Student engagement varied based on how much autonomy tasks provided and their personal meaningfulness. Different types of teacher interactions, like instructions or behavior regulation, also influenced engagement levels. Students mainly regulated each other through turn-taking and equipment coordination. The study contributes to understanding engagement sources but was limited by a small data set and time period.
School leadership and pupil learning outcomes fmik_ppk_elte
School leadership and pupil learning outcomes - Plenáris konferencia előadás
Típus: Tudományos-közéleti-társadalmi megjelenés a projektben elért tudományos eredmények elterjesztésének céljával
Alprojekt: 5.4.3 Tanulás/tanítás kutatása és fejlesztése a felnőtt- és felsőoktatásban
Megjelenés: ENIRDELM Conference 2010. szeptember 16.-18.
Résztvevő: Halász Gábor, plenáris előadó
This document outlines different methods that can be used to measure self-regulated learning. It discusses measuring SRL as both an aptitude and an event, and some of the challenges in measurement. Some key methods mentioned include self-report questionnaires, observations of student behavior, think-aloud protocols, learning diaries, interviews, and analyzing digital traces of student interactions in online learning environments. The document advocates for using mixed methods to address limitations of individual approaches and gain a more comprehensive understanding of students' self-regulated learning.
The european context of school leadership – current trends, innovations and i...fmik_ppk_elte
The European context of school leadership – current trends, innovations and international initiatives - Plenáris konferencia előadás
Típus: Tudományos-közéleti-társadalmi megjelenés a projektben elért tudományos eredmények elterjesztésének céljával
Alprojekt: 5.4.3 Tanulás/tanítás kutatása és fejlesztése a felnőtt- és felsőoktatásban
Megjelenés: TEMPUS PF Konferencia 2011. november 24. Budapest
Résztvevő: Halász Gábor, előadó
INFLUENCE OF CONTEXTUAL VARIABLES ON ACADEMIC PERFORMANCEmarializan
The document discusses the influence of contextual variables on academic performance. It outlines four predictive models used to explain academic performance: the psychological, sociological, psychosocial, and eclectic interaction models. Contextual variables that potentially impact school performance are analyzed at the macro- and micro-sociological levels. Examples of contextual variables identified include social class, cultural resources, economic income, parents' educational levels, type of school, and classroom dimensions. The relationships between these contextual variables and performance measures are then analyzed.
The Influence of School Administrato rs on Teacher Retention DecisionsAlvera Kisil
This document summarizes a study examining the influence of school administrators on teacher retention decisions. The study uses survey data from first-year teachers in New York City along with administrative data to analyze the relationship between teachers' assessments of school contextual factors and actual teacher turnover. The key findings are:
1) Teachers' perceptions of school administration have the strongest influence on their retention decisions, more so than other factors like staff relations, facilities, or student behavior.
2) This effect of administration is consistent for both first-year teachers and all teachers in the sample, and is confirmed by surveys of teachers who recently left their positions.
3) School administration, particularly the support and leadership of administrators, appears to be a major factor
The document provides an overview of item response theory (IRT), including what IRT is, item characteristic curves, and IRT models. IRT links examinee performance to latent traits through mathematical item characteristic curve models like the 1PL, 2PL, and 3PL models. These models describe the relationship between item responses and ability through parameters like difficulty, discrimination, and guessing. IRT provides benefits over classical test theory like scale-independent item and ability estimates.
This document discusses formative assessment and providing effective feedback to students. It emphasizes the importance of having clear learning targets, assessing students in a variety of ways, and giving descriptive feedback to help students improve. Some key points covered include setting clear goals for students, communicating expectations, involving students in self-assessment, and using feedback to guide further learning.
ppt on data collection , processing , analysis of data & report writingIVRI
This document provides information on data collection methods and statistical analysis. It discusses various types of data collection including observation, interviews, questionnaires, surveys, and case studies. It also covers primary and secondary sources of data. The document outlines steps for processing and analyzing data such as editing, coding, tabulation, and classification. It describes various statistical tools for analysis including measures of central tendency, dispersion, t-tests, and chi-square tests. Guidelines are provided for writing reports to communicate the results of a research study.
The document outlines the steps for planning and conducting data analysis, including determining the method of analysis, processing and interpreting the data, and presenting the findings through descriptive and inferential statistical analysis techniques to answer research questions. It also discusses the components and format for writing up the final research paper, including the preliminary pages, main body, and supplementary pages.
Validate data
Questionnaire checking
Edit acceptable questionnaires
Code the questionnaires
Keypunch the data
Clean the data set
Statistically adjust the data
Store the data set for analysis
Analyse data
1) The document discusses learning expertise and how experts think. It provides background on how formal education does not necessarily produce experts.
2) Experts can excel in areas like generating solutions, detecting patterns, and strategic problem-solving. However, experts can also display weaknesses like overconfidence and inflexibility.
3) Learning expertise is described as a journey involving knowledge construction, performance, and self-regulation. Novice learn by expanding their knowledge in areas of interest, with a goal of understanding their own problem-solving processes.
This study investigated the effects of a multiple intelligences supported project-based learning method versus a traditional instruction method on students' English achievement and attitudes. 50 5th grade students participated, with 25 in the experiment group taught with the project-based method focusing on different intelligences, and 25 in the control group taught traditionally. Pre and post-tests on achievement and attitudes were administered. The results showed the experiment group had more positive attitudes towards English and higher achievement levels compared to the control group taught traditionally.
This document discusses the need for changes in education to better prepare students for the future. It notes that traditional practices like worksheets and standardized testing are still common, despite limited use of technology. It outlines features of current educational systems that are reactive, rigid, and poorly aware of learning research findings. The document calls for a new culture of learning that leverages social and technical tools to develop skills like collaboration, problem solving, and innovation. It emphasizes learning throughout life in various contexts and cultures.
Language, rather than an independent outcome of human evolution, emerged in the mind from the uniquely human social brain as a fundamental attribute of cognition in the facilitation of the essential capacity for learning and social interaction in consequence of the environmental pressures on the survival of the genus Homo. Language as an integral component of cognition is clearly borne out from research in neuroscience, as it has been demonstrated in studies of cognitive dysfunction that cognitive deficits are largely recognized in errors in syntactical, symbolic, semantic and lexical processing and logical sequencing – all principal components of language processing. This study explains how language learning forms a powerful platform for cognitive recovery in cases of cognitive and behavioral dysfunction and presents the promise of dramatic improvement of functionality in elders with dementia.
S1 SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS: THE WAY FORWARD 10.00 di fabioprogettoacariss
This document discusses guidance and career counseling for the promotion of scientific talents. It notes that numerous educational initiatives have been implemented to encourage students' interest in STEM fields, but that attention must also be paid to gifted students. Effective science enrichment programs incorporate inquiry-based learning, scaffolding, and cognitive apprenticeship. They have been shown to increase science knowledge and achievement for general students as well as female and gifted students. However, factors like gender stereotypes, lack of role models, and family influences have contributed to a science gender gap. Guidance interventions should provide career information, counseling, and opportunities for dialogue to help students construct their careers, with a focus on reducing stereotypes.
EDR8205 Week 7 Assignment: Develop the Foundation for a Quantitative Researc...eckchela
This document outlines a draft research proposal exploring the development of adults' metacognition from the perspective of cognitive science and neuroscience. The proposal includes four core components: a statement of the problem noting a lack of research on adult metacognition development; a purpose to explore how the brain's natural cognitive processes correlate with metacognition skill development across the lifespan; research questions on metacognition awareness and skills increasing with age; and a hypothesis that brain processes allow metacognition to increase naturally with age. The proposal aims to add to the metacognition literature and merge education and neuroscience.
Communication Barrier of Hearing Impaired Studentsrod RAGUINE
The document presents a research project on the communication barrier of hearing impaired students at Centro Fidei School. It includes an abstract, table of contents, introduction on hearing loss and deaf identity, background of the study site, statement of the problem, significance of the study, research methodology using descriptive research, results on how hearing and deaf people communicate and how teachers convey lessons, and conclusions. The overall purpose is to examine communication between hearing and deaf communities at the school.
This document discusses expertise and expert performance in higher education and work life. It defines expertise as the ability to consistently perform at a superior level. There are two main types of expertise: routine expertise, which involves familiar skills and routines; and adaptive expertise, which enables individuals to solve novel problems, think flexibly, and build new knowledge. Adaptive expertise is most valued today as work life requires competency in changing situations. True experts excel at generating solutions, recognizing patterns, and using effective strategies, but can also be overconfident or context-dependent. The document emphasizes that expertise is increasingly collaborative and requires strong social and learning skills to develop shared understanding.
The document discusses the concept of "islands of expertise", where individuals can develop deep understanding of topics they are interested in through social and cognitive processes. It describes how knowledge is constructed over multiple informal activities like conversations. This knowledge building occurs within a social context, with support from others. Over time, individual islands of expertise can connect to form an "archipelago" of related conceptual knowledge across different domains. The document provides examples of how a child and parent might collaboratively build knowledge about vehicles or cooking through their discussions. It suggests educators can help students develop expertise by structuring learning as a social process where novices work with experts in modeling deeper understanding.
School effectiveness is influenced by various contextual and enabling factors. Contextual factors include the institutional, political, language, cultural, economic, and global environment surrounding the school. Enabling factors involve strong leadership, a capable teaching force, flexibility, sufficient time in school, order and discipline, positive relationships, organized curriculums, and incentives. The teaching and learning process focuses on maximizing learning time, high expectations, varied teaching strategies, frequent assessment, homework, student responsibility, striving for excellence, involvement, and mastery of content and success. Together, these factors aim to improve student outcomes in terms of academic achievement, social skills, and economic success.
Student engagement as a dynamic and multidimensional conceptAleksandra Lazareva
This master's thesis examines student engagement as a multidimensional and dynamic concept. The study investigated how classroom context factors like task characteristics, teacher interactions, and peer interactions impacted primary school students' engagement. Data was collected through video observations, student diaries, and work from an English language classroom where iPads were introduced. Results showed that iPads increased engagement by making tasks more fun. Student engagement varied based on how much autonomy tasks provided and their personal meaningfulness. Different types of teacher interactions, like instructions or behavior regulation, also influenced engagement levels. Students mainly regulated each other through turn-taking and equipment coordination. The study contributes to understanding engagement sources but was limited by a small data set and time period.
School leadership and pupil learning outcomes fmik_ppk_elte
School leadership and pupil learning outcomes - Plenáris konferencia előadás
Típus: Tudományos-közéleti-társadalmi megjelenés a projektben elért tudományos eredmények elterjesztésének céljával
Alprojekt: 5.4.3 Tanulás/tanítás kutatása és fejlesztése a felnőtt- és felsőoktatásban
Megjelenés: ENIRDELM Conference 2010. szeptember 16.-18.
Résztvevő: Halász Gábor, plenáris előadó
This document outlines different methods that can be used to measure self-regulated learning. It discusses measuring SRL as both an aptitude and an event, and some of the challenges in measurement. Some key methods mentioned include self-report questionnaires, observations of student behavior, think-aloud protocols, learning diaries, interviews, and analyzing digital traces of student interactions in online learning environments. The document advocates for using mixed methods to address limitations of individual approaches and gain a more comprehensive understanding of students' self-regulated learning.
The european context of school leadership – current trends, innovations and i...fmik_ppk_elte
The European context of school leadership – current trends, innovations and international initiatives - Plenáris konferencia előadás
Típus: Tudományos-közéleti-társadalmi megjelenés a projektben elért tudományos eredmények elterjesztésének céljával
Alprojekt: 5.4.3 Tanulás/tanítás kutatása és fejlesztése a felnőtt- és felsőoktatásban
Megjelenés: TEMPUS PF Konferencia 2011. november 24. Budapest
Résztvevő: Halász Gábor, előadó
INFLUENCE OF CONTEXTUAL VARIABLES ON ACADEMIC PERFORMANCEmarializan
The document discusses the influence of contextual variables on academic performance. It outlines four predictive models used to explain academic performance: the psychological, sociological, psychosocial, and eclectic interaction models. Contextual variables that potentially impact school performance are analyzed at the macro- and micro-sociological levels. Examples of contextual variables identified include social class, cultural resources, economic income, parents' educational levels, type of school, and classroom dimensions. The relationships between these contextual variables and performance measures are then analyzed.
The Influence of School Administrato rs on Teacher Retention DecisionsAlvera Kisil
This document summarizes a study examining the influence of school administrators on teacher retention decisions. The study uses survey data from first-year teachers in New York City along with administrative data to analyze the relationship between teachers' assessments of school contextual factors and actual teacher turnover. The key findings are:
1) Teachers' perceptions of school administration have the strongest influence on their retention decisions, more so than other factors like staff relations, facilities, or student behavior.
2) This effect of administration is consistent for both first-year teachers and all teachers in the sample, and is confirmed by surveys of teachers who recently left their positions.
3) School administration, particularly the support and leadership of administrators, appears to be a major factor
The document provides an overview of item response theory (IRT), including what IRT is, item characteristic curves, and IRT models. IRT links examinee performance to latent traits through mathematical item characteristic curve models like the 1PL, 2PL, and 3PL models. These models describe the relationship between item responses and ability through parameters like difficulty, discrimination, and guessing. IRT provides benefits over classical test theory like scale-independent item and ability estimates.
This document discusses formative assessment and providing effective feedback to students. It emphasizes the importance of having clear learning targets, assessing students in a variety of ways, and giving descriptive feedback to help students improve. Some key points covered include setting clear goals for students, communicating expectations, involving students in self-assessment, and using feedback to guide further learning.
ppt on data collection , processing , analysis of data & report writingIVRI
This document provides information on data collection methods and statistical analysis. It discusses various types of data collection including observation, interviews, questionnaires, surveys, and case studies. It also covers primary and secondary sources of data. The document outlines steps for processing and analyzing data such as editing, coding, tabulation, and classification. It describes various statistical tools for analysis including measures of central tendency, dispersion, t-tests, and chi-square tests. Guidelines are provided for writing reports to communicate the results of a research study.
The document outlines the steps for planning and conducting data analysis, including determining the method of analysis, processing and interpreting the data, and presenting the findings through descriptive and inferential statistical analysis techniques to answer research questions. It also discusses the components and format for writing up the final research paper, including the preliminary pages, main body, and supplementary pages.
Validate data
Questionnaire checking
Edit acceptable questionnaires
Code the questionnaires
Keypunch the data
Clean the data set
Statistically adjust the data
Store the data set for analysis
Analyse data
1) The document discusses learning expertise and how experts think. It provides background on how formal education does not necessarily produce experts.
2) Experts can excel in areas like generating solutions, detecting patterns, and strategic problem-solving. However, experts can also display weaknesses like overconfidence and inflexibility.
3) Learning expertise is described as a journey involving knowledge construction, performance, and self-regulation. Novice learn by expanding their knowledge in areas of interest, with a goal of understanding their own problem-solving processes.
This study investigated the effects of a multiple intelligences supported project-based learning method versus a traditional instruction method on students' English achievement and attitudes. 50 5th grade students participated, with 25 in the experiment group taught with the project-based method focusing on different intelligences, and 25 in the control group taught traditionally. Pre and post-tests on achievement and attitudes were administered. The results showed the experiment group had more positive attitudes towards English and higher achievement levels compared to the control group taught traditionally.
This document discusses the need for changes in education to better prepare students for the future. It notes that traditional practices like worksheets and standardized testing are still common, despite limited use of technology. It outlines features of current educational systems that are reactive, rigid, and poorly aware of learning research findings. The document calls for a new culture of learning that leverages social and technical tools to develop skills like collaboration, problem solving, and innovation. It emphasizes learning throughout life in various contexts and cultures.
Language, rather than an independent outcome of human evolution, emerged in the mind from the uniquely human social brain as a fundamental attribute of cognition in the facilitation of the essential capacity for learning and social interaction in consequence of the environmental pressures on the survival of the genus Homo. Language as an integral component of cognition is clearly borne out from research in neuroscience, as it has been demonstrated in studies of cognitive dysfunction that cognitive deficits are largely recognized in errors in syntactical, symbolic, semantic and lexical processing and logical sequencing – all principal components of language processing. This study explains how language learning forms a powerful platform for cognitive recovery in cases of cognitive and behavioral dysfunction and presents the promise of dramatic improvement of functionality in elders with dementia.
S1 SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS: THE WAY FORWARD 10.00 di fabioprogettoacariss
This document discusses guidance and career counseling for the promotion of scientific talents. It notes that numerous educational initiatives have been implemented to encourage students' interest in STEM fields, but that attention must also be paid to gifted students. Effective science enrichment programs incorporate inquiry-based learning, scaffolding, and cognitive apprenticeship. They have been shown to increase science knowledge and achievement for general students as well as female and gifted students. However, factors like gender stereotypes, lack of role models, and family influences have contributed to a science gender gap. Guidance interventions should provide career information, counseling, and opportunities for dialogue to help students construct their careers, with a focus on reducing stereotypes.
EDR8205 Week 7 Assignment: Develop the Foundation for a Quantitative Researc...eckchela
This document outlines a draft research proposal exploring the development of adults' metacognition from the perspective of cognitive science and neuroscience. The proposal includes four core components: a statement of the problem noting a lack of research on adult metacognition development; a purpose to explore how the brain's natural cognitive processes correlate with metacognition skill development across the lifespan; research questions on metacognition awareness and skills increasing with age; and a hypothesis that brain processes allow metacognition to increase naturally with age. The proposal aims to add to the metacognition literature and merge education and neuroscience.
Communication Barrier of Hearing Impaired Studentsrod RAGUINE
The document presents a research project on the communication barrier of hearing impaired students at Centro Fidei School. It includes an abstract, table of contents, introduction on hearing loss and deaf identity, background of the study site, statement of the problem, significance of the study, research methodology using descriptive research, results on how hearing and deaf people communicate and how teachers convey lessons, and conclusions. The overall purpose is to examine communication between hearing and deaf communities at the school.
This document discusses a case study of students in an outdoor education program at Latrobe University in Australia. The key points are:
1. The program incorporated both vocational training and higher education curriculum concurrently over a semester, including lectures, field trips, and an assessment for a Nordic ski instructor qualification.
2. Student reflections found merit in the collaborative approach to delivering both vocational and higher education content. They also felt better prepared to enter the workforce.
3. The separation of vocational training and higher education is viewed as an arbitrary construct by some theorists discussed in the document. The case study provides insights into the intersection of these approaches.
Designing Blended Learning Experiences - HandoutBrent Jones
This workshop will walk participants through the course design and development process, with an emphasis on blended-learning curriculum for Content and Language Integrated Learning (CLIL) contexts. Highlighting the work of L. Dee Fink (2003) in the area of Significant Learning
Experiences, we will explore the different types of learning in Fink’s Taxonomy (foundational
knowledge, application, integration, human dimension, caring and learning how to learn) while familiarising ourselves with his course design framework. Participants will be challenged to consider how each phase of this framework can inform and influence their own course design decisions, specifically the creation, adoption or adaptation of materials and methods to promote the
acquisition of a new language as well as broader 21st century skills. Using examples of courses recently developed for a content-based English language program for university students in Japan, the presenter will discuss how Fink’s concepts of backward design (what’s important now and years after the course, and what should students do in the course to succeed?) and forward assessment
(imagining students in a situation where they would use the knowledge/skills, and focusing the learning on realistic meaningful tasks) have helped in both revamping existing courses and developing new ones. Participants will go away with several job aids to assist them in their own
curriculum, course and lesson planning endeavours.
Essay On Hardwork. Narrative Essay: Hard work leads to success essaySamantha Brown
Outstanding Hard Work Essay Example ~ Thatsnotus. Essay On Hard Work - 800 Words Essay - Topessaywriter. 007 Hard Work Essay Example Excellent Docs Hardwork Key To Success .... ᐅ Essays On Hard Work
This document discusses student diversity and provides teaching tips for diverse classrooms. It addresses socioeconomic status, ethnicity, race, gender, language differences, intelligence theories including multiple intelligences, and learning styles. The key points are that student diversity comes from their membership in various microcultural groups defined by gender, religion, social class, ability, race, and ethnicity. It also discusses unintended stereotypes teachers may have and provides strategies for creating an inclusive classroom that meets the needs of all students.
An introduction to the frameworks and approaches in our new book, It's All about Thinking - Collaborating to Support All Learners (Brownlie and Schnellert). This edition focuses on English, Social Studies and Humanities, grades 5-12.
Vocabulary Instruction in Science_Burzynski.pptxTcherReaQuezada
The document discusses effective vocabulary instruction in science. It outlines Marzano's six-step process for vocabulary instruction, which includes providing descriptions and examples of terms, having students explain terms in their own words, engaging students with the terms through activities like modeling and labs, using the terms frequently, and involving games with terms. The document also discusses the importance of explicit vocabulary instruction and exposing students to terms through various contexts and strategies supported by research.
Using e portfolios for the professional development of teachers - copy[1]juliehughes
The document discusses the use of e-portfolios and blogging for teacher professional development and reflective practice. Key points include:
- Teachers found that sharing reflections in a blog within an e-portfolio space allowed them to feel safe to discuss experiences without criticism and see others' perspectives. This supported their growth as reflective writers and practitioners.
- E-portfolios allow students to reflect, answer each others' questions, and have discussions independent of the teacher, facilitating ongoing reflection in and on practice.
- E-portfolios are presented as a tool to support critical reflective practice in teacher training through dialogic pedagogies and tools like PebblePad.
This document discusses principles of curriculum and assessment design for schools. It outlines seven principles for curriculum design: balanced, rigorous, coherent, vertically integrated, appropriate, focused, and relevant. It argues the most important principle is appropriate, as curriculum should match students' developmental levels. The least important is focused/parsimonious, as not overloading students is less critical than other principles. The document also discusses different functions of assessment, including evaluating institutions, describing individuals, and supporting learning.
مشاركة بيئات التعلم والمحتويات التعليمية في المستقبل الدور المتغير للمدرس في ...IEFE
The document discusses creating engaging learning environments for teacher education at the University of Helsinki. It outlines goals for teacher learning, including knowledge, skills, self-regulation, and technology integration. It advocates for blended learning environments that combine physical, virtual, social, and mental spaces. Key aspects of engaging learning environments include activating interest, fostering the learning process, and observing changes. Studies show that mass education can be engaging and promote flow when incorporating elements like academic emotions and interest. The university aims to build such an environment for future teacher education through collaborative knowledge construction using new tools and measuring optimal motivational states with mobile apps.
This document summarizes key concepts relating to intercultural teaching and communication. It discusses how culture influences learning styles, expectations of roles, approaches to assessment and feedback, and communication norms. Culture is presented as a "lens" that filters information and guides interactions. Effective intercultural teaching requires awareness of one's own cultural assumptions as well as flexibility in adapting to different communication styles and perspectives among students from diverse cultures. Managing rapport and balancing transactional and relational goals is important for intercultural communication.
(1) The document contains a literature review on effective communication between students and student affairs departments. It discusses trends in the literature around providing helpful information to students and barriers to communication.
(2) The methodology section describes a survey given to 30 students, 15 local and 15 international, to understand their needs and experiences with the student affairs department. Quantitative data from the survey is presented in a table.
(3) Key findings from the survey include international students preferring to handle problems themselves rather than contact the school. The orientation program was rated as average quality, and students provided suggestions for improvement.
Balancing the Natural World and the Technological World with our Inner WorldMelvz
The document discusses how technology and urbanization are disconnecting people from nature and their inner selves. It argues that outdoor education can help alleviate this by encouraging reflection. Experiential learning approaches like rock climbing with debriefing sessions can help students gain self-awareness, self-efficacy, and skills to transfer learning to their daily lives. The document advocates balancing engagement with technology and the natural world to maximize student learning, growth, and personal development.
Leikit, pelit ja leikillisyys opetuksessa ja oppimisessa: viimeinen virikeluentoPirkko Hyvönen
This document discusses play, games, and playfulness in education and learning. It provides links to resources about how schools can support creativity and playfulness, including a TED talk by Ken Robinson on how schools kill creativity. It also describes an activity where participants have to come up with diverse uses for an object and discusses how learning spaces can enhance creativity, playfulness, and learning. Finally, it raises questions about urban myths related to learning and teaching.
This document provides information on the Learning of Expertise (LET) course for 2013-2015. The course aims to help students: 1) examine expertise as a lifelong learning process; 2) understand theories of expertise and apply them in practice; 3) explain and interpret factors affecting expertise development; and 4) monitor and reflect on their own learning and society's role in expertise acquisition. The course uses cases, collaborative work, and reflection to help students develop expertise. Key theories taught are self-regulated learning, collaborative learning, and expertise learning. Students will work individually and collaboratively, with industry partners, and conduct research.
This document discusses monitoring, reflecting on, and documenting learning experiences. It describes how expert profiles and portfolios can be used by students to foster learning and by teachers to improve instruction. Students are encouraged to monitor their experiences, document them through various media, and write expert profiles several times during their studies to reflect on their learning. Reflecting is important for learning and developing expertise. The document provides guidance on what students should monitor, such as their understanding, strategies, experiences, and abilities, and how they can get started writing an expert profile.
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This Dissertation explores the particular circumstances of Mirzapur, a region located in the
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advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
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like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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2. 30.9.2013 pirkko.hyvonen@oulu.fi 2
EXPERT AND
EXPERTISE
Who is an expert? Why
do you think so? What
is her/his domain?
How experts think and
perform?
How to become an
expert?
What is your
expertise? Where are
you in your expertise?
3. BACKGROUND
Universities are expected to
educate experts, who are
competent to excel in
changing and complex
circumstances in work life,
but education does not
provide competencies for
it. (Hyvönen, Impiö, Järvelä,
2010).
”Normal” learning does not
provide expertise, but can
lead to ”good enough”
or ”satisfying” level
(Bereiter & Scardamalia,
1993).
Formal education produces the users of
experts, but not experts! (Geisler, 1994).
Formal education does not nesessarily
produce experts, rather experienced non-
experts (Bereiter & Scardamalia, 1993).
4. STEREOTYPES related to EXPERTISE
Gender
Age
Education
Objective truth
(Bereiter & Scardamalia, 1993)
Expertise is more than general intelligence: ”Capasity to
perform consistently at a superior level” (Weisberg, 2006)
5. LET AIMS TO EDUCATE EXPERTS IN LEARNING AND EDUCATIONAL TECHNOLOGY.
The students will be competent to work in schools and work places and use their
expertise in adapting to changing situations, solving problems, creating social
innovations and integrating technologies in practices. They know how people learn
and behave in various contexts.
6. DEFINITIONS IN DICTIONARIES 1968-
2011
1968: One who is very skillful and well-
informed in some special field (Webster)
2005: Characteristics , skills and knowledge
that distinguishes experts from novices and
less experienced people (Wikipedia)
2011: person, who in certain domain can
recognise problems and solve them
efficiently. Expertise includes knowledge,
experiences and skills for expressing.
(Wikipedia)
1) How experts think; how do they
perform? Why?
2) How to learn to be an expert?
3) What is expertise in my field/ in my
competence?
7. LEARNING EXPERTISE IS A PATH OR
JOURNEY OF COMPETENCE BUILDING
including also regressions (Alexander, 2003; Bereiter
& Scardamalia, 1986; Lajoie, 2003)
Learning expertise comprices of three overlapping
dimensions:
knowledge construction (Bransford et al,
2000; Sawyer, 2006)
expert-like performance (eg., Bereiter &
Scardamalia, 1993; Tynjälä, 2007)
self-regulation (Boekaerts, Pintrich &
Zeidner, 2000; Lin, Schwarz & Hatano, 2005)
It is a transitional learning process where goals are
set, monitored, reflected and scaffolded (Lajoie,
2003)
8. DOMAIN-SPECIFIC EXPERTISE
- Informal and formal domains
Salomon (1997). Wine expertise
Norman et al. (2006). Medicine and
surgery
Durco & Dattel (2006). Transportation
Sonentag et al. (2006). Software design
Kellogg (2006). Professional writing
Ross et al. (2006). Decision making
Lehman & Gruber (2006). Music
Hodges et al. (2006). Sports
Butterworth (2006). Mathematics
Cobet & Charness (2006). Chess
Voss & Wiley (2006). History
Brennenkmeyer & Spillane (2008).
Problem-solving
9. GENERATING THE BEST
- Find the best solution
DETECTION and
RECOGNITION
- Detect and perceive
features that novices
cannot
QUALITATIVE ANALYSIS
-Analyse problems,
develope problem
representations
EXPERTS can EXCELL (Chi, 2006)
MONITORING & REFLECTING
- Have good self-monitoring
and predicting skills
STRATEGIES
- Use the best and effective
strategies in a given situation
OPPORTUNISTIC
- Can use whatever sources
of information that are
available
COGNITIVE EFFORT
Can retrieve relevant domain
knowledge
10. DOMAIN-LIMITED
- Have not necessarily
knowledge about other
domains
OVERTLY CONFIDENT
- eg. in music and physics
GLOSSING OVER
- Sometimes they overlook
details
CONTEXT-DEPENDENT WITHIN
A DOMAIN
- Sometimes they rely too much
for contextual cues
EXPERTS may FALL SHORT (Chi, 2006)
INFLEXIBLE
INACCURATE PREDICTION,
JUDGMENT AND ADVICE
- Cannot always take the
perspectives of novices
BIAS AND FUNCTIONAL
FIXEDNESS
- Analyse problems in other
domain through the
priciples of their own
domain
11. HOW TO LEARN TO BE AN EXPERT?
Bransford, 2001; Brophy, Hodge, & Bransford, 2004; Crawford, 2007; Hatano & Inagagi, 1986
1. Help students understand their
own processes of knowing and
problem-solving! (Collaborative
problems-solving method and
expert profiles)
1. Help novices to expand
knowledge and
understanding in the areas
of their interests (Islands of
expertise)
13. ISLANDS OF EXPERTISE
(Crowley & Jacobs, 2002; Palmquist & Crowley, 2007)
• Children and adult novices can develope knowledge
constructions and deep understanding of phenomena, which
they are personally and deeply interested in, and they are
motivated to learn more (Chi & Koeske, 1983,).
Where people find problems that lead to interest; where the
interest comes from; what is the first touch towards area of
interest? How interests starts, developes and grows? How does
it maintain? Do it transform?
(Anke Grotlüschen, University of Hamburg)
14. – Child & parent/adult; novice
& expert
• Domain approach to cognition
applied to social interactions. It
recognizes and requires that
environmental inputs are
matched to child/novices
capacities and expectations.
(Gelman, 2010)
• Affective and cognitive support
is needed (ChanLi & Chan,
2007).
17. ISLANDS WILL FORM AN
ARCHIPELAGO! (Conceptual
construction)
Through various activities individuals
can develop larger epistemic frames,
which will support the connections
between earlier knowledge and new
domains (Shaffer, 2006)
18. 18
COOKING
COUNTRIES, CONTINENTSVEHICLES
TRAINS
AN EXAMPLE OF ISLANDS5-year child:
vocabulary,
declarative
knowledge,
schemas, memories
are numerous, well-
organised, and
flexible.
Their shared
knowledge,
conversational
space, allow their
talk to move on
deeper levels than
is typically
possible if the boy
were a novice.
30.9.2013 pirkko.hyvonen@oulu.fi
Understanding can be
transfered to other
situations and
domains.
20. 30.9.2013 pirkko.hyvonen@oulu.fi 20
TASK
Where people find problems that lead to interest; where the
interest comes from; what is the first touch towards area of
interest? How interests starts, developes and grows? How does
it maintain? Do it transform?
Discuss in small groups about your islands and how have they
evolved. During the discussion draw your islands (archipelago)
and write down your thoughts. Complete the texts / pictures in
your blog, dl is 4.10.
1) What is the origin of the interest/s?
2) How did the interest maintain? How did it transfom?
21. REFERENCES
Chi, M.T.H. & Koeske, R. (1983). Network representation of a child’s
dinosaur knowledge. Developmental Psychology, 19, 29–39.
Crowley, K., & Jacobs, M. (2002). Building islands of expertise in
everyday family activities. In G. Leinhardt, K. Crowley, & K Knutson
(Eds.), Learning conversations in museums (pp. 401–423). Mahwah,
NJ: Lawrence Erlbaum Associates.
Gelman, S.A. (2010). Modules, theories, or islands of expertise?
Domain specifity in socialization. Child Development, 81(3), 715–
719.
Palmquist, S. D. & Crowley, K. (2007). Studying dinosaur learning on
an island of expertise. In R. Goldman, R. Pea, B. Barron, & S. Derry
(Eds.), Video research in the learning sciences (pp. 271–286).
Mahwah, NJ: Erlbaum.
Shaffer, D.W. (2006). Epistemic frames for epistemic games.
Computers & Education, 46, 223–234.30.9.2013 pirkko.hyvonen@oulu.fi 21
22. References
Alexander, P. A. (2003). The development of expertise: The journey from acclimation to proficiency.
Educational Researcher, 32(8): 10–14.
Bereiter, C. & Scardamalia, M. (1993). Surpassing ourselves. An inquiry into the nature and
implications of expertise. Chicago: Open Court Publishing Company.
Bransford, J. (2001). Thought on adaptive expertise. Retrieved June 15, 2008, from
http://www.vanth.org/docs/AdaptiveExpertise.pdf.
Bransford, J. D., Brown, A. L. & Cocking, R. R. (Eds.) (2000). How people learn: Brain, mind, and
school. Washington: National Academy Press.
http://books.nap.edu/catalog.php?record_id=9853
Brenninkmeyer, L. D. & Spillane, J. P. (2008). Problem-solving processes of experts and typical school
principals: A quantitative look. School Leadership & Management, 28(5), 435–468.
Brophy, S., Hodge, L., & Bransford, J. (2004). Work in progress – Adaptive expertise: Beyond apply
academic knowledge. Frontiers in Education 3 (FIE): S1B/28-
S1B/30, http://ieeexplore.ieee.org/xpl/freeabs_all.jsp?arnumber=1408679.
Chi, M. T. H. (2006). Two approaches to the study of experts’ characteristics. In K. A. Ericsson, N.
Charness, P. J. Feltovich & R. R. Hoffman (Eds.), The Cambridge Handbook of Expertise and Expert
Performance (pp. 21–30). Cambridge: Cambridge University Press.
Chi, M.T.H., Glaser, R., & Rees, E. (1982). Expertise in problem-solving. In R.J. Sternberg (Ed.),
Advances in the psychology of human intelligence (pp. 7–75).
Chi, M. T. H. & Koeske, R. D. (1983). Network representation of a child’s dinosaur knowledge.
Developmental Psychology, 19(1): 29–39.
Crawford, V, M, (2007), Adaptive expertise as knowledge building in science teacher’s problem solving.
Paper accepted for the proceedings of the European Cognitive Science Conference. Delphi, Greece.
Ericsson, K. A. (2006). An introduction to Cambridge handbook of expertise and expert performance: Its
development, organization, and content. In K. A. Ericsson, N. Charness, P. J. Feltovich & R. R.
Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 3–19). Cambridge:
Cambridge University Press.
23. Hatano, G. & Inagagi, K. (1986). Two courses of expertise. In H. Stevenson, H. Azuma & K. Hakuta
(Eds.), Child development and education in Japan (pp. 262–272). New York (N.Y.): Freeman.
Hatano, G. & Oura, Y. (2003). Commentary: Reconceptualizing school learning using
insight from expertise research. Educational Researcher, 32(8): 26–29.
Hmelo-Silver, C., Marathe, S. & Liu, L. (2007). Fish swim, rocks sit, and lungs breathe: Expert-novice
understanding of complex systems. The Journal of the Learning Sciences, 16(3), 307 – 331.
Holoyoak, 1991
Johnsson, E. J. (1988). Expertise and decision under uncertainty: Performance and process. In T. H.
Michele, H. Chi, R. Glaser & M. T. Farr (Eds.), The nature of expertise (pp. 209–228). Hillsdale (N.J.):
Lawrence Erlbaum.
Jonassen, D. H. (2007). What makes scientific problems difficult? In D. H. Jonassen (Ed.), Learning to
solve complex scientific problems (pp. 3–23).
Lajoie, S. P. (2003). Transitions and trajectories for studies of expertise. Educational Researcher, 32(8):
21–25.
Lin, X., Schwartz, D.L., & Bransford, J. (2007). Intercultural adaptive expertise: Explicit and implicit
lessons from Dr. Hatano. Human Development, 50, 65–72.
Posner, M. J. (1988). Introduction: What is it to be an expert? In M.T.H. Chi, R. Glaser, & M.J.F. Farr
(Eds.), The nature of expertise (pp. xxix–1). Hillsdale (N.J.): Lawrence Erlbaum .
Tsui, A.B.M. (2009). Distinctive qualities of expert teachers. Teachers and Teaching: Theory and
Practice, 15(4), 421–439.
Weisberg, R. W. (2006). Modes of expertise in creative thinking: Evidence from case studies. In K. A.
Ericsson, N. Charness, P. J. Feltovich & R. R. Hoffman (Eds.), The Cambridge handbook of expertise
and expert performance (Eds.), (pp. 761-787). Cambridge: Cambridge University Press.
Zimmerman, B. J. (2006). Development of adaptation of expertise: The role of self-regulatory processes
and beliefs. In K. A. Ericsson, N. Charness, P. J. Feltovich & R. R. Hoffman (Eds.), The Cambridge
handbook of expertise and expert performance (pp. 705–722). Cambridge: Cambridge University
Press.
Yates and Tschirhart (2007).
Editor's Notes
Normallearningcanreachsatisfyingbasiclevel. Thenit is possible to freementalresources in order to usethem for higherlevelactivities (in knowledgeconstruction, skills and self-regulation)
Informal and formalenvironments
Children / adultNovice / expert
Nature of social interactionfromnovices and expert’sperspective
Epistemicframescanbeseen as a transfer (moreSchaffer, 2006) Transfer