TIGed Empowering Student Voice in Education - Session 1Jennifer Corriero
These slides are part of Session 1 for our TakingITGlobal Professional Learning Course on Empowering Student Voice in Education offered to educators during our Winter/Spring 2015 session. http://www.tigweb.org/tiged/professional-development/ecourses.html
En estudios e investigación, tener un "problema" está en el centro del proceso investigativo y es el compuesto básico para generar preguntas creativas, alrededor de las cuales gira la actividad investigativa.
¡Cómo debemos mirar la prácitca docente y la evidencia del aprendizaje de los estudiantes, como un problema a investigar, analizar y discutir?
2015 Oregon Library Association Conference, Eugene, OR: Join a conversation about cultivating creativity and imagination in children and youth by focusing instructional resources through a prism with polished edges reflecting first principles of instruction, the guided-inquiry method, and expectations embodied in today’s educational standards. Discover potential for "blind spots" in communication and collaboration.
TIGed Empowering Student Voice in Education - Session 1Jennifer Corriero
These slides are part of Session 1 for our TakingITGlobal Professional Learning Course on Empowering Student Voice in Education offered to educators during our Winter/Spring 2015 session. http://www.tigweb.org/tiged/professional-development/ecourses.html
En estudios e investigación, tener un "problema" está en el centro del proceso investigativo y es el compuesto básico para generar preguntas creativas, alrededor de las cuales gira la actividad investigativa.
¡Cómo debemos mirar la prácitca docente y la evidencia del aprendizaje de los estudiantes, como un problema a investigar, analizar y discutir?
2015 Oregon Library Association Conference, Eugene, OR: Join a conversation about cultivating creativity and imagination in children and youth by focusing instructional resources through a prism with polished edges reflecting first principles of instruction, the guided-inquiry method, and expectations embodied in today’s educational standards. Discover potential for "blind spots" in communication and collaboration.
TIGed Empowering Student Voice - Session 3 Professional Learning Course Jennifer Corriero
These slides are part of session 3 for the TakingITGlobal Empowering Student Voice in Education Professional Learning course that is being offered to participants from six school boards across Canada.
Pedagogical design for honors study abroad and beyond Beata Jones
We present a framework for design of learning activities within a context of an honors study abroad program. Translating into practice the fundamental principles of honors learning, such as challenge, learner autonomy, and being part of a community of learners, incorporating structured PRISM pedagogy (Williams, 2014), Fink’s (2003) guidelines for course design for significant learning experiences, and rigorous outcome assessment (AAC&U, 2010), the presenters developed a detailed curriculum design process that can be translated to any discipline and any honors classroom. A showcase of a student ePortfolio capturing the study abroad learning and competence development accompanies the presentation.
Engaging students in authentic discussion in the library instruction session. Practical strategies for building rapport and facilitating discussion in library instruction, particularly in the challenging one-shot environment. Presentation at WAAL 2017 (Wisconsin Association of Academic Libraries)
Presented by Senior English Language Fellow Debra Burgess and English Teacher Lourdes Talavera. Please find the webinar recording of this presentation in this address http://youtu.be/6V5RkP7QiKU
This presentation describes challenges teachers face when implementing research projects and provides ways to make the assignment fresh and meaningful.
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For more information, visit-www.vavaclasses.com
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These slides are part of session 3 for the TakingITGlobal Empowering Student Voice in Education Professional Learning course that is being offered to participants from six school boards across Canada.
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We present a framework for design of learning activities within a context of an honors study abroad program. Translating into practice the fundamental principles of honors learning, such as challenge, learner autonomy, and being part of a community of learners, incorporating structured PRISM pedagogy (Williams, 2014), Fink’s (2003) guidelines for course design for significant learning experiences, and rigorous outcome assessment (AAC&U, 2010), the presenters developed a detailed curriculum design process that can be translated to any discipline and any honors classroom. A showcase of a student ePortfolio capturing the study abroad learning and competence development accompanies the presentation.
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Presented by Senior English Language Fellow Debra Burgess and English Teacher Lourdes Talavera. Please find the webinar recording of this presentation in this address http://youtu.be/6V5RkP7QiKU
This presentation describes challenges teachers face when implementing research projects and provides ways to make the assignment fresh and meaningful.
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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For more information, visit-www.vavaclasses.com
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2. Poll Question
How do you engage your students in the classroom?
A.I get to know their interests
B. I show them I respect them
C. I cultivate trust with them
D.I allow them to make decisions about the coursework
E. I ask them to share their opinions
3. Goals
1) Identify factors that increase student motivation
2) Equip teachers with tips for engaging students
3) Share interactive activities that can motivate
students to learn
4. Motivation Matters
Motivation: a force or influence that causes someone to
do something
Higher motivation = Higher student engagement
Students who are motivated to learn:
• have higher achievement
• better understand concepts
• are more satisfied with school
• drop out less
5. Intrinsic Motivation Vs. Extrinsic Motivation
What’s the difference between
intrinsic motivation and extrinsic motivation?
6. Intrinsic Motivation vs.
Extrinsic Motivation
Intrinsic motivation: the natural curiosity and desire to learn that
we are all born with
Extrinsic motivation: performing a behavior/engaging in an
activity to receive an external reward
Playing a game because it’s enjoyable
Competing in a class contest for the challenge
Studying to get a good grade
Competing in a class contest to win a prize
7. Build good relationships
Cultivate trust
Indicate interest
Help your students to
believe in themselves
Tip #1
Create a Healthy Learning Environment
10. Tip #4
Engage Them in the Learning Process
• Let your students make choices
• Allow them to share their expectations
• Teach students to reflect and take control over their own learning
• Empower students by showing them where they can access
additional resources
How can we better engage
our students?
13. Teaching With Technology:
App Competition
① Brainstorm
② Poster
③ Presentation
④ Vote
Objective: Teams will create new concepts for an app and present
them to the class
14. Teaching With Technology:
Online Newspaper Hunt
1. What’s the temperature in
Washington, D.C.?
2. How many people were hurt
in the California storm?
3. What’s the number-one pop
song in America this week?
4. What is the top-grossing
American movie ever?
Objective: Students will skim
through an online newspaper in
order to answer focus questions.
16. Other Technology Ideas
• E-pals
• Music (Tabitha Kidwell’s song re-write exercise)
• Social media
• Short films (“The Black Hole,” “The Gift”)
• Podcasts (Jeff Kuhn’s “Podcasting For The Classroom”)
18. Using Games:
Jeopardy
Objective: Students will compete in teams to answer trivia questions.
American Cities
100
This American
city is home to
the Statue of
Liberty…
New York City
22. Objective: Students will demonstrate how to make a dish
from their culture.
Stoking Student Interest:
Cooking Demo
23. Active Learning:
Dollar Bill Ring Race (or any step-by-step race)
Objective: Students will practice giving and interpreting instructions
while participating in a step-by-step race.
Table A
Table B
The final
product
25. Spotlight on Motivation:
Get out of the Classroom
Authentic language
Builds confidence
Independent learners
26. Get out of the Classroom:
Photo Scavenger Hunt
Objective: Students will race to take pictures of items that were
pre-selected by the teacher.
Bus
Taxi
Bicycle
Traffic light
Stop sign
Intersection
Bridge
Crosswalk
An unusual sign
A landmark
Something spooky
This was the site of a
famous battle in 1600.
This building is
nicknamed “The Needle”
for its needle-like shape.
Easy More Difficult
27. Get out of the Classroom:
Culture in Action
Objective: Students will learn about American culture firsthand.
28. Get out of the Classroom:
Language Exchange
Objective: Students will engage in a language exchange with the
English-speaking community.
30. The Intrinsic Reward
Make an exhibition of your photo walk
Perform in front of other classes, parents, in public
Create a class magazine
Maximize inter-student interaction
31. References
Krashen, S. & Terrell, T. The Natural Approach, Language Acquisition In The Classroom. Hertzfordshire: Prentice Hall Europe, 1995.
“Teacher’s Corner: Fostering Student Motivation”. American English: http://americanenglish.state.gov/resources/teachers-corner-
fostering-student-motivation, 12/2015.
“Teacher’s Corner: Making Learning Fun”. American English: http://americanenglish.state.gov/resources/teachers-corner-making-
learning-fun, 12/2015.
Gowin, Joshua. “Making Learning Fun”, Psychology Today:https://www.psychologytoday.com/blog/you-illuminated/201406/making-
learning-fun, 06/20/2014.
Pino-James, Nicolas. “Golden Rules for Engaging Students in Learning Activities”. Edutopia: http://www.edutopia.org/blog/golden-
rules-for-engaging-students-nicolas-pino-james, 12/11/2015.
Crotty, James M. “Motivation Matters: 40% of High School Students Chronically Disengaged From School”. Forbes:
http://www.forbes.com/sites/jamesmarshallcrotty/2013/03/13/motivation-matters-40-of-high-school-students-chronically-
disengaged-from-school/, 03/13/2013.
Raffaelli, Lina. “32 Strategies for Building a Positive Learning Environment”, Edutopia: http://www.edutopia.org/discussion/32-
strategies-building-positive-learning-environment, 09/2014.
“Using Positive Student Engagement to Increase Student Achievement”. The Center For Comprehensive School Reform and
Improvement. http://www.education.com/reference/article/Ref_Using_Positive/, 04/30/2014
Battista, L. & Ruble, V. “Nine Strategies to Spark Adult Students’ Intrinsic Motivation”. Faculty Focus:
http://www.facultyfocus.com/articles/teaching-and-learning/nine-strategies-to-spark-adult-students-intrinsic-motivation, 01/13/2014.
