Modeling Physics presentation
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The following presentation discusses the use of the modeling teaching technique in a high school physics classroom.
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Academic staff perceptions of the value of elements in an online learning environment were investigated through a survey of staff at Deakin University, Australia. Staff rated the importance and their satisfaction with various online learning environment elements. The most used and valued elements by staff were core functions like accessing unit information, notes, and reading discussions. Elements related to online assessment like submitting and managing assignments and receiving feedback were identified as most needing improvement. Staff felt the online learning environment enhanced their teaching when students could easily access materials and staff were confident in using the online tools after professional development.
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Academic staff perceptions of the value of elements in an online learning environment were investigated through a survey of staff at Deakin University, Australia. Staff rated the importance and their satisfaction with various online learning environment elements. The most used and valued elements by staff were core functions like accessing unit information, notes, and reading discussions. Elements related to online assessment like submitting and managing assignments and receiving feedback were identified as most needing improvement. Staff felt the online learning environment enhanced their teaching when students could easily access materials and staff were confident in using the online tools after professional development.
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- Community building is important and can be facilitated through online discussions and in-class group activities and assignments.
- Effective team-based assignments incorporate accountability, linked tasks, and idea exchange through group roles and peer feedback.
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This document summarizes research on faculty development and course design for blended learning. It finds that active learning, administration/leadership, and responsiveness are the most important competencies for blended teaching. Faculty development programs should provide hands-on experience in a blended course to help instructors acquire new skills. Topics covered include course redesign, content selection, learning activities, assessment, and time management. Supporting faculty with blended course design and a learning community is key to success.
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The document discusses dimensions of meaningful learning including collaborative learning, self-directed learning, and how teachers can support these approaches. It provides details on collaborative learning techniques like group roles and tasks. For self-directed learning, it defines SDL and discusses creating learning contracts and using blogs. It also shows how ICT tools can enable both collaborative and self-directed learning.
Learning focused schools
The Learning Focused Schools model provides educators with a consistent strategy to organize and relate information to improve student retention and achievement. The top five strategies used in this approach are extended thinking, summarizing, presenting vocabulary in context, using advanced organizers, and non-verbal representations. Each strategy has been researched for over 20 years and promotes deeper learning through activities like comparing and contrasting, abstracting, categorizing, filling out graphic organizers, and pairing words with images.
Re-Inventing Library Instruction With the ACRL Framework
Re-Inventing Library Instruction With the ACRL FrameworkGeorgia Libraries Conference (formerly Ga COMO).
This document discusses reinventing library instruction using the ACRL Framework. It begins by comparing the previous ACRL Standards to the new Framework, noting the Framework focuses on knowledge-based learning through six conceptual frames rather than skills checklists. It then explains the characteristics of threshold concepts and how the Framework provides new opportunities for more flexible, collaborative instruction emphasizing discovery and higher-level thinking. Examples are provided for designing one-shot instruction sessions around student assignments and specific frames using backward design and formative assessment techniques. Specific examples demonstrate applying frames in classes like psychology research methods, marketing research, and criminal justice.Blended by Design: Day 1
The document summarizes a 4-day workshop on designing blended courses. It provides an overview of the topics that will be covered each day, including blended learning, course redesign, assessment, academic integrity, and creating a high-quality blended learning experience. Examples of blended courses are also presented and participants engaged in activities to map out how their own courses could be redesigned in a blended format.
Documenting Teaching Effectiveness
This document outlines various sources of data that can be used to document teaching effectiveness, including instructor self-assessment, student perceptions, student learning outcomes, peer reviews, and administrative feedback. It provides examples of tools that can gather evidence from each of these sources, such as course portfolios, teaching journals, student surveys and ratings, peer classroom observations, and student achievement metrics. The document also discusses strategies for analyzing and presenting this evidence, including using graphs to plot trends in student evaluations and matrices to group written student comments.
The inquiry process
The document outlines an inquiry-based learning process where students take ownership of their learning by developing their own questions, researching various sources to find answers, and sharing what they've learned. It provides steps for implementing inquiry projects, including defining the task, planning, retrieving information, processing information, and sharing findings. Teachers can direct topics while allowing student choice, and provide support throughout the process. Various models are presented for structuring inquiry at different grade levels or with different levels of teacher guidance.
Postive Teaching
The document summarizes an effective lesson plan about the Mayans. The lesson uses constructivist principles by starting with an essential question and having students form hypotheses through research. Students work collaboratively in groups to investigate factors in the fall of the Mayan civilization and present their findings. The lesson incorporates technology, multiple intelligences, and differentiation. It assesses students through group and individual assignments.
Moodle and the 3E Framework
Ideas on how to meaningfully incorporate Moodle Activities into the 3E Framework of Enhance, Extend & Empower.
Recognising the iterative nature of adopting technology, the 3E Framework is based on a tried and tested Enhance-Extend-Empower continuum for using technology to effectively support learning, teaching and assessment across disciplines and levels of study.
Moodle and the 3E Framework
The poster provides some ideas about how you might meaningfully incorporate the use of some of Moodle’s activities into the 3E element of the TEL Quality Framework.
To accompany the poster I have created a short video explaining the background and rationale behind it, which is linked to via a QR Code in the top-right corner. This link has now expired (the limitations of a free system!) however you can access the video via the following link: http://hml.yorksj.ac.uk/Play/6877
Hybrid Courses & Curriculum
Slide deck for workshop presentation for University of Kentucky Colleges of Public Health and Health Sciences, January 2014.
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This is a North Central University course (EL 7003-8) Assignment 1: Instructional Design and Engaging E-Learning Activities. It is written in APA format, has been graded by Dr. Brian Oddi (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
An in progress co-teaching project developing information, technology, and s...
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Emporia State University's information, technology, and scientific literacy certificate program is partially funded by a generious grant from the Institute of Museum and Library Services (IMLS).Faculty Forums
This document discusses strategies for redesigning course delivery to improve student engagement and retention. These strategies include using constructivist techniques and andragogical learning strategies, facilitating faculty collaboration, administering student surveys and portfolios for reflection, incorporating online homework and learning objects, implementing an inverted classroom approach, and designing student-centered activities. The goal is to better prepare adaptive learners and actively involve students in the learning process.
Flipped Instruction: Flipping it Without Flipping Out
List of Educational Objective(s) for the Session (be sure these indicate learning outcomes):
* Define the flipped instruction approach and how it can foster student success.
* Identify strategies to enhance instruction using the flipped instruction approach.
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Study group presentation 2010 alr
This document outlines an action plan for improving traditional "cookbook" science labs by making them more inquiry-based. It proposes using Inquiry-Based Integrated Instructional Units (I3U) that are designed around clear learning outcomes, sequenced into classroom instruction, and integrate the learning of science content with the process of science through student reflection and discussion. The I3U model focuses on asking challenging questions, teaching critical thinking skills, and having students apply concepts to new situations by working with peers. Teachers can use this approach to change from lecture-based teaching to more student-centered labs that develop scientific thinking.
Cristi Ford- The Backwards Classroom – Using Peer Instruction to Increase Act...
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Open SUNY COTE Summit
Conference Dates: February 24-26, 2016.
Location: SUNY Global Center, New York, New York
http://opensunycotesummit2016.edublogs.org/
Presentation Recording: http://sysadm.mediasite.suny.edu/Mediasite/Play/4919d217bfa94bd6bd0c63bf6aa5acaf1d Documenting Teaching Effectiveness
The document discusses various sources of data that can be used to document teaching effectiveness, including instructor self-assessment, student perceptions, student learning outcomes, peer/colleague reviews, teaching resources, and administrative perspectives. It provides examples of tools that can gather information from these sources, such as course portfolios, teaching journals, student surveys and feedback, classroom observations, peer reviews of materials, and student achievement outcomes. Graphs and matrices are suggested as ways to analyze and visualize trends in student feedback and comments over time.
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- 1. Modeling Physics KarynLorang Wilkes University
- 2. What Is Modeling Physics? An inquiry based teaching method Instruction is organized around a storyline Storylines are further developed into models A variety of representations are used for each concept Connections between the conceptual representations and the physical model are developed http://www.flickr.com/photos/rungta/63640541/
- 3. How Does Modeling Physics Affect the Classroom? Students are responsible for their learning Teacher becomes a facilitator Student discourse is a key factor to success Students are interactive with the learning of physics concepts http://www.flickr.com/photos/usnationalarchives/4727537268/
- 4. How Does a Model Develop? Each unit of study begins with a demonstration (paradigm) lab Students ask questions, define systems, and determine objectives for the model Determine verbal, diagrammatical, mathematical, and graphical representations of the concept Development continues with worksheets, readings, discussions, and more labs or activities http://www.flickr.com/photos/lowercolumbiacollege/4464499919/
- 5. Whiteboarding The key to modeling effectiveness Students work in collaborative teams Mini-presentations used to defend results or explain solutions Occurs when students discuss lab results, homework, or readings Use of Socratic questioning by both classmates and teacher http://www.flickr.com/photos/netgeek/386209362/
- 6. What is Socratic Questioning? Questions used to encourage further thinking Used to analyze topics or uncover misconceptions without giving answers Used to reason through complex topics http://www.flickr.com/photos/ian-w-scott/4869953457/
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