Scaffolding Inquiry Learning to Develop Writing Skills with Digital Graphic Organizers
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This document describes a study that used digital graphic organizers to scaffold inquiry learning and improve 4th grade students' writing skills. It implemented a 5-week intervention plan where students used the online tool Popplet to create mind maps to organize their ideas for writing prompts. Students who received the inquiry-based intervention with graphic organizers improved their writing scores by 22% more than the control class who received traditional instruction. Stratified analysis found special needs students improved their writing by 49% compared to a 44% improvement for regular education students. The study suggests scaffolding inquiry learning with digital graphic organizers, especially for special needs students, could be an effective way to develop writing skills.
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Title:
Teachers Supporting Teachers’ Understanding of Numbers: A Professional Development Experiment
Presenters:
Kady Zavacky
Sarah Sieg
Citrus Grove Elementary
Professional Development School
DeLand, FL
Mercedes Tichenor
Doug MacIsaac
Nina B. Hollis Institute for Educational Reform
Stetson University
Deland, FL
Conference:
2014 National Council of Teacher of Mathematics Annual Meeting & Exposition
New Orleans, LA
April 10, 2014
NCTM 2014 Presentation: Citrus Grove Elementary
Take a look at how this elementary school whose teacher leaders facilitated a math book study that increases standardized math test scores tremendously!
Task design CMP@CPP Summer 2018
Math Resources! Problems, tasks, strategies, and pedagogy. An hour of my 90-min session on math task design at Cal Poly Pomona for a group of teachers (mainly elementary school).
Process of creating a digital resource
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E-valuating the Impact of Face-to-Face and Online Information Literacy and Wr...
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E-valuating the Impact of Face-to-Face and Online Information Literacy and Writing Skills Instruction Using a Mixed Methods Research Design
WILU 2014, London, Ontario
Melanie Parlette-Stewart, Karen Nicholson, Kim Garwood, Trent Tucker - University of Guelph, Guelph, Ontario
This presentation will describe a mixed methods, collaborative action research project conducted as part of the ACRL's Assessment in Action (AiA) program to evaluate the impact of face-to-face, online, and blended approaches to information literacy and writing skill development in a large, first-year management course MGMT*1000. While our study did not yield the generalizable data that we had hoped, it did teach us some valuable lessons about the challenges and pitfalls of conducting mixed methods research that will be of use to those interested in gathering evidence to assess the Library's impact on student learning outcomes.Classroom research presentation
The document discusses action research that teachers can conduct in their classrooms to study problems and improve their teaching practices. It defines action research as a practical, reflective, and recursive process where teachers identify issues, form research questions, develop action plans, collect data on interventions, analyze results, and modify their approach. The document provides guidance on each step of the action research process and emphasizes that it is participatory, socially responsive, and aimed at positive change in the classroom context.
Classroom research presentation
The document discusses action research that teachers can conduct in their classrooms to study problems and improve student learning. It defines action research as a practical, reflective, and recursive process where teachers identify issues, form research questions, develop action plans, collect data before and after implementing changes, and use the results to further improve the classroom environment. The document provides guidance on each step of the action research process and emphasizes that it is participatory, socially responsive, and aimed at positively transforming the learning environment.
Personalized Learning: Expanding the Social Impact of AI
Slide of my keynote talk at SIAIA '23 workshop held at AAAI 2023:
The use of AI in Education could be traced to the early days of AI. While the publicity associated with the most recent wave of AI applications rarely mentions education, it is through the improvement in education AI could achieve an impressive social impact. In particular, the AI ability to personalize the learning process could make a large difference in a context where learners' knowledge could be radically different from learner to learner. Modern computer and internet technologies can now bring the power of learning in the forms of MOOCs, online textbooks, and zoom courses truly worldwide. Yet, without personalization, the potential of these technologies is not fully leveraged. In this talk, I will review several generations of research on personalized learning and discuss tools, technologies, and infrastructures for personalized learning that we are currently exploring.
Project based learning
This document provides an overview of project-based learning and the project learning cycle, which consists of five phases: define, plan, do, review, and manage. It describes key aspects of each phase, including developing essential questions in the define phase, creating a timeline and assigning roles in the plan phase, capturing artifacts and celebrating completion in the do phase, conducting self-reflection in the review phase, and managing conflicts that may arise in the manage phase. The goal of the project learning cycle is to engage students through authentic, student-driven learning experiences.
Creating Effective Peer Learning Environments in Online Courses
This document discusses peer learning in online courses. It defines peer learning as students learning from each other without direct teacher intervention. The document outlines that peer learning has been shown to be effective both offline and online, as it allows for deeper discussions and scaling of online courses. It presents the Community of Inquiry framework and provides examples of how to structure peer learning through setting the online environment, modeling behaviors, assigning collaborative activities, and assessing student participation and engagement. Challenges with peer learning are also acknowledged around students perceiving peer feedback as less valuable and not being well trained in critique.
2015 ed psy 510 #4
1) Students participated in data book exchanges and group discussions about assigned readings from chapters 1 and 2. They also reviewed Washington state law WAC 180-16-220 regarding school improvement plans.
2) Students presented in groups of 4 about interviews they conducted with principals regarding their school improvement planning processes. They discussed highlights and lessons learned from the principal interviews.
3) Models of school improvement planning like Love's Pyramid, Harvard's Data Wise Cycle, and Bernhardt's Multiple Measures were introduced.
4) Students were asked to comment on the class blog about how course content is being integrated into their practice and to reply to 2-3 other comments. Assignment reviews would begin in Dropbox.
Lesson Design - Preparing for a Class Period_MON_320_beane
Students are asked to choose a topic from a list to potentially design a lesson around. The list includes topics like climate change, earthquakes, geochemical cycling, and mountain belts. The document then provides an overview of approaches to lesson design, including key elements like learning goals, prior knowledge, student activities, and assessment. It offers an example framework addressing these elements and provides suggestions for interactive student activities. Finally, it recommends reviewing a lesson plan by evaluating elements such as clarity of purpose, use of prior knowledge, opportunities for student exploration, and opportunities for student reflection.
Class 2 student inquiry 2020 final
This document provides an agenda for a class on student and collaborative teacher inquiry. It includes discussions on social justice, asking questions about the Mars One project, developing inquiry projects, and the inquiry process. Students will work on developing essential questions and meeting logs for their inquiry groups. Supporting materials are linked on Sakai and include resources on social justice lessons, the Mars One project, and samples of past student monographs. The document outlines the four steps of inquiry-based learning and emphasizes developing student-driven questions and reflection. Students will have in-class time to work on their inquiry projects and are responsible for completing and submitting their group's first meeting log by the end of class.
IB PYP PE Job Alike 2016
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Defining Asynchronous Discussion Design And Facilitation Practices In Brights...
This document discusses principles for designing effective asynchronous online discussions in the Brightspace learning management system. It outlines three key principles: 1) Discussion as social engagement to build an online learning community, 2) Discussion as knowledge construction through social interaction and negotiating meaning, and 3) Discussion as enhancing cognitive processes by guiding learners to apply knowledge. Specific strategies are provided under each principle, such as using icebreaker discussions to build social engagement. The document also provides an example discussion design from a Calculus course to illustrate how discussions can be constrained through note starters and conditional release of posts.
Role delineation in an iterative, cognitive skills based model of information...
Role delineation in an iterative, cognitive skills based model of information...IL Group (CILIP Information Literacy Group)
This document describes two projects aimed at improving computing students' information literacy skills. The first project encouraged use of e-journals and improved electronic searching. It resulted in students making greater use of journals and advanced search techniques, and producing better quality bibliographies. The second project developed strategies to promote evaluating information quality. It led to higher quality bibliographies citing peer-reviewed sources and quality websites. Both projects embedded activities in the curriculum and used collaboration, reinforcement, and timely contextualized learning. An iterative cognitive skills model of information literacy is presented and mapping shows how skills are developed through stages of identifying needs, locating, evaluating, solving problems, and implementing solutions.TESTA to FASTECH Presentation
This document provides an overview of an evidenced-informed approach to enhancing program-wide assessment called TESTA to FASTECH. It discusses the TESTA research methodology which triangulates data from program audits, assessment experience questionnaires, and focus groups. Key findings from the TESTA data are presented, such as high levels of summative assessment and variability in assessment patterns across programs. The document then introduces the FASTECH project which aims to use readily available technologies to improve feedback and assessment in a way that benefits student learning. It discusses the goals of FASTECH to enhance transparency, student participation, and the use of peer learning and assessment.
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Scaffolding Inquiry Learning to Develop Writing Skills with Digital Graphic Organizers
- 1. Scaffolding Inquiry Learning to Develop Writing Skills with Digital Graphic Organizers Karen Simmons April, 2016
- 2. TABLE OF CONTENTS • Participants • Problem • Needs Analysis • Theoretical Framework • Intervention Plan • Mind-Map Examples in Popplet.com • Results • Limitations • Excitement for Future
- 4. The Problem
- 5. Needs Analysis Two Writing Prompts
- 6. Needs Analysis Writing Attitude Survey
- 7. Theoretical Framework support learning Lev Vygotsky John Dewey
- 8. Intervention Plan Scaffold Inquiry Learning with Digital Graphic Organizers (5-week plan)
- 9. Intervention Plan Digital Mind-Map tool Popplet.com (easy, fun, free)
- 10. Adding the Topics and Details
- 11. Adding Questions Arthur Costa’s Three Levels of Questions Factual (What?) Interpretive (How or Why?) Reflective (Should or Could?)
- 12. Researching and Adding the Notes
- 13. Writing and Scoring the Essay Scored by an External Evaluator with a teacher created Rubric (based on CCSS)
- 14. Great Results…. Class A - Inquiry Based Class B - Traditional Class A Improved 22% over Class B
- 15. Surprising Results… Stratified Samples Group 1 (Special Needs) Improved 49% Group 2 (Regular Ed.) Improved 44%
- 16. Results Writing Attitude Survey External Evaluator
- 18. Students Showed Substantial Growth! I AM MOST EXCITED ABOUT… Pre Special Needs Students Improved more than others. Special Needs Intervention - For Future Study Post