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This document outlines an agenda for a presentation on the history of education from 1800 to the present. It discusses the P-A-H continuum of pedagogy, andragogy, and heutagogy. It also covers learner choices that impact their learning path, including their major, courses, research topics, and discussions. Constructivist design strategies are proposed, including social constructivism where students learn through writing, debating, and finding personal relevance. Authentic assessment methods are suggested, such as grading discussion forums and written assignments for content mastery, and reflective blogging.
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1) Communication is essential in online courses as it promotes interaction between students and instructors. This interaction enhances learning through the sharing of diverse perspectives.
2) Instructors should provide clear expectations for discussion participation and give feedback to students. Popular methods of interaction include discussion boards, emails, and video chats.
3) Relating course content to personal experiences and applying it to daily life helps students make the knowledge their own. Feedback from instructors is also important to guide student learning.
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This document provides tips for conducting asynchronous and synchronous online assessment. It discusses establishing clear criteria and objectives, building a learning community, considering quality of participation, and dealing with ambiguity. It notes both benefits and difficulties of synchronous assessment, emphasizing that it should be student-focused and based on constructivism. The document concludes by outlining activities to conclude an online course, such as parting gifts where students share what they learned, and reflecting on the most important thing learned.
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The document summarizes reflections from participants in a workshop on enhancing teaching skills in small and large group settings. Key points include:
- Participants found reflecting on their teaching philosophies and styles through hands-on activities to be insightful and transformative.
- Discussions with others from different disciplines highlighted differences in approaches to teaching and provided new perspectives.
- While some group exercises were engaging, others lacked clear goals and focus, causing discussions to go off topic.
- Planning interactive lectures and considering strategies for small group teaching can help make lessons more engaging and support different learning styles.
MoSPE One
This document outlines an art education class discussing Missouri standards for teacher education. It includes discussions of creating GoAnimate videos, standard expectations, inquiry-based learning, interdisciplinary lessons, addressing diverse perspectives, and engaging students. Students are prompted to draft reflections on the standards and provide artifacts demonstrating their knowledge. They are also asked to provide feedback on each other's draft reflections before submitting to the instructor.
Creative curriculum design in a time of constraint
This document discusses curriculum design and educational principles. It begins by outlining the session goals and topics to be covered, including defining curriculum, assessment, and vital principles. It then examines three problems with higher education curriculum design: a focus on content over experience, overplaying restrictions, and missing the wider purpose. The document explores various approaches to curriculum paradigms and design, emphasizing the importance of teacher development and assessing students in a way that supports learning goals. It concludes by discussing educational principles like challenging students and focusing on depth over content breadth.
Atl structure by Josephine
The document outlines the structure and content of an Approaches to Learning (ATL) course. It discusses four main strands: thinking skills, intercultural understanding, communication skills, and personal skills. Within each strand are subtopics like ethical thinking, problem solving, language and culture, presentation skills, and emotional intelligence. The goal is to help students develop life skills that can be applied in various contexts through activities, discussions, and applying skills in real-world scenarios. The course emphasizes developing international-mindedness and intercultural awareness.
Programa fundamentos 2013 2
This course provides an introduction to educational research with a focus on qualitative approaches relevant to language teaching and learning. The course aims to enhance students' understanding of research concepts and their implications in Colombia. Students will learn about different research approaches and develop skills for critically analyzing issues in EFL classrooms to identify potential research topics. They will also have the opportunity to carry out their own research project or systematize a teaching practicum. Evaluation will include exams, assignments, presentations and a final research proposal or practicum project. The course uses various pedagogical models including content-based instruction, humanistic approaches, and socio-constructivism.
The Mindful Instruction Librarian and the "One-Shot"
The document summarizes a presentation by Meredith Farkas on moving beyond one-shot library instruction sessions. It discusses limitations of the one-shot model and alternatives like flipped instruction, workshops, and embedding instruction into courses. Farkas emphasizes building relationships with faculty, participating in curriculum development, and creating learning objects like tutorials. She provides examples from her work at Portland Community College developing information literacy outcomes and collaborating with developmental education faculty. The presentation also covers reflective practice, communities of practice among librarians, and implications of the Framework for Information Literacy.
LCIN Presentation: Effective Online Discussions
This document summarizes a presentation on effective online discussions. It covers tips for planning discussions, the importance of instructor presence, using provocative questions, and case studies. Planning involves setting clear learning objectives. The community of inquiry model and Bloom's taxonomy can help design activities. Facilitation requires summarizing, moderating, guiding, and troubleshooting. Provocative questions apply Socratic techniques. A sample case study outlines objectives for a student-led psychology discussion.
Values Education Philosphy In The Classroom
Values education philosophy in the classroom uses stimulus materials to encourage students to think deeply about philosophical issues through class discussions. It involves four phases: establishing discussion guidelines, creating an agenda by gathering student questions about a stimulus text, a community of inquiry discussion guided by the teacher, and reflection. The goal is to help students independently think about and respect different perspectives on life's big questions.
191114 academic excellence exchange carole & erin final
This document discusses creating inclusive classroom spaces through participatory pedagogies. It explores challenges like student engagement, diversity, and mental health issues. Developing emotionally intelligent teaching practices can help address these challenges by improving self-awareness, self-regulation, empathy, and social skills. The case study describes transforming a sociology module from traditional lectures to student-led presentations and discussion, with benefits like increased student engagement, ownership, and learning from each other. Reflection on flexibility, control issues, and institutional support can further enhance participatory pedagogies.
Similar to Teacher leave_them_kids_alone_ (20)
The future of learning project-based teaching and assessment supported throug...
The future of learning project-based teaching and assessment supported throug...
Creative curriculum design in a time of constraint
Creative curriculum design in a time of constraint
The Mindful Instruction Librarian and the "One-Shot"
The Mindful Instruction Librarian and the "One-Shot"
191114 academic excellence exchange carole & erin final
191114 academic excellence exchange carole & erin final
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E portfolio
This document discusses ePortfolios created by students at Upstate College of Health Professions. It explains that ePortfolios allow students to showcase their work, growth, and reflections over time. Students can include classwork, projects, presentations, feedback and anything else that defines them as health professionals. The document recommends using Google Sites to create ePortfolios as it is free and flexible. It provides examples of student ePortfolios and step-by-step instructions for setting up an ePortfolio on Google Sites.
Blended Learning
Blended learning combines traditional face-to-face classroom methods with online activities and digital tools. It replaces some in-person seat time and activities with purposefully planned online equivalents. Instructors choose methods that suit each activity best to create flexible, accessible learning that leverages the strengths of in-person and online methods. Blended learning is not an opportunity for less work or involvement, but can increase student learning through improved pedagogy, greater access and flexibility, and more cost-effective education when implemented effectively. It allows for human interaction and participation at each learner's convenience across physical and digital spaces.
Intentional Course Design for Blended Learning
1. The document provides guidance on building an activity framework to map out the organization, learning outcomes, and assessments of a course.
2. It instructs the user to identify topics, learning outcomes, activities, and measurements on sticky notes and organize them visually.
3. The second part discusses considerations for redesigning learning activities for an online environment, such as which activities transfer well and which need redesign, as well as content order and how students will demonstrate learning.
Blackboard Migration SUNY Ulster
The document discusses plans for migrating courses from the Blackboard learning management system (LMS) called ANGEL to a new LMS called Blackboard at SUNY Ulster. Key points include:
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This document discusses various forms of misconduct by correctional professionals, such as bribery, abuse of inmates, and negligence. It provides examples like the "Cowboys" gang of guards in Colorado who beat inmates. The document also discusses acts like the Prison Rape Elimination Act to address the problem of prison rape. It explores alternatives to the traditional punitive model, like restorative justice that focuses on rehabilitation and community involvement rather than solely punishment.
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This document summarizes key aspects of discretion and dilemmas faced by correctional professionals such as officers and treatment staff. It discusses halfway houses and issues like drugs and abuse that can occur. It describes the discretion that officers have in charging infractions and outlines types of officers. Ethical issues for treatment staff, medical experiments on prisoners, and cases of misconduct by probation officers are also summarized.
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The document discusses various topics related to ethics in punishment and corrections, including elements of punishment, treatment goals, guidelines for punishment, and rationales for punishment. It also covers correctional goals like retribution, prevention, and rehabilitation. Other topics addressed include deterrence, incapacitation, three strikes laws, costs of prisons, cruel and unusual punishment, castration as a deterrent, shaming punishments, private corrections, capital punishment, and challenges with correctional officer subcultures.
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This document discusses various forms of ethical misconduct that can occur within the legal system. It provides examples of defense attorney misconduct such as using drugs or alcohol during trials. It also discusses types of prosecutorial misconduct like withholding exculpatory evidence. The document then examines issues like judicial misconduct and concerns about false convictions due to mistakes or biases. It explores challenges to prosecutorial independence and ensuring justice. Overall, the document analyzes different types of ethical violations that can undermine fairness within the legal system.
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This document discusses various ethical issues that arise for legal professionals. It covers the duties of defense attorneys, even when representing clients they know are guilty. It also discusses prosecutors' discretion around charging decisions and conflicts of interest. The document outlines attorneys' responsibilities to clients and duties of confidentiality and addressing perjury. It then covers issues around expert witnesses, forensic evidence, and problematic cases like those involving Joyce Gilchrist. Finally, it discusses judicial discretion around interpreting laws and sentencing.
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The document summarizes key concepts about law and the legal profession. It discusses different theories of law, such as natural law and positive law. It also examines justifications for law like harm prevention and legal moralism. The document analyzes paradigms of law and perceptions of the judicial system. It compares legal agent and moral agent models of legal representation. It also summarizes ethical standards and responsibilities for lawyers.
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Police officers have tremendous power and discretion in society, but some abuse this power through corruption or misconduct. While the majority of officers act professionally and ethically, a small minority engage in criminal behaviors like accepting bribes, planting evidence, or excessive use of force. Corruption can stem from individual officers, poor management and supervision that tolerates unethical behaviors, or systemic issues in how the public and law enforcement interact. Various reforms aim to reduce corruption through improved training, leadership, oversight, and accountability.
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Law enforcement officers frequently face moral dilemmas and use discretion in their work. Three key areas of liability for police are discrimination, investigative practices, and use of force. Officers may use different levels of control including authority, persuasion, and physical force. Discrimination and racial profiling continue to be issues, despite some progress in areas like New Jersey. Undercover work and the use of informants and interrogation techniques also present ethical challenges. While some force is necessary, research links excessive force to factors like an officer's personality and lack of accountability within a police culture.
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This document discusses the role of police in society and some of the ethical issues they may face. It provides two examples of police misconduct - in one case officers planted drugs and lied after killing an innocent woman in a botched drug raid, and in another officers were accused of committing perjury in drug bust reports. The document also discusses the tremendous power police have, and how even with professional standards and codes of ethics, some officers may abuse that power or engage in "noble cause corruption" by using unethical means to catch criminals. It explores the tension between seeing the police role as "crime fighters" versus "public servants".
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This document summarizes key concepts from a chapter on becoming an ethical professional. It discusses declining morality in society and theories on how people develop morality. It covers biological, learning, and developmental theories of moral development, including Kohlberg's stages of moral development. It then discusses factors that influence unethical behavior and how leaders can foster ethics. Overall, the document examines the development of morality and ethics from multiple perspectives to understand how individuals and society can become more ethical.
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This document provides an overview of concepts related to justice, including distributive justice, corrective justice, procedural justice, and restorative justice. It discusses theories of justice proposed by philosophers such as Plato, Aristotle, Rawls, and theories regarding distributive standards. It also covers components of justice such as substantive versus procedural aspects of corrective justice and examples of applying different theories of justice.
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This document provides an overview of ethics in criminal justice. It discusses why ethics is important to study, as criminal justice professionals have power and discretion that can impact people's lives. They are also public servants obligated to provide due process and equal protection. The document defines key terms like morality, ethics, discretion, and explores ethical demands and principles of public service. It provides examples of ethical dilemmas that criminal justice professionals may face and stresses the importance of identifying and resolving such issues.
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This document provides an overview of different approaches to determining moral behavior and resolving ethical dilemmas. It discusses deontological and teleological ethical systems, as well as approaches based on ethical formalism, utilitarianism, religion, natural law, virtue ethics, care ethics, egoism, and situational ethics. Examples of real-world ethical dilemmas are also provided to illustrate how different systems might approach issues like corporate responsibility, police misconduct, and charity organization scandals.
Seminar on Teaching and Learning: Session 2 Part 1
The document summarizes Sophia's attempts to make her intro to acting course more dynamic by emphasizing teamwork and collaboration. In the first class, she had students form groups to create a mind map of words associated with "Acting" and their meanings. She found this sparked organic discussion. She also assigned reading questions for groups to discuss and prepare responses to, which energized students and prepared them for an upcoming quiz. Sophia felt these changes involved students more and built a safer environment for creative risk-taking.
Seminar on Teaching and Learning: Session 2
This document outlines an acting instructor's experimentation with new teaching strategies in her intro to acting course.
She tried a visual mapping exercise in the first class where students brainstormed words associated with acting in small groups. Their words formed a collaborative mind map. She also assigned reading questions for groups to discuss in the next class and informed students the questions would be on an upcoming quiz, motivating preparation.
The instructor found these team-based approaches built collaboration and gave students specific, doable focuses. She felt grateful for the professional development workshop that inspired her teaching tune-up. The document concludes with reflection questions on insights from the readings and experiments teachers may try in their own classrooms.
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Seminar on Teaching and Learning: Session 2 Part 1
Seminar on Teaching and Learning: Session 2 Part 1
Teacher leave_them_kids_alone_
- 1. Teacher, leave them kids alone!Ulster County Community CollegeAugust 25, 2010 Bill Pelz Professor of Psychology Herkimer County Community College
- 2. The History Of Education: 1800 to Present
- 3. Agenda! The P -> A -> H Continuum Learner Choices Constructivist Design Strategies Authentic Assessment
- 4. P -> A -> H Pedagogy Andragogy Heutagogy Technoheutagogy
- 5. Learner decisions that impact their learning path: What discipline to major in What elective courses to take What topics to research for written assignments What issues to focus on in discussions What grades to strive for Many of these decisions are influenced by others (parents, peers, advisors etc.)
- 6. An Additional Learner Choice:The Learning Environment Traditional Classroom Web-Enhanced Classroom Hybrid / Blended Hyflex Online
- 7. Social Constructivism Adults learn and remember best that which they can write, talk, and think about clearly and in their own words, Are encouraged to debate openly with others, and which they discover has personal relevance to their life.
- 8. Constructivist Philosophy Since it’s the students who need to learn – they, not the instructor, should be doing most of the work. To Teach is to Learn! Learning is social and contextual - active and engaging.
- 9. The Constructivist Discussion Forum! Learner-Led Roundtable Discussions Each learner asks a content-relevant question on a topic they are particularly interested in Learners facilitate (and police) the ensuing discussion generated by their question The instructor is the guide – reinforcing high quality posts and providing corrective feedback for low quality posts.
- 10. Engage or Enrage! Rules of engagement: Post timing: Initial post (the discussion question) within 48 hours Subsequent posts spread out throughout the forum duration Post quality (post title and post message): Self evaluation / peer evaluation / instructor evaluation Simple rubric / Two Cardinal Rules Quantity of posts: Discussion Forum Grading Scale Frequent (daily) grading and early feedback
- 11. Authentic Adult Assessment Grade the daily work… Discussion forum grades represent content mastery Written assignment grades represent content mastery Use episodic assessment sparingly… Online objective exam grades represent access to resource skills! Reflective Blogging represents knowledge acquisition and application
- 12. Thank You!