Kari Frisch shares tips for effective online teaching based on her experience. She emphasizes building community through icebreakers, discussion questions, and connecting content to students' lives. She recommends consistent deadlines, clear organization of assignments and grades, and addressing different learning styles. Regular communication through personalized notes helps students feel supported. Using surveys for self-assessment and course evaluation also provides feedback.
How'd you do that? Long Beach Presentation for ITCkfrisch
This is my powerpoint presentation from the 2012 ITC National Conference in Long Beach, CA on eLearning. The presentation was titled, "How'd You Do That? Tips and Tricks that might account for my 95% retention rate. Slides have more data on them then I'd like, but I tried to provide you with just the right amount of information to match what I talked about in the presentation itself. Thanks!
Tips and Tricks for Online Engagement & Retentionkfrisch
This document provides tips from an instructor, Kari Frisch, for teaching online courses effectively. Some of the key tips mentioned include: having students post discussion questions weekly to foster community; using consistent assignment schedules, due dates, and formats to keep students organized; incorporating a variety of assignment types to engage different learner types; using surveys to assess student learning and evaluate course effectiveness; and promoting respectful communication in feedback. The instructor gives many examples of how they have implemented these tips in their own online courses.
This document provides tips from Kari Frisch, a communication instructor, on strategies she uses to improve student retention in her online courses. Some of the key tips include:
- Releasing course materials on a weekly basis to avoid overwhelming students.
- Sending personalized weekly notes to students to build community and immediacy.
- Using icebreakers, discussion questions, and collaborative assignments to connect students.
- Providing a clear assignment schedule in a table format with due dates, points possible, and learning objectives.
- Having consistent due dates and policies to establish routines for students.
- Incorporating a variety of activities and assignments to engage different learning styles.
Practical Tools for Student Engagement and Retentionmnkaleidoscope
This presentation on "Practical Tools for Student Engagement and Retention" is by Kari Frisch, an online Communication Instructor for Central Lakes College in Brainerd, MN. She has demonstrated success with a high retention rate (usually around 95%) in her online classes. She was asked to give this presentation for the ITC eLearning Conference in Scottsdale, AZ on February 14, 2016. For more information on attending this conference, visit the Instructional Technology Council website at http://www.itcnetwork.org/elearning-conference/general-information.html. Contact Kari at kfrisch@clcmn.edu for more information about the presentation here or to inquire about having her present at your campus.
This is the user-friendly version of my powerpoint presentation "How'd You Do That? Tips and tricks that might account for my 95% retention rate". Thanks again to everyone who made the session so much fun! Good luck and Take Care!
Tips For the Virtual Shift of F2f Math ClassesFred Feldon
This document provides tips for maintaining instructional continuity, enrollment, and effective communication when transitioning math classes from face-to-face to virtual due to COVID-19 disruptions. It emphasizes maintaining student engagement through regular communication, flexibility in content delivery, and using synchronous activities like webinars. Specific recommendations include using video conferencing tools for interactive lessons, collaborative activities to promote interaction, and addressing both cognitive and affective learning domains. Upfront preparation of webinars into structured segments and incorporating multiple engagement strategies is advised. The benefits of webinars for student success are noted.
How'd you do that? Long Beach Presentation for ITCkfrisch
This is my powerpoint presentation from the 2012 ITC National Conference in Long Beach, CA on eLearning. The presentation was titled, "How'd You Do That? Tips and Tricks that might account for my 95% retention rate. Slides have more data on them then I'd like, but I tried to provide you with just the right amount of information to match what I talked about in the presentation itself. Thanks!
Tips and Tricks for Online Engagement & Retentionkfrisch
This document provides tips from an instructor, Kari Frisch, for teaching online courses effectively. Some of the key tips mentioned include: having students post discussion questions weekly to foster community; using consistent assignment schedules, due dates, and formats to keep students organized; incorporating a variety of assignment types to engage different learner types; using surveys to assess student learning and evaluate course effectiveness; and promoting respectful communication in feedback. The instructor gives many examples of how they have implemented these tips in their own online courses.
This document provides tips from Kari Frisch, a communication instructor, on strategies she uses to improve student retention in her online courses. Some of the key tips include:
- Releasing course materials on a weekly basis to avoid overwhelming students.
- Sending personalized weekly notes to students to build community and immediacy.
- Using icebreakers, discussion questions, and collaborative assignments to connect students.
- Providing a clear assignment schedule in a table format with due dates, points possible, and learning objectives.
- Having consistent due dates and policies to establish routines for students.
- Incorporating a variety of activities and assignments to engage different learning styles.
Practical Tools for Student Engagement and Retentionmnkaleidoscope
This presentation on "Practical Tools for Student Engagement and Retention" is by Kari Frisch, an online Communication Instructor for Central Lakes College in Brainerd, MN. She has demonstrated success with a high retention rate (usually around 95%) in her online classes. She was asked to give this presentation for the ITC eLearning Conference in Scottsdale, AZ on February 14, 2016. For more information on attending this conference, visit the Instructional Technology Council website at http://www.itcnetwork.org/elearning-conference/general-information.html. Contact Kari at kfrisch@clcmn.edu for more information about the presentation here or to inquire about having her present at your campus.
This is the user-friendly version of my powerpoint presentation "How'd You Do That? Tips and tricks that might account for my 95% retention rate". Thanks again to everyone who made the session so much fun! Good luck and Take Care!
Tips For the Virtual Shift of F2f Math ClassesFred Feldon
This document provides tips for maintaining instructional continuity, enrollment, and effective communication when transitioning math classes from face-to-face to virtual due to COVID-19 disruptions. It emphasizes maintaining student engagement through regular communication, flexibility in content delivery, and using synchronous activities like webinars. Specific recommendations include using video conferencing tools for interactive lessons, collaborative activities to promote interaction, and addressing both cognitive and affective learning domains. Upfront preparation of webinars into structured segments and incorporating multiple engagement strategies is advised. The benefits of webinars for student success are noted.
Creating Community in Onlinecourses Part2Mark Gura
The document summarizes discussions from a webinar about creating a sense of community in online courses. Key points discussed include:
- Using introductions on the discussion board to help students get to know each other
- Frequently posting announcements and responding to student posts and questions to maintain connection
- Creating areas for open discussion like a student lounge or FAQ page
- Highlighting student work and facilitating peer feedback to encourage collaboration
- Leveraging web 2.0 tools like YouTube, VoiceThread, and Google Sites to extend the capabilities of the learning management system
Tips and Strategies for the Virtual Shift of Face-to-Face Math ClassesFred Feldon
An AMATYC/NOSS/ITLC joint presentation by Fred Feldon and Paul Nolting for the American Mathematical Association of Two Year Colleges, the National Organization for Student Success, and the Innovative Teaching and Learning Committee. Tips on dealing with the transition to remote teaching and learning because of COVID-19.
Active Learning: Success, Retention and Engagement Onsite and OnlineFred Feldon
The lecture environment and online homework systems fail to capture the reasoning and higher-level thinking skills students can bring to quantitative problems. Regular and substantive interaction, collaboration, productive struggle, and non-routine questions that stimulate discussion lead to deeper understanding of concepts, applicability, and support of students' affective needs.
In this unit, students are introduced to communication methods for the course, assignments, and policies. They are instructed to introduce themselves on the discussion board, read the syllabus and communication guidelines, and respond to two classmates' introductions. The grading scale and late policies are also outlined. Late assignments will receive a 20-30% deduction, and no work will be accepted more than two weeks late without extenuating circumstances. The writing center is available to help with papers and can be accessed through the Kaplan homepage or academic support tab.
Increase Engagement and Authentic Assessment in Online ClassesFred Feldon
Part 2 of American Mathematical Association of Two Year Colleges (AMATYC) joint presentation with Maria Andersen, February 15, 2022. Overcome students' predilection to passivity, create a pathway to equity and develop confident, motivated students.
The document discusses using audio feedback to provide assessment and feedback to students on their work. It describes the lecturer's experience providing audio feedback to students individually on their assignments, discussing what was done well and areas for improvement. Students found the personalized audio feedback very helpful and an improvement over written comments. They appreciated the level of detail and one-on-one nature of audio feedback. Both students and the lecturer felt audio feedback was an effective way to provide assessment and suggestions for students to improve their work.
Dollar-Fifty-a-Pair Socks Come in a 3-PackFred Feldon
AB 705 is placing large numbers of under-prepared students in collegiate courses. Support courses which incorporate the affective domain will increase success and retention.
In this presentation, I ask several rhetorical and provocative questions about school life, workload and external factors that impact on teacher workload.
- The document provides frequently asked questions and answers about virtual classroom experiences based on research with 250 students.
- It addresses questions about what to expect in a virtual classroom, who is involved, how communication works, getting help with homework, improving class websites and resources, dealing with isolation, and addressing problems.
- The goal is to help students make the most of their virtual classroom experience and succeed in their learning.
The document provides tips for students taking online courses on how to ask their online teacher for help, including introducing themselves, reading FAQs, participating in discussion boards, using email or video chat to contact their teacher, and taking an active approach when asking questions by showing what they've tried already. It also discusses the different roles of an online teacher compared to a face-to-face teacher and how online learning can be easier or more difficult than traditional in-person classes.
This document discusses why TESTA (Transforming the Experience of Students Through Assessment) is important for improving student learning through assessment and feedback. It begins by noting problems with current assessment practices, such as an over-reliance on summative assessments, lack of formative feedback, and student confusion about goals and standards. It then provides three reasons for adopting TESTA: 1) assessment drives student learning; 2) feedback is critical for learning; and 3) TESTA seems to improve student perceptions of assessment and feedback. The document outlines TESTA tactics for addressing common problems and definitions of formative and summative assessment. It also provides case studies of successful formative assessment practices and discusses how TESTA can help create a more
ZOOM Your Way Into Online Corequisite SupportFred Feldon
"Aarrgh... I feel like I'm teaching myself!" Learn how to remove the overwhelming sense of isolation in an online corequisite course by including affective domain and having a synchronous component. Technology has now reached a point where you can finally, truly replicate the collaboration, breakout groups, peer instruction and active learning that normally takes place in the classroom.
This document summarizes a presentation on reducing math anxiety in students. It discusses how math anxiety is linked to poor performance and negative attitudes. Several strategies are presented to address math anxiety, including having students admit their fears, getting to know learners, using interactive notebooks and math autobiographies. Cooperative learning strategies like think-pair-share and round robin are recommended. The use of games and real-world math problems are also suggested to make math more relevant and engaging for students. References on math anxiety and strategies for relief are provided.
Welcome to Professor Michael Henson's Class!Michael Henson
Professor Michael Henson provides information to help students succeed in his class. This includes treating students like adults who are responsible for their own learning. Students should prepare in advance for each week, complete assignments on time to avoid penalties, participate actively in both online and in-person class components, communicate with the professor if they must miss class, and provide feedback through the course evaluation. The goal is for students to take responsibility while getting the help they need from the professor and staff.
Tips and Tricks for Teaching Math OnlineFred Feldon
The document provides tips for teaching math online from an instructor at Coastline Community College. It discusses that most students take online classes for flexibility and convenience. Success and retention rates for online math are equal to or better than traditional classes. While preparing for online classes takes more time upfront, technologies can help automate grading and allow for easy updates. Building an online community through discussion boards and acknowledging student work is important for retention. Formative assessments, projects, and strict testing policies help prevent cheating.
This document discusses using backchannels to give more students a voice in the classroom. It presents several backchannel tools like Todaysmeet.com, Twitter, Backchannelchat.com, and Socrative that allow students to participate and share thoughts online alongside in-person lessons. Backchannels can help teachers get feedback on student understanding to adjust lessons in real-time. Examples are given of how different tools could facilitate backchannel discussions for activities like opening lessons, seminars, and labs. The document encourages using various backchannel tools for different purposes to increase student participation.
How Can We Make Interacting With Technology and Science Exciting and Fun Expe...Deanna Kosaraju
How Can We Make Interacting With Technology and Science Exciting and Fun Experiences?
Marjan BoorBoor, Master of Technological Socio-Economical Planning (Major in Intelligent Renewable Energy System Planning)
Voices 2015 - www.globaltechwomen.com
Thu March 12 7:00 PST
Thu March 12 10:00 EST
Thu March 12 14:00 UTC
Thu March 12 19:30 IST
Fri March 13 1:00 Sydney
Session Length: 30 minutes + 30 minutes networking time
How my curiosity took me to science and engineering. How finding my own way of learning made me fall in love with science and technology and how sharing this with others has given them a memorable experience making them curious and innovative in the field. My mission to reach as many people as possible.
About Marjan:
I have loved math since I was in elementary school, I did a lot of self-educating in math where I find joy and excitement in math. In middle school because of my math grades I was invited to participate in a preparation math course for International Math and computer Olympiad.
I have a master degree in Technological Socio Economical planning, majoring in renewable energy system planning and development. My background education is in Mathematic, Physics, Computer science, Artificial intelligence and Robotics, Marketing, Leadership, Project management and innovation and monitoring, Innovative Psychology of learning.
I made several intelligent Robots and participated in several artificial intelligent Robocup competitions and participated in Iran, Germany, Netherland and Atlanta international Robocup competition and won several awards.
I am the developer of energyplanner.dk which is an intelligence tool for tracing changes in an energy system due to gradual energy transition from fossil fuel to renewable energies that is going to be used by energy planner in Denmark.
I have innovative way of learning for science and technology that help you not only become good at it but also enjoy it. I have teach math for years, and my experience have been that factors such as gender, age, and race, background are not determining factors for being good at math and enjoy learning that.
Webinar: Assessing to Inform Teaching and Learning: A Guide for LeadersDreamBox Learning
This webinar focused on formative assessment strategies for teachers. It discussed five key formative assessment techniques: observations, interviews, show me activities, hinge questions, and exit tasks. These techniques provide evidence of student learning through activities like observing students, asking them questions, having them demonstrate their understanding, and completing culminating tasks. The webinar emphasized that formative assessment should be used flexibly on a daily basis to inform teaching and help students learn.
This document discusses motivating online learners through effective communication, feedback, and use of technology. It explores communication methods like syllabi, announcements, emails, and synchronous meetings. It emphasizes the importance of timely, personalized feedback that acknowledges strengths and identifies areas for improvement. Lastly, it addresses making technology a tool rather than barrier through student-centered use, engagement, catering to learning styles, and being prepared to assist students with technical issues. The overall message is that flexibility, encouragement, and addressing individual needs are key to motivating diverse online students.
The document summarizes discussions from a webinar about creating a sense of community in online courses. Key points discussed include:
- Using introductions on the discussion board to allow students to get to know each other
- Posting announcements 3-5 times per week to maintain frequent contact
- Creating areas for informal student discussions like a student lounge or FAQ page
- Giving feedback on student work by citing specific posts and highlighting individual contributions
- Linking coursework to students' interests, backgrounds and real-world experiences to boost engagement
Creating Community in Onlinecourses Part2Mark Gura
The document summarizes discussions from a webinar about creating a sense of community in online courses. Key points discussed include:
- Using introductions on the discussion board to help students get to know each other
- Frequently posting announcements and responding to student posts and questions to maintain connection
- Creating areas for open discussion like a student lounge or FAQ page
- Highlighting student work and facilitating peer feedback to encourage collaboration
- Leveraging web 2.0 tools like YouTube, VoiceThread, and Google Sites to extend the capabilities of the learning management system
Tips and Strategies for the Virtual Shift of Face-to-Face Math ClassesFred Feldon
An AMATYC/NOSS/ITLC joint presentation by Fred Feldon and Paul Nolting for the American Mathematical Association of Two Year Colleges, the National Organization for Student Success, and the Innovative Teaching and Learning Committee. Tips on dealing with the transition to remote teaching and learning because of COVID-19.
Active Learning: Success, Retention and Engagement Onsite and OnlineFred Feldon
The lecture environment and online homework systems fail to capture the reasoning and higher-level thinking skills students can bring to quantitative problems. Regular and substantive interaction, collaboration, productive struggle, and non-routine questions that stimulate discussion lead to deeper understanding of concepts, applicability, and support of students' affective needs.
In this unit, students are introduced to communication methods for the course, assignments, and policies. They are instructed to introduce themselves on the discussion board, read the syllabus and communication guidelines, and respond to two classmates' introductions. The grading scale and late policies are also outlined. Late assignments will receive a 20-30% deduction, and no work will be accepted more than two weeks late without extenuating circumstances. The writing center is available to help with papers and can be accessed through the Kaplan homepage or academic support tab.
Increase Engagement and Authentic Assessment in Online ClassesFred Feldon
Part 2 of American Mathematical Association of Two Year Colleges (AMATYC) joint presentation with Maria Andersen, February 15, 2022. Overcome students' predilection to passivity, create a pathway to equity and develop confident, motivated students.
The document discusses using audio feedback to provide assessment and feedback to students on their work. It describes the lecturer's experience providing audio feedback to students individually on their assignments, discussing what was done well and areas for improvement. Students found the personalized audio feedback very helpful and an improvement over written comments. They appreciated the level of detail and one-on-one nature of audio feedback. Both students and the lecturer felt audio feedback was an effective way to provide assessment and suggestions for students to improve their work.
Dollar-Fifty-a-Pair Socks Come in a 3-PackFred Feldon
AB 705 is placing large numbers of under-prepared students in collegiate courses. Support courses which incorporate the affective domain will increase success and retention.
In this presentation, I ask several rhetorical and provocative questions about school life, workload and external factors that impact on teacher workload.
- The document provides frequently asked questions and answers about virtual classroom experiences based on research with 250 students.
- It addresses questions about what to expect in a virtual classroom, who is involved, how communication works, getting help with homework, improving class websites and resources, dealing with isolation, and addressing problems.
- The goal is to help students make the most of their virtual classroom experience and succeed in their learning.
The document provides tips for students taking online courses on how to ask their online teacher for help, including introducing themselves, reading FAQs, participating in discussion boards, using email or video chat to contact their teacher, and taking an active approach when asking questions by showing what they've tried already. It also discusses the different roles of an online teacher compared to a face-to-face teacher and how online learning can be easier or more difficult than traditional in-person classes.
This document discusses why TESTA (Transforming the Experience of Students Through Assessment) is important for improving student learning through assessment and feedback. It begins by noting problems with current assessment practices, such as an over-reliance on summative assessments, lack of formative feedback, and student confusion about goals and standards. It then provides three reasons for adopting TESTA: 1) assessment drives student learning; 2) feedback is critical for learning; and 3) TESTA seems to improve student perceptions of assessment and feedback. The document outlines TESTA tactics for addressing common problems and definitions of formative and summative assessment. It also provides case studies of successful formative assessment practices and discusses how TESTA can help create a more
ZOOM Your Way Into Online Corequisite SupportFred Feldon
"Aarrgh... I feel like I'm teaching myself!" Learn how to remove the overwhelming sense of isolation in an online corequisite course by including affective domain and having a synchronous component. Technology has now reached a point where you can finally, truly replicate the collaboration, breakout groups, peer instruction and active learning that normally takes place in the classroom.
This document summarizes a presentation on reducing math anxiety in students. It discusses how math anxiety is linked to poor performance and negative attitudes. Several strategies are presented to address math anxiety, including having students admit their fears, getting to know learners, using interactive notebooks and math autobiographies. Cooperative learning strategies like think-pair-share and round robin are recommended. The use of games and real-world math problems are also suggested to make math more relevant and engaging for students. References on math anxiety and strategies for relief are provided.
Welcome to Professor Michael Henson's Class!Michael Henson
Professor Michael Henson provides information to help students succeed in his class. This includes treating students like adults who are responsible for their own learning. Students should prepare in advance for each week, complete assignments on time to avoid penalties, participate actively in both online and in-person class components, communicate with the professor if they must miss class, and provide feedback through the course evaluation. The goal is for students to take responsibility while getting the help they need from the professor and staff.
Tips and Tricks for Teaching Math OnlineFred Feldon
The document provides tips for teaching math online from an instructor at Coastline Community College. It discusses that most students take online classes for flexibility and convenience. Success and retention rates for online math are equal to or better than traditional classes. While preparing for online classes takes more time upfront, technologies can help automate grading and allow for easy updates. Building an online community through discussion boards and acknowledging student work is important for retention. Formative assessments, projects, and strict testing policies help prevent cheating.
This document discusses using backchannels to give more students a voice in the classroom. It presents several backchannel tools like Todaysmeet.com, Twitter, Backchannelchat.com, and Socrative that allow students to participate and share thoughts online alongside in-person lessons. Backchannels can help teachers get feedback on student understanding to adjust lessons in real-time. Examples are given of how different tools could facilitate backchannel discussions for activities like opening lessons, seminars, and labs. The document encourages using various backchannel tools for different purposes to increase student participation.
How Can We Make Interacting With Technology and Science Exciting and Fun Expe...Deanna Kosaraju
How Can We Make Interacting With Technology and Science Exciting and Fun Experiences?
Marjan BoorBoor, Master of Technological Socio-Economical Planning (Major in Intelligent Renewable Energy System Planning)
Voices 2015 - www.globaltechwomen.com
Thu March 12 7:00 PST
Thu March 12 10:00 EST
Thu March 12 14:00 UTC
Thu March 12 19:30 IST
Fri March 13 1:00 Sydney
Session Length: 30 minutes + 30 minutes networking time
How my curiosity took me to science and engineering. How finding my own way of learning made me fall in love with science and technology and how sharing this with others has given them a memorable experience making them curious and innovative in the field. My mission to reach as many people as possible.
About Marjan:
I have loved math since I was in elementary school, I did a lot of self-educating in math where I find joy and excitement in math. In middle school because of my math grades I was invited to participate in a preparation math course for International Math and computer Olympiad.
I have a master degree in Technological Socio Economical planning, majoring in renewable energy system planning and development. My background education is in Mathematic, Physics, Computer science, Artificial intelligence and Robotics, Marketing, Leadership, Project management and innovation and monitoring, Innovative Psychology of learning.
I made several intelligent Robots and participated in several artificial intelligent Robocup competitions and participated in Iran, Germany, Netherland and Atlanta international Robocup competition and won several awards.
I am the developer of energyplanner.dk which is an intelligence tool for tracing changes in an energy system due to gradual energy transition from fossil fuel to renewable energies that is going to be used by energy planner in Denmark.
I have innovative way of learning for science and technology that help you not only become good at it but also enjoy it. I have teach math for years, and my experience have been that factors such as gender, age, and race, background are not determining factors for being good at math and enjoy learning that.
Webinar: Assessing to Inform Teaching and Learning: A Guide for LeadersDreamBox Learning
This webinar focused on formative assessment strategies for teachers. It discussed five key formative assessment techniques: observations, interviews, show me activities, hinge questions, and exit tasks. These techniques provide evidence of student learning through activities like observing students, asking them questions, having them demonstrate their understanding, and completing culminating tasks. The webinar emphasized that formative assessment should be used flexibly on a daily basis to inform teaching and help students learn.
This document discusses motivating online learners through effective communication, feedback, and use of technology. It explores communication methods like syllabi, announcements, emails, and synchronous meetings. It emphasizes the importance of timely, personalized feedback that acknowledges strengths and identifies areas for improvement. Lastly, it addresses making technology a tool rather than barrier through student-centered use, engagement, catering to learning styles, and being prepared to assist students with technical issues. The overall message is that flexibility, encouragement, and addressing individual needs are key to motivating diverse online students.
The document summarizes discussions from a webinar about creating a sense of community in online courses. Key points discussed include:
- Using introductions on the discussion board to allow students to get to know each other
- Posting announcements 3-5 times per week to maintain frequent contact
- Creating areas for informal student discussions like a student lounge or FAQ page
- Giving feedback on student work by citing specific posts and highlighting individual contributions
- Linking coursework to students' interests, backgrounds and real-world experiences to boost engagement
“Do you understand this concept? Does anyone have any questions?” Have you ever asked your class questions like these, received a room full of shy smiles or nods, and moved on only for it to become very obvious that a number of the students had not grasped the basics and further explanation?
While getting your students to pay attention can be a challenge, ensuring they have understood key concepts can be even more difficult. Listening does not equate with understanding, and as teachers, the sooner we can get a real feel for their actual level of understanding, the more we can help them succeed as students.
In these slides, Kimi Anderson will share some simple but effective strategies that teachers can implement to better gauge students’ level of understanding in the classroom. She will share some practical tips using various technology platforms and some useful approaches to group activities.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through innovative assessment practices.
2) Key findings from the TESTA audit, student surveys, and focus groups showed that students experienced a high volume of summative assessments with little formative assessment and feedback that did not effectively support future learning.
3) Modular course structures and competition for student time and effort between assessments were found to reduce opportunities for formative tasks and meaningful feedback interactions between students and staff.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through better assessment practices.
2) Key findings included that students experienced too much high-stakes summative assessment leaving little time for formative tasks or deeper learning. Feedback was often untimely and not aligned with learning.
3) Students reported being confused about learning goals and standards due to inconsistent marking between staff. The modular system hindered integrated, connected learning across modules.
AMATYC 41st Annual Conferene New Orleans, LA, Friday night Ignite Event: Twenty slides are automatically advanced every 15 seconds while the speakers have exactly five minutes to share their passion!
LBIS Professional Development Day 21/09/12davidjjenkins
This document provides an overview of a professional development day focused on 21st century education. It discusses using inquiry-based approaches and differentiating instruction to meet diverse student needs. Presenters will cover integrating technology and applying educational theory to practice. Teachers will participate in activities exploring the five senses in education and Bloom's taxonomy. Breakout sessions will address how to design inquiry-based units, assess student learning, and incorporate technology into various subject areas. The goal is to help teachers develop skills for student-centered, technology-rich instruction catering to different learning styles.
This document discusses strategies for using interaction to reinforce concepts and increase metacognition in online mathematics classes. It suggests having students explain their thinking, justifying answers, and highlighting important discussion points. The document addresses common instructor concerns like losing class time and ensuring content coverage. It emphasizes that the instructor still guides the course while creating an engaging environment where students learn to think critically and feed themselves through interactive assignments. Examples provided include having students generate test questions or analyze "mal-rules" versus correct rules. The goal is to replicate meaningful interaction for large online classes through asynchronous activities.
Helping leaders help teachers to manage classroomsFrederick Buskey
Powerpoint describes how school leaders can help teachers' classroom management through coaching them in developing classroom procedures. Also includes short piece on differentiation and behavior.
This document contains potential interview questions for a principal position. It is divided into sections including personal background, leadership, staff development, curriculum, and communication. The summary introduces the purpose and structure of the document which provides sample questions to help guide principal interviews.
TESTA, Southampton Feedback Champions Conference (April 2015)TESTA winch
This document summarizes key findings from research into feedback design and student learning conducted as part of the TESTA (Transforming the Experience of Students Through Assessment) project. Some of the main issues identified are that modular course design leads to an over-emphasis on summative assessment, leaving little time for formative feedback. Students report feedback is often untimely and not helpful for improving future work. The research also found tacit teaching philosophies can influence the nature and quality of feedback provided. Mass higher education is found to diminish the personal relationship between students and instructors. Suggestions to address these problems include redesigning courses to better integrate formative and summative tasks, using technology to provide more personalized feedback,
Teaching what you know and knowing what you teach_by AJSA.J. Schuermann
The document summarizes key points from two books on teaching:
- Teach What You Know discusses different learning styles and the importance of understanding why learners need to know information. It provides an example of teaching bridge building to different learning styles.
- Teaching What You Don't Know argues that being a content novice can make one a better teacher. Novices are better at estimating learning times, predicting student mistakes, and relating concepts to common knowledge to aid student understanding. The focus shifts from content coverage to ensuring students learn the material.
Top Ten Things Learned From Ten Years of Online Statistics Teaching (Michelle...statisfactions
Here are the slides for Dr. Michelle Everson's presentation to the Winter 2014 Meeting of the American Statistical Association's Twin Cities Chapter, focused on statistics education. Dr. Everson is Senior Lecturer in the Department of Educational Psychology at the University of Minnesota—Twin Cities.
This document contains an interview with Rochelle Deter, the head of the mathematics department at University Preparatory School. In the interview, Ms. Deter describes her classroom set up, typical teaching day, teaching style, classroom management approach, views on understanding students, motivating students, technology policy, homework policy, advice for new teachers, and approach to meeting the needs of all students. She emphasizes understanding students, modeling expected behavior, allowing opportunities to succeed, and being willing to adapt lessons as needed.
This document summarizes key points from a workshop on assessment and feedback. It discusses challenges with current assessment practices, such as an over-reliance on summative assessment, disconnection between formative and summative feedback, and a lack of clear goals and standards. The workshop then introduces the TESTA (Transforming the Experience of Students Through Assessment) approach, which advocates rebalancing assessment to include more formative tasks, taking a whole-program approach, and linking formative and summative assessment. Case studies are presented that aim to make formative assessment more meaningful for students through tasks like blogging, peer review, and feedback dialogues. The workshop concludes with a discussion of shifting paradigms to create shared
Q&A
This is the final(15/15) webinar module reference material for Pedagogical Content Knowledge (PCK) for Lao Teacher Training of the Ministry of Education and Sports, Lao PDR, with assistance from the Education for Employment Sector Development Project (EESDP) with the Asian Development Bank. This initiative is a convergence effort of the Department of General Education (DGE), Research Institute for Educational Sciences (RIES), the Dept. of Teacher Training (DTE) and the Institute For Education Administration Development (IFEAD). Packaged by Project Implementation Consultant (PIC) Intem Philippines
A day-long workshop conducted with the faculty of Wheelock College on June 27, 2014
Companion website is located at
https://northeastern.digication.com/blened_learning_workshop
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
4. THE TIPS I’M GOING TO SHARE:
• Work for me.
• May not all work for you.
• Might not all work for your discipline.
I GET THAT. BUT…
• Hopefully, you’ll still get a few “gems” that will work for
you and your discipline. But first…
5. •I used to assume these were
common practices
•Now I include them in my
presentations
•*
6. •Have everything ready before students
need it
•Use outlining methods
This keeps the class running efficiently
and keeps students on track=more likely
to be successful!
7. •Check in often
• Respond ASAP
This helps build trust and
accountability with students.
•*
8. • Find your inspiration
• Engage Different Learning Styles
• Have Fun
This helps keep class fresh and fun for you
and your students.
•*
9.
10. •Release information only for that upcoming week.
•Include dates in subject line as well as week #
•Use reverse uploading (most current at top)
•Make logical sequence for students
•Use outline format
This helps keep content more ADA-friendly (less scrolling
for all of us). Weekly release keeps them engaged yet not
OVERWHELMED!
12. Personalized weekly notes in two parts:
•Top portion: Notes for all Classes
•Bottom portion: Class Specific Notes
This helps develop a sense of immediacy, helps tie weeks’
content together, gets out other important information.
Students know I’m in “real time” with them.
13. Examples of note points:
•
•
•
•
•
Words of encouragement
Reminders about policies
Tips on LMS (collapsible content)
Further explanation of difficult chapter concepts
“Heads up” about unusual assignments or special
needs for the future
• School notices that we’ve been asked to pass on
(financial aid pickup, college surveys, graduation info,
special events, etc.)
• Assignment clarification/directions/examples
14. Examples of notes:
• Notes Example #1 Interpersonal:
• http://tinyurl.com/nvv68xl
• Notes Example #2 Mass Comm:
• http://tinyurl.com/lshnsnc
18. ACTIVE LEARNING BREAK
1. If you could own a non-traditional pet, what would it
be and why?
2. What would you consider your greatest strength and
your greatest weakness as a person when it comes to
your character?
3. What is the craziest thing you have done in your life so
far and how did it change you?
4. If you had the chance to do anything in the world
what would that one thing be and why?
5. If you could change any one thing about the way
society is today; what would it be and why?
20. QUESTIONS FOR CLASSMATES
Week 1: I usually start with two, 2-part questions, listed as “Kari’s week 1
questions”, one set per “forum”:
Question Set #1
Part A) Where do you consider yourself from and why?
Part B) What are you going to school to study?
Question Set #2
Part A) How many online classes have you taken before?
Part B) If you have had one or more online classes before, what advice might you
give someone taking an online class for the very first time? If this is your
first online class, what do you think you need to do differently in order to
be successful in this online learning environment?
21. Here are some examples of past questions from students for students.
General questions:
If you could own a non-traditional pet, what would it be?
If you had the chance to do anything in the world what would that one thing be and why?
If you could change any one thing about the way society is today; what would it be and why?
If you could meet any fictional character, who would it be and why?
If you were stranded on a deserted island, what three things would you bring with you and
why?
Dogs or cats? Which do you prefer and why?
What, if anything, would you do differently with your life if you won the lottery today?
22. Here are some course specific examples I thought were fun:
Mass Communication
Where do you go to get your news and is the internet helping or hurting news media?
What movie has had the most impact on your life? Explain your answer.
Intercultural Communication
What language would you want to learn to speak fluently and why that one over all others?
Choose one country you’d like to visit and one person (living or dead) from that country that you
would like to be your tour guide and explain why you chose as you did.
If you were visiting the country of your choice, would you rather remain in familiar, "Americanized"
resorts or would you prefer to stay/travel with a local from that country? Why?
Interpersonal Communication
What is the biggest difference between distant learning and in class learning?
How do you feel about talking in front of people you don’t know?
Online Social Networking
What is your favorite Facebook game and how often per day, week, or month do you spend on it?
What effect do you think texting has had on other forms of communication?
23. TABLE FORMAT THAT INCLUDES :
•Assignment Order (number the items down the first column)
•Check-off/Completion Column
•Assignment Title, Directions, Location, Grading Criteria
•Due Date by Specific Day, Date and Time (Wed. February 22, 1:00 pm)
•Total Points Possible
•Learning Objectives (so they know why they’re doing it)
This helps keep the students and the course organized.
•*
24. Examples of Assignment
Schedules:
• Assignment Schedule Example #1 Mass Comm:
• http://tinyurl.com/lbpjl7g
• Assignment Schedule Example #2 Interpersonal:
• http://tinyurl.com/m7r7jlh
25. •WEDNESDAYS at 1:00 pm
• FRIDAYS at 1:00 pm
This gets students into course early
and helps prevent total
procrastination.
•*
26. Here’s some other notes about my schedule:
The type of work due Wednesday is smaller (point-
wise and work-wise) so that it is manageable.
It used to be Tuesday and I’d get complaints, don’t
get very many now that it’s Wednesday.
Be clear and upfront in syllabus.
This also allows me time to do a turn-over or a
layered assignment for Friday because there’s still
enough time between 1 pm Wednesday and 1 pm
Friday for a small Part 2 assignment.
27. Continued:
I always release the upcoming week’s work (notes,
assignment schedule, and anything with a release
date) at 3 pm on the Friday prior to the start of the
week.
This allows students the chance to work on homework (or at least
pop in to see what the week will look like) over the weekend.
To me the weekend is meant for being proactive not
for procrastinating—so I set up class that way
I can usually count students who are “on-top” of their studies
to be the first ones in and it’s a good check-in for me.
If there is an issue I can usually have it fixed before the
majority of students have logged in for the week.
28. Continued:
When asked why 1 pm, I respond that it is the time
that works best for me.
I like the fact the time is during a time when I’m online
and when our staff is around and available to answer
question if needed (tech support and D2L support)
1:00 pm deadline vs Midnight deadline
Think about who typically has the most issues with
following directions? When do they do their work?
If the procrastinators have technical issues, who is
there to help?
29. • One point (only on quizzes and surveys)
• Only to first person who properly
reports the error (must include student
name, class, quiz/survey title, question
number, error and what the error should be)
This promotes real accountability and
improves course communication.
30.
31. Can you be the first?
http://tinyurl.com/l3benzu
http://tinyurl.com/meg8d87
33. I have students take Learning Style Assessment
and try to hit all learner types. For example…
Playlists (use for survey, and I frequently have students
create a playlist based on a theme)
Videos (as supplemental content, as tutorials, quiz
them on videos, search & report on videos and soon
will have them create their own videos)
Word Scrambles
Fill in the missing word in this quote
Interpersonal interview assignments
Photo Assignments
34. •Due dates/times
• Repeat-type assignments
•Class Policies
•Grading
This gets students into a routine and
helps class management.
35. For Example…
Classmate Questions in the discussion area are always
due Wednesdays
Survey of the past week’s learning objectives – always
due Wednesdays
Chapter Quizzes are always due on Fridays
I try to be consistent in grading (two communication
errors equals a ½ point deduction with one freebie.)
Chapter Quizzes are always 25 points
AND…
36. No Late Work- No Exception
Again, this is what works best for me, it might not work for
you.
There’s also enough points in my class that students are
really in control of their own grade, even if they miss a
week or two.
Extra-credit if offered is offered to all—I think that’s more
fair. Small amount and usually at end of semester.
I don’t have to judge excuses and they don’t have to makeup a “good enough” excuse to be accepted.
My students know up front that this is their “give” in our
give-and-take relationship because of my next item…
37. TIERED RANDOMIZATION:
•Question Order
•Answer Options within the question itself
•Questions Selected
I’ve found this helps relieve student and
instructor stress so we can focus on
active learning.
38. Other benefits:
Helps me reinforce no-late work policy (Can do work
ahead of time if possible and only with advance
notice)
Allows students to manage their own grade better
Students still put in the time they probably would have
otherwise
Allows for real life interruptions that my students
encounter (ie tooth story)
As I mentioned before reduces their anxiety and mine!
39. •Student Self Assessments
• Concept Application
• Course Effectiveness
This helps keep students and
instructor connected to the
learning objectives.
40. Other benefits:
Gives me statistical data to use for other assignments
Helps keep the class dynamic
Helps students connect to information personally
Gives me information on whether or not I’m accomplishing my
goals (or how well) = Course Effectiveness
Reinforces students accountability/responsibility (I ask, “Do you
feel you have a foundational understanding of Chapter 5?” and
follow it up with “How much of Chapter 5 did you read?” (And
yes, I think students are pretty honest)
I’ve used some statistics outside of that class (support why our
online class tallies shouldn’t be raised, discuss whether students
think they would have cheated if the tests had not been open
book—this one is scary honest)
41. Examples of Surveys/Survey Results:
Self-assessments:
• Survey Example #1 Social Media Online Usage Results:
•
•
http://tinyurl.com/m6hvwxc
Survey Example #2 Social Media Facebook Results:
•
http://tinyurl.com/mkkrdxz
Concept Application:
* Survey Example #3 Interpersonal Windows/Mirrors
http://tinyurl.com/ny2xvfg
* Survey Example #4 Intercultural Windows/Mirrors
http://tinyurl.com/lpabnhd
Course Evaluation:
• Survey Example #5 Mass Comm Assessment of wk9
•
•
http://tinyurl.com/kqcrubq
Survey Example #6 Interpersonal Final Eval
•
http://tinyurl.com/llmapky
42. •Between the student and the content
•Between you and the student
•Between the students themselves
This helps build a stronger sense of
community and helps more holistic growth
of your students (and dare I say you as the
instructor too).
•*
43. Examples Between Student and
Content:
• Have students share personal experiences
• Think about different learning styles
• Give options to meet those styles
• Active learning opportunities beyond tests
• Windows & Mirrors (see resource list)
44. Examples Between You and
Student:
• Use personal experiences
• Share photos and videos
• Be personable in discussion boards
• Use constructive criticism and feedback
Be passionate and don’t be afraid to share!!
45. Examples Between Students:
• Ice Breakers
• Most interesting/Most surprising
• Weekly discussion board questions
• Reflections on peer work
• Surveys – share overall class results
46. •Reaffirm respectful communication
• Use lots of “please” and “thank you”
• Kill ‘em with kindness
• Encourage I-messages
•Answer questions first, then do a “food for
thought” or “please re-read this and see if it could
be perceived in a way…”
• Promotes class integrity, respect, and win-win
communication.
47. I’m guessing it’s not just one thing I do that
accounts for the high retention rate, which
is why I gave you 12 tips and talked about
the be attitudes/be verbs.
I hope you were able to pick up a few “gems”
you can use or promote on your campus.
49. Just a few examples:
Tag Galaxy
http://taggalaxy.de/
Playlist.com
OSN Decade Example : http://www.playlist.com/playlist/18980613643
Interpersonal Love Types Example : http://www.playlist.com/playlist/18594984971
CollageMaker
http://tinyurl.com/473cmua
Windows and Mirrors Theory
Theory explanation: http://tinyurl.com/mynzms6
Learning Object: http://tinyurl.com/47cb42g
Music Videos
http://tinyurl.com/4anyyb6
http://tinyurl.com/4jc5r9c blog
50. Other Resources I like to use
“In Plain English” YouTube Series
Flickr
FreeRice.org
Glogsteredu