Vignette 2
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Support resources for the Art of Teaching: Engaging Students in Inquiry Learning video series http://www.viu.ca/iel/teachlearn/art_of_teaching_2/index.asp These resources are part of the online SCoPE seminar April 2-20, 2012 http://scope.bccampus.ca/mod/forum/view.php?id=8757
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Specific Student Outcomes Should Drive The Design Of Instruction
Through a liberal education students acquire frames of reference and the ability to analyze and reflect that influence how they view their experience and how they choose to behave. If this is a desired outcome of a liberal education, how can we as educators help students achieve it?
Source: https://ebookschoice.com/specific-student-outcomes-should-drive-the-design-of-instruction/
How to write, analyze and present the case studies
This document provides an overview of applying case study approaches in management studies. It discusses the significance of case studies, how to analyze case studies, and key elements to include in strategic case study analyses. Specifically, it recommends analyzing a case study's history, identifying internal strengths and weaknesses, scanning the external environment, conducting a SWOT analysis, reviewing corporate and business level strategies, and understanding a company's structure and controls to produce recommendations. The goal is for learners to apply concepts by examining issues facing real organizations and developing analytical and problem-solving skills.
The effect of project based learning and the arcs motivational model on stude...
The International Institute for Science, Technology and Education (IISTE). Science, Technology and Medicine Journals Call for Academic Manuscripts
Writing case studies a manual
The University Archives must decide whether to upgrade its existing information management system or purchase new software. It has two weeks to submit a funding proposal to take advantage of upcoming available funds, or it will have to wait two years for more money. The Archives developed its current Paradox-based system in 1988 but has found it inflexible and problematic over time. It now aims to expand the system's capabilities but faces the upcoming retirement of a key staff member familiar with the existing software.
Laboratories of Practice
The document discusses Laboratories of Practice (LoP) in a professional practice doctorate program. The LoPs are designed to:
1) Provide students opportunities to apply knowledge in an authentic work environment through experiences in their first and second years of the program.
2) Allow students to identify and address real problems in their workplaces to help bridge the gap between theory and practice.
3) Serve as the foundation for students' dissertation in practice by focusing on a problem of practice they will research throughout the program.
How do you effectively engage your student in
The document discusses strategies for effectively engaging students in learning. It identifies three categories of instructional strategies: activating strategies to activate prior knowledge; cognitive strategies to promote higher-level thinking; and summarizing strategies to help students retain knowledge. Several examples are provided for each category, such as carousel brainstorming, RAFT, and exit slips. The strategies involve active learning techniques like movement, discussion, graphic organizers, and reflective activities to engage students in the learning process.
WASs' knowledge and abilities chart
This document outlines three strategies for teaching working adult students (WASs): schema activation, case studies, and problem-based learning. Schema activation involves activating students' prior knowledge and experiences to help them relate new content to their work. Case studies allow students to analyze work-related situations and develop theoretical knowledge and structured abilities. Problem-based learning immerses students in real-world problems to promote active, practical learning linked to their work contexts. The strategies aim to make content more meaningful and applicable for WASs by connecting it to their lives and jobs.
Capstone Project
This document outlines a capstone project for a geometry class that uses differentiated instruction to help students better retain foundational concepts. The teacher plans to group students based on their needs and have each group teach a topic to their peers using multiple methods. The goals are to engage students, promote collaboration and higher-order thinking, and determine if differentiated instruction improves retention based on assessments. Students will be provided various resources and technology to research and present their topics.
ID Case Study: Theories & Lessons
The document discusses different learning theories and instructional design theories. It provides examples of when behaviorism, cognitivism, and constructivism are beneficial for learners. It also analyzes the strengths and limitations of several design theories: backwards design, Gagne's events of instruction, and teaching for understanding. The document concludes that backwards design is the most appropriate theory for the author's instructional setting because it allows flexibility, leads to alignment among objectives and assessments, and has been successfully used in the past.
EFFECTIVENESS OF HEUTAGOGY INTEGRATED E-CONTENT MODULES ON UNDESTANDING OSMOS...
EFFECTIVENESS OF HEUTAGOGY INTEGRATED E-CONTENT MODULES ON UNDESTANDING OSMOS...International Educational Applied Scientific Research Journal (IEASRJ)
The learning teaching process has undergone a paradigm shift in recent years. It has shifted from teacher centred to student centred. Hence, the challenge of a teacher has become as to how to cater to the needs of all types of learners in the classroom when their learning styles vary according to their individual needs. Heutagogy is a technique of self-determined learning with practices and principles rooted from andragogy that could be responsible for the developments in higher education. This technique coupled with e-content is an innovative strategy that provides multi-sensory experience to the learners. The learners can visualize the entire content and attain mastery over the topics. In the present study, the e-content on osmosis was developed and given to the tertiary learners for learning. Pre-test and post-test were administered to the samples to ascertain the effectiveness of heutagogy integration into e-content. The results of the study revealed that e-content with heutagogical approach for learners of higher education were effective.THE FOUR AS.pptx
The document discusses the 4A's lesson plan framework. The 4A's include Activity, Analysis, Abstraction, and Application stages of a lesson. The framework aims to make learning more student-centered by activating prior knowledge, encouraging critical thinking through questioning, helping students internalize concepts, and applying knowledge to new situations. Each A involves engaging activities and questions to guide students from general understanding to deeper appreciation of a topic and its relevance to their lives. The 4A's framework fosters comprehensive and meaningful learning through collaboration between teachers and students.
Application Analysis of Operating System Teaching Based on Case Teaching Method
This document discusses using a case teaching method to teach operating system principles. It begins by outlining some of the challenges with traditional teaching methods for this topic, which can be abstract and difficult for students to understand. The summary is:
1) Using specific examples and cases to explain difficult concepts, definitions, and algorithms can help improve students' understanding of operating systems principles and make the content more engaging.
2) The case teaching method selects appropriate examples to organize student study and makes abstract knowledge more concrete. This helps students grasp meanings and significance while stimulating interest and problem-solving skills.
3) Proper example selection is important - examples should be representative, clear goals, start simple and increase complexity, and be
Essay About Assessment Of Critical Thinking
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Essay about Assessment of Critical Thinking
Assessment of learning can be a meaningful tool for teachers and students during a course to provide feedback to the student about the type and quality of work that is being completed in the course and for the instructor to find areas where the student is having difficulties and so additional materials can be provided or the course modified. The aim of this paper is to define assessment and critical thinking skills, and then review a State University course and suggest different assessments that could be used to demonstrate learning. Theoretical Foundations of Nursing will be the course reviewed, as it is the only course I have previously taken, and therefore the only course which I have assess to the curriculum.
Critical thinking is...show more content...Projects that are then shared with other students provide a method of further learning by collaboration. Assessment strategies should be designed so that students apply the course material to their own lives, motivating them to think through and analyze the content for themselves (Bassendowski Salgado, 2005). The authors go on to encourage instructors to develop new assessment strategies, which utilize technology available today, rather than to use papers which can easily be plagiarized from the ease of internet sources (Bassendowski Salgado, 2005, p. 9).
Theoretical Foundations of Nursing N505 10A utilized the following assessments; weekly assignments, final project, and class participation. Class participation was assessed by online discussion of questions which were posted by the instructor. Guidelines for discussion were posted in the syllabus which included general rule
New Ways of Teaching Organic School Gardening
New Ways of Teaching Organic School Gardening
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Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
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Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
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Free School Gardening Art Posters
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Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
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Healthy Foods Dramatically Improves Student Academic Success
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City Chickens for your Organic School Garden
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Simple Square Foot Gardening for Schools - Teacher Guide
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How can we engage mathematics ITE students with research?
The document describes two case studies from a teacher education project aimed at promoting research-informed teaching. The first case study enhances student teachers' review of literature in post-graduate studies. The second fosters connections between school-based learning and research on mathematics teaching through collaborative lesson research. Both are informed by Engestrom's expansive learning cycle and aim to stimulate student teachers to use educational research to experiment and innovate teaching. The case studies address tensions in design and implementation and aim to develop student teachers' research literacy.
A Situative Metaphor For Teacher Learning The Case Of University Tutors Lear...
This document summarizes a research study that developed a new metaphor for understanding how university tutors learn to grade student coursework and maintain academic standards. The researchers observed tutors grading coursework while thinking aloud, then interviewed them. They analyzed the data to develop a metaphor that positions tutors' learning as an "interplay between vertical, public knowledge and horizontal, practical wisdom knowledge domains." This metaphor aims to better capture tutors' complex, situated learning than the common "theory-practice gap" metaphor. It views tutors as developing professional knowing through negotiating their practice and identities within communities.
Mastery Learning Model
The document summarizes the mastery learning model of teaching. It defines mastery learning as an approach that helps students attain satisfactory performance in school subjects by breaking content into discrete units and requiring demonstration of mastery of one unit before advancing to the next. The key elements of the mastery learning model include planning for mastery, teaching for mastery, formative evaluation, providing remediation, and summative evaluation to assess mastery across units. Benefits include helping students identify their strengths and weaknesses, individualizing instruction, and reducing variation in achievement levels.
Learning Theory Job Aid Paper.docx
This paper covers six major learning theories for Academic Advisors. It gives an overview of each theory and notes where students may struggle and strategies to help students succeed.
TLE-505-Research-for-Innovative-Teaching-Strategies.pptx
Students come into our courses with knowledge, beliefs, and attitudes gained in other courses and through daily life. As students bring this knowledge to bear in our classrooms, it influences how they filter and interpret what they are learning. If students’ prior knowledge is robust and accurate and activated at the appropriate time, it provides a strong foundation for building new knowledge. However, when knowledge is inert, insufficient for the task, activated inappropriately, or inaccurate, it can interfere with or impede new learning. To apply this principle, consider the following teaching techniques:
Administer a diagnostic assessment or have students assess their own prior knowledge (See “Selected Classroom Assessment Techniques (CATs) for Getting Feedback on Student Learning”).
Use brainstorming to reveal prior knowledge.
Identify discipline-specific conventions explicitly.
Ask students to make and test predictions (See “Teaching for Retention in Science, Engineering & Mathematics”).
Administer a diagnostic assessment or have students assess their own prior knowledge (See “Selected Classroom Assessment Techniques (CATs) for Getting Feedback on Student Learning”).
Use brainstorming to reveal prior knowledge.
Identify discipline-specific conventions explicitly.
Ask students to make and test predictions (See “Teaching for Retention in Science, Engineering & Mathematics”).
curriculum research in nursing,factors affecting faculty sfaff realationship
curriculum research in nursing
factors affecting faculty staff relationship & techniques of working together
techniques of maintaining good faculty staff relationship
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How can we engage mathematics ITE students with research?
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In June 2022, we got together virtually to celebrate Indigenous Peoples’ Month by working our way through a month-long art project. Each person was to think of an Indigenous artist they admire, research the artist and their work, and create a piece of art for themselves influenced by the artist they had chosen. Throughout the month we presented on these artists and why we connect to their art and discussed important topics like appropriation vs. appreciation. We learned a lot about Indigenous artists in Canada and about each other and ourselves. The art project allowed people to connect with their heritage as well as Indigenous peoples; it was as much a research and art project as it was a team-building and self-reflection activity.
OpenEd19 Keynote - Amanda Coolidge
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Unpacking Power Hierarchies in Students as Partners Practices
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First of its kind – tuition-free and course materials free credential
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Connecting Students with People who Care(er): Post-Secondary Professionals as...
1. The document discusses post-secondary education professionals and their role in student career development. It defines these professionals as "Career Influencers" who informally provide career advice, guidance, and counseling to students.
2. Career Influencers see their role impacting student career development through functions like advising, guiding, counseling, teaching, advocating, and networking. They also impact students by sharing their own life experiences and demonstrating attributes like being approachable, authentic, and empathetic.
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Team Chat: A Technology for Learning
Presentation by Ian Linkletter, Learning Technology Specialist, UBC
Presenting about UBC’s efforts to implement and evaluate team chat as a learning technology for online and blended courses. Team chat (like Slack) is a transformative communication and collaboration technology, combining threaded discussions with real-time chat in an intuitive and flexible way. Features like persistent history, advanced search capability, file sharing, typing status, mobile apps, and emoji reactions add up to a versatile tool that is still easy to use.
Research shows how timely interactions with instructors, collaboration with classmates, and a sense of community can enhance teaching and learning. This is particularly important in an online learning environment. Team chat has given our students a direct communication channel to their instructor and each other, helping them connect, ask questions, seek clarification, collaborate, and build community.
Since 2016, the Faculty of Education has been piloting an open source team chat application called Mattermost on a UBC-hosted server. Unlike Slack or Microsoft Teams, which are both cloud-hosted outside of Canada, Mattermost allows us to keep student data secure in compliance with BC’s Freedom of Information and Protection of Privacy Act (FIPPA). Mattermost has been used in over 20 course sections across the faculties of Education, Arts, and Science. As of December 2017, the UBC Mattermost pilot consists of 100 daily active users, 300 monthly active users, and almost 70,000 posts.
Attendees will learn (and chat) about:
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Mattermost will be blended into the session, allowing attendees to choose the conversation(s) they wish to join, participate in real-time, network with colleagues, and carry on chatting after the Festival of Learning concludes.
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Many educational institutions are grappling with the troubling rise of mental health challenges within their communities. Issues such as depression and anxiety are becoming increasingly common not only within the student population but also among instructors and educational administrators, many of whom find their collegial environments to be fraught with new hurdles involving the care and wellness of people.
Bedrock human values such as belonging, trust, and emotional safety are becoming harder to develop and sustain in educational environments undergoing turmoil and change from a variety of influences. How might we preserve and nurture these values? How might we commit to practices that cultivate the wellness and well-being of our colleagues and communities? How might we commit to environments of authentic caring in which people feel emotionally safe and valued?
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In an appreciation of my financially unburden educational experience, I have explored what I can do to help the students to access the required learning materials. There is no open text(s) available that can be used for this course. To this end, I have created the resources in an open educational environment.
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How to Setup Warehouse & Location in Odoo 17 Inventory
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.
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Vignette 2
- 1. ART OF TEACHING: ENGAGING STUDENTS IN INQUIRY LEARNING Vignette #2 Team-Based Case Study - A Professional Care Plan Second Year ~ Child & Youth Care Program This chapter offers insight into the question: How can we help students access the necessary background theory and information to prepare them for informed inquiry? In this teaching vignette, Heather Sanrud and Patti Ranahan team teach a second Heather Sanrud, Patti Ranahan year course in a Child and Youth Care diploma program. The student inquiry centres on teams of four students developing a full case profile of a child or youth Summary of Themes: in crisis. The intention is that their resulting story will represent a rich and complex Progression of infusing case study, what is called a ‘professional care plan’, that reflects the same degree theory / conceptual of complexity and realism the students are experiencing in their professional foundations in practicum situations. This course is designed to support the students as they carry preparation for inquiry out the responsibilities of their practica in community organizations. Inquiry: Teachers & The vignette begins by showing the cyclical process by which Heather and Patti students developing build the necessary theoretical foundations for inquiry. They introduce new parallel case studies – professional care plans concepts through short lecture, along with independent reading assignments and subsequent team discussions and experiential learning. The teachers model the Supporting Elements: application of new concepts in a case study that is gradually constructed over the Collaborative learning two semesters. The students, working from this model, then apply these new in student teams and “professors team- concepts to their team inquiry – layering them into their team’s case scenarios. teaching” Two other elements are highlighted in this chapter: student teams and teacher Assessment: Performance teams. Students stay in the same team for the entire duration of the two semester &traditional; guided by course, simulating the kind of interpersonal challenges they will experience in their co-created rubrics profession – where there is no choice of one’s professional partners. Basic protocols are followed, and teams are expected to self-mediate as they would in the real world. The vignette also reveals how two university teachers, quite different in personal styles, engage with one another in a process of collegial inquiry, exploring and inventing new ways of working through the challenges of refining their teaching and learning, and at the same time, offering the students a model of collaborative practice – a key aspect of what the students are expected to learn. The last scene offers insight on student assessment, how, for example, the teachers and students build criteria to guide the evaluation of the final team presentation of their year-long cases, and how students perceive the assessment their learning.