The document provides information about clickers (also known as response systems) installed in various classrooms at SBCC. It discusses the RF receiver technology that allows clickers to work within a 200 foot range without needing line of sight. It also lists clicker resources for students and faculty, including training and technical support. Benefits of using clickers discussed include increasing student engagement through activities like peer instruction, formative assessment, and contingent teaching. Tips are provided on implementing clickers, along with information on TurningPoint software that allows clicker polling from any application.
The document discusses culturally mediated instruction which incorporates diverse ways of learning and encourages multicultural viewpoints. The curriculum should be integrated, transdisciplinary, meaningful, and student-centered. It promotes inquiry-based learning, diversifying grouping, connecting to students' lives, creating a shared learning environment, encouraging real conversations, ensuring a safe environment, and developing independent thinking.
Active learning(jigsaw method)1 mergedshaziazamir1
state the meaning of active learning
explain the need for active learning
discuss Principles of active learning
define characteristics of active learning
Computer assisted learning uses computers to make learning easier for students through interactive learning materials and packages tailored to different subjects. It allows students to control their own learning by reviewing and reinforcing lessons at their own pace. While it enhances learning and attendance, computer assisted learning also risks reducing teacher-student bonds and causing health issues if overused.
The document compares conventional and non-conventional teaching methods. Conventional methods include lecture-based instruction, memorization, and individual work. Non-conventional methods incorporate more active learning approaches like problem-based learning, peer instruction, group projects, and flipped classrooms. While conventional methods are efficient, non-conventional methods promote critical thinking, collaboration, and develop skills like communication. The document advocates that modern classrooms should integrate non-conventional, student-centered methods to engage today's learners.
This presentation shared what neuroscience, cognitive science, and biology have to tell us about developing a learner centered approach to teaching. Originally presented at the Upper Peninsula of Michigan Conference on Teaching and Learning, May 11, 2018.
Instructional Design for the Active: Employing Interactive Technologies and...Anthony Holderied
This document discusses using interactive technologies and active learning exercises to enhance library instruction. It describes student response systems (clickers), interactive whiteboards, and wireless slates/document cameras. It provides information on what active learning is, characteristics of active learning, and how clickers can actively engage students. The document also shares a case study on using clickers in an English research methods class, including test results. Best practices for using clickers and characteristics of good clicker questions are outlined. Interactive whiteboards and their uses in the classroom are also examined.
The document discusses culturally mediated instruction which incorporates diverse ways of learning and encourages multicultural viewpoints. The curriculum should be integrated, transdisciplinary, meaningful, and student-centered. It promotes inquiry-based learning, diversifying grouping, connecting to students' lives, creating a shared learning environment, encouraging real conversations, ensuring a safe environment, and developing independent thinking.
Active learning(jigsaw method)1 mergedshaziazamir1
state the meaning of active learning
explain the need for active learning
discuss Principles of active learning
define characteristics of active learning
Computer assisted learning uses computers to make learning easier for students through interactive learning materials and packages tailored to different subjects. It allows students to control their own learning by reviewing and reinforcing lessons at their own pace. While it enhances learning and attendance, computer assisted learning also risks reducing teacher-student bonds and causing health issues if overused.
The document compares conventional and non-conventional teaching methods. Conventional methods include lecture-based instruction, memorization, and individual work. Non-conventional methods incorporate more active learning approaches like problem-based learning, peer instruction, group projects, and flipped classrooms. While conventional methods are efficient, non-conventional methods promote critical thinking, collaboration, and develop skills like communication. The document advocates that modern classrooms should integrate non-conventional, student-centered methods to engage today's learners.
This presentation shared what neuroscience, cognitive science, and biology have to tell us about developing a learner centered approach to teaching. Originally presented at the Upper Peninsula of Michigan Conference on Teaching and Learning, May 11, 2018.
Instructional Design for the Active: Employing Interactive Technologies and...Anthony Holderied
This document discusses using interactive technologies and active learning exercises to enhance library instruction. It describes student response systems (clickers), interactive whiteboards, and wireless slates/document cameras. It provides information on what active learning is, characteristics of active learning, and how clickers can actively engage students. The document also shares a case study on using clickers in an English research methods class, including test results. Best practices for using clickers and characteristics of good clicker questions are outlined. Interactive whiteboards and their uses in the classroom are also examined.
Presentation in the UNC Charlotte Summer Institute 2009, “Rethinking the Large Lecture: Strategies for Engaging Students.” The session description is as follows:
This session will show the active learning techniques and technologies that can be used easily and effectively in large classes.
Computers are a familiar sight in classrooms in the 21st century, and technology has been used to streamline many educational tasks. CAL started in the 1950s and 1960s mainly in USA. Term often used interchangeably with Computer-Based Instruction (CBI), Web Based Instruction (WBI), Computer-Assisted Learning (CAL), Computer-Enriched Instruction (CEI), and Web Based Training (WBT). Logo project was the first CAL system that was based on a specific learning approach.
It shows the 2 types of learning: active and passive, and the different ways of the active learning. It also discusses that this type supports educational equity and embraces the various types of diversity.
Active learning is an instructional approach that engages students in activities that require analysis, synthesis, and evaluation. This helps develop higher-order thinking skills. Examples of active learning include brainstorming, group problem-solving, debates, role-playing, and case studies. These activities aim to motivate students, encourage independent learning, and foster collaboration. Similarly, flipped learning shifts direct instruction to individual time outside of class, allowing class time to be used for hands-on activities and problem-solving with teacher guidance. The four pillars of flipped learning are flexible environment, learning culture, intentional content, and professional educator. While both approaches have benefits like increased student engagement, they also have disadvantages such as increased workload for teachers.
This presentation shared how to teach in ways that promote long term recall of new learning. Topics included: distributed practice, use of patterns in teaching, use of multisensory teaching techniques, and using cumulative exams. Originally presented at Villanova University, May 16, 2018.
www.learnercenteredteaching.com
Teacher cognition and technology-mediated language instruction in the Thai co...tessie_th
The document summarizes a study that investigated Thai university English lecturers' beliefs about using technology in English as a foreign language (EFL) instruction. It describes the study's methodology, which included surveys and interviews of lecturers, and presents examples of technology uses that lecturers believed were relevant as well as technology-enhanced instructional scenarios discussed in interviews. The conclusion is that lecturers are selective in their technology choices based on how tools fit their teaching contexts and enhance learning and that their preferences are shaped by student and classroom factors.
Programmed instruction is an educational technique characterized by self-paced, self-administered instruction presented in logical sequence and with repetition. It breaks content into small, incremental steps with immediate feedback to reinforce learning. Programmed instruction is based on the theory that learning is best accomplished through this approach. It aims to help students learn independently and at their own pace.
The document discusses educational technology and its role in learning. It defines educational technology as utilizing tools and resources to facilitate the learning process and satisfy educational needs. It notes that technology can be both beneficial ("boon") when used properly, as it engages students and enhances teaching, or detrimental ("bane") if misused, such as for pornography or excessive screen time. The document also outlines models for instructional design including identifying objectives, choosing appropriate methods and materials, implementing instruction, and evaluating outcomes. It discusses Bloom's revised taxonomy of higher-order thinking skills like analysis, evaluation and creation. Finally, it presents Dale's Cone of Experience emphasizing direct experiences for meaningful learning.
The document discusses a study that aimed to harness children with hearing impairments to promote self-learning through computer-assisted instruction. Specifically, it developed a computer program to teach about the functions of the human digestive system and assessed its impact. Seventy-three secondary students with hearing impairments participated. The study found significant differences in pre-and post-test scores based on variables like age, gender, type/degree of hearing loss, and school type, indicating that the computer-assisted instruction improved learning. The study concluded that incorporating such methods into teaching can enhance the learning process for children with hearing impairments.
Adaptive language learning presents opportunities and challenges. It aims to tailor instruction to individual learners based on their cognition, affect, and behavior. This can enhance learning outcomes compared to one-size-fits-all approaches. Providing adaptive instruction requires determining what to adapt (e.g. content, sequence), how to adapt (e.g. learner-controlled, program-controlled), when to adapt (e.g. static pre-tests, dynamic during interaction), and to whom to adapt (e.g. prior knowledge, motivation). Case studies explore adaptive item sequencing, the impact of perceived vs. actual adaptivity on motivation, and using learner control to enable adaptivity. Big data now offers opportunities to better understand
Beef up your backchat: using audience response systems to assess student lear...Elizabeth Yates
Presentation at WILU 2014 at Western University. Describes use of web-based audience response systems for formative assessment during information literacy sessions.
Seminar proceedings on multi mode approaches in teaching learning in higher e...Rolling Plans Pvt. Ltd.
The document summarizes the key points from a two-day workshop on applying multi-mode approaches to teaching and learning in Nepalese higher education. It discusses improving students' communication, leadership, and analytical skills through various teaching methods like group projects, presentations, discussions, case studies and transforming classroom structures to encourage interaction. The document emphasizes performing curricular reviews, using multi-modal teaching approaches, facilitating teamwork, presentations and case studies to develop effective communication among students.
This document discusses using proactive anonymous feedback to enhance student learning in engineering courses. It presents a feedback process where students anonymously provide feedback on topics after each class using an online form. The instructor then adapts teaching based on this feedback. Results showed students earned higher grades and gave the instructor better evaluations when this approach was used compared to traditional methods. Student feedback indicated concepts were clearer due to things like animations and examples. This suggests proactive anonymous feedback can help improve student learning and teaching effectiveness.
The document provides strategies for instructional designers to create e-learning courses that stay relevant to students' needs. It discusses using asynchronous tools to allow students to engage with course material at any time. Synchronous web tools like VoIP, chats, web conferences and virtual worlds are recommended to enhance engagement. Collaborative learning strategies can help students develop skills through peer interaction and multiple perspectives. The document also covers factors that influence learning like cognitive load, styles, and the environment. It recommends considering these factors when designing content and interactions to maximize comprehension.
The document discusses teaching skills and their components. It defines teaching skills as behaviors that facilitate learning in students. The core teaching skills discussed are explanation, stimulus variation, questioning, response management, illustration, and reinforcement. Each skill is defined and its desirable and undesirable behaviors are outlined. The document also discusses skills related to introducing a lesson, explaining concepts, questioning students, managing student responses through probing, using reinforcement, and utilizing the blackboard effectively.
This document provides tips and strategies for promoting engaged learning in the classroom. It discusses the importance of student motivation and active learning techniques. Challenges to student engagement are outlined, such as a lack of intrinsic motivation from grades alone. Effective strategies include role playing, debates, response systems, and authentic assessments. The document emphasizes creating a learning-centered environment where students take an active role in constructing knowledge.
This document discusses active learning and classroom strategies. It defines active learning as an approach to teaching that engages students via specific activities that involve talking, writing, reflecting and expressing their thinking. Active learning strategies must involve carefully designed activities that go beyond listening and note-taking. They should be explicitly based on learning theories and evaluated through research. Some evidence shows that improving lecture fluency does not necessarily lead to better learning, so identifying effective strategies is important. Active learning has been shown to improve student performance and engagement through problem-solving, eliciting student ideas, collaborative work, and rapid feedback. Common strategies mentioned are think-pair-share and peer instruction.
Audience response systems, also known as "clickers", allow students in a classroom to answer poll questions to gauge understanding and engagement. Questions are displayed in PowerPoint and students respond using handheld devices. Responses are recorded and results can be analyzed. These systems encourage active learning over passive lectures. They provide instant feedback to students and teachers and create a collaborative experience. Questions can be used for teaching, assessment, evaluation, and revision. Audience response systems make large lectures more interactive and help improve motivation, attendance, and retention.
TurningPoint is a classroom response system that integrates with PowerPoint. It allows teachers to create polling and assessment slides to gather student responses using clickers. Teachers can view results in real-time or generate detailed reports on student performance. The software guides users through creating participant lists, questions slides with different answer types, and generating various session reports to analyze student data.
Presentation in the UNC Charlotte Summer Institute 2009, “Rethinking the Large Lecture: Strategies for Engaging Students.” The session description is as follows:
This session will show the active learning techniques and technologies that can be used easily and effectively in large classes.
Computers are a familiar sight in classrooms in the 21st century, and technology has been used to streamline many educational tasks. CAL started in the 1950s and 1960s mainly in USA. Term often used interchangeably with Computer-Based Instruction (CBI), Web Based Instruction (WBI), Computer-Assisted Learning (CAL), Computer-Enriched Instruction (CEI), and Web Based Training (WBT). Logo project was the first CAL system that was based on a specific learning approach.
It shows the 2 types of learning: active and passive, and the different ways of the active learning. It also discusses that this type supports educational equity and embraces the various types of diversity.
Active learning is an instructional approach that engages students in activities that require analysis, synthesis, and evaluation. This helps develop higher-order thinking skills. Examples of active learning include brainstorming, group problem-solving, debates, role-playing, and case studies. These activities aim to motivate students, encourage independent learning, and foster collaboration. Similarly, flipped learning shifts direct instruction to individual time outside of class, allowing class time to be used for hands-on activities and problem-solving with teacher guidance. The four pillars of flipped learning are flexible environment, learning culture, intentional content, and professional educator. While both approaches have benefits like increased student engagement, they also have disadvantages such as increased workload for teachers.
This presentation shared how to teach in ways that promote long term recall of new learning. Topics included: distributed practice, use of patterns in teaching, use of multisensory teaching techniques, and using cumulative exams. Originally presented at Villanova University, May 16, 2018.
www.learnercenteredteaching.com
Teacher cognition and technology-mediated language instruction in the Thai co...tessie_th
The document summarizes a study that investigated Thai university English lecturers' beliefs about using technology in English as a foreign language (EFL) instruction. It describes the study's methodology, which included surveys and interviews of lecturers, and presents examples of technology uses that lecturers believed were relevant as well as technology-enhanced instructional scenarios discussed in interviews. The conclusion is that lecturers are selective in their technology choices based on how tools fit their teaching contexts and enhance learning and that their preferences are shaped by student and classroom factors.
Programmed instruction is an educational technique characterized by self-paced, self-administered instruction presented in logical sequence and with repetition. It breaks content into small, incremental steps with immediate feedback to reinforce learning. Programmed instruction is based on the theory that learning is best accomplished through this approach. It aims to help students learn independently and at their own pace.
The document discusses educational technology and its role in learning. It defines educational technology as utilizing tools and resources to facilitate the learning process and satisfy educational needs. It notes that technology can be both beneficial ("boon") when used properly, as it engages students and enhances teaching, or detrimental ("bane") if misused, such as for pornography or excessive screen time. The document also outlines models for instructional design including identifying objectives, choosing appropriate methods and materials, implementing instruction, and evaluating outcomes. It discusses Bloom's revised taxonomy of higher-order thinking skills like analysis, evaluation and creation. Finally, it presents Dale's Cone of Experience emphasizing direct experiences for meaningful learning.
The document discusses a study that aimed to harness children with hearing impairments to promote self-learning through computer-assisted instruction. Specifically, it developed a computer program to teach about the functions of the human digestive system and assessed its impact. Seventy-three secondary students with hearing impairments participated. The study found significant differences in pre-and post-test scores based on variables like age, gender, type/degree of hearing loss, and school type, indicating that the computer-assisted instruction improved learning. The study concluded that incorporating such methods into teaching can enhance the learning process for children with hearing impairments.
Adaptive language learning presents opportunities and challenges. It aims to tailor instruction to individual learners based on their cognition, affect, and behavior. This can enhance learning outcomes compared to one-size-fits-all approaches. Providing adaptive instruction requires determining what to adapt (e.g. content, sequence), how to adapt (e.g. learner-controlled, program-controlled), when to adapt (e.g. static pre-tests, dynamic during interaction), and to whom to adapt (e.g. prior knowledge, motivation). Case studies explore adaptive item sequencing, the impact of perceived vs. actual adaptivity on motivation, and using learner control to enable adaptivity. Big data now offers opportunities to better understand
Beef up your backchat: using audience response systems to assess student lear...Elizabeth Yates
Presentation at WILU 2014 at Western University. Describes use of web-based audience response systems for formative assessment during information literacy sessions.
Seminar proceedings on multi mode approaches in teaching learning in higher e...Rolling Plans Pvt. Ltd.
The document summarizes the key points from a two-day workshop on applying multi-mode approaches to teaching and learning in Nepalese higher education. It discusses improving students' communication, leadership, and analytical skills through various teaching methods like group projects, presentations, discussions, case studies and transforming classroom structures to encourage interaction. The document emphasizes performing curricular reviews, using multi-modal teaching approaches, facilitating teamwork, presentations and case studies to develop effective communication among students.
This document discusses using proactive anonymous feedback to enhance student learning in engineering courses. It presents a feedback process where students anonymously provide feedback on topics after each class using an online form. The instructor then adapts teaching based on this feedback. Results showed students earned higher grades and gave the instructor better evaluations when this approach was used compared to traditional methods. Student feedback indicated concepts were clearer due to things like animations and examples. This suggests proactive anonymous feedback can help improve student learning and teaching effectiveness.
The document provides strategies for instructional designers to create e-learning courses that stay relevant to students' needs. It discusses using asynchronous tools to allow students to engage with course material at any time. Synchronous web tools like VoIP, chats, web conferences and virtual worlds are recommended to enhance engagement. Collaborative learning strategies can help students develop skills through peer interaction and multiple perspectives. The document also covers factors that influence learning like cognitive load, styles, and the environment. It recommends considering these factors when designing content and interactions to maximize comprehension.
The document discusses teaching skills and their components. It defines teaching skills as behaviors that facilitate learning in students. The core teaching skills discussed are explanation, stimulus variation, questioning, response management, illustration, and reinforcement. Each skill is defined and its desirable and undesirable behaviors are outlined. The document also discusses skills related to introducing a lesson, explaining concepts, questioning students, managing student responses through probing, using reinforcement, and utilizing the blackboard effectively.
This document provides tips and strategies for promoting engaged learning in the classroom. It discusses the importance of student motivation and active learning techniques. Challenges to student engagement are outlined, such as a lack of intrinsic motivation from grades alone. Effective strategies include role playing, debates, response systems, and authentic assessments. The document emphasizes creating a learning-centered environment where students take an active role in constructing knowledge.
This document discusses active learning and classroom strategies. It defines active learning as an approach to teaching that engages students via specific activities that involve talking, writing, reflecting and expressing their thinking. Active learning strategies must involve carefully designed activities that go beyond listening and note-taking. They should be explicitly based on learning theories and evaluated through research. Some evidence shows that improving lecture fluency does not necessarily lead to better learning, so identifying effective strategies is important. Active learning has been shown to improve student performance and engagement through problem-solving, eliciting student ideas, collaborative work, and rapid feedback. Common strategies mentioned are think-pair-share and peer instruction.
Audience response systems, also known as "clickers", allow students in a classroom to answer poll questions to gauge understanding and engagement. Questions are displayed in PowerPoint and students respond using handheld devices. Responses are recorded and results can be analyzed. These systems encourage active learning over passive lectures. They provide instant feedback to students and teachers and create a collaborative experience. Questions can be used for teaching, assessment, evaluation, and revision. Audience response systems make large lectures more interactive and help improve motivation, attendance, and retention.
TurningPoint is a classroom response system that integrates with PowerPoint. It allows teachers to create polling and assessment slides to gather student responses using clickers. Teachers can view results in real-time or generate detailed reports on student performance. The software guides users through creating participant lists, questions slides with different answer types, and generating various session reports to analyze student data.
Using Clicker Systems for Classroom Interactivity: May 2012LTD Support
Clicker systems are known by many other names, such as Electronic Voting Systems and Personal Response Systems. This session is designed as an introduction to the systems and how educators use them in lectures.
FAST.Q is an anonymous student feedback system that allows students to ask questions during lectures using their phones or laptops. It aims to improve student engagement and help lecturers identify topics students struggle with. While anonymity encourages participation, it also risks abuse, so the system uses OAuth to log activity and discourage inappropriate posts. The project is funded by Student as Producer and LNCD to promote technology in education.
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
Active Learning in teaching learning in classdipali827419
This document discusses various active learning techniques that can be used in the classroom to engage students more than passive lecturing. It describes techniques like think-pair-share activities, minute papers, conceptual questions posed during class, and using response cards or clickers for real-time feedback. The document emphasizes that active learning refers to activities where students are doing more than just listening, and are instead discovering, processing and applying information themselves. It also discusses the roles an instructor plays in active learning, like as a leader, monitor, facilitator and evaluator.
The document discusses the use of audience response systems, also known as clickers, in educational settings. It provides an overview of clickers and their benefits, including increasing interactivity and engagement among students. Clickers allow teachers to pose questions to students and immediately display responses, facilitating discussion and enabling teachers to tailor their lessons based on students' understanding. The document reviews literature showing that clickers promote active learning and improve learning outcomes and satisfaction when used for activities like lectures, discussions, polls, and formative assessments. Key benefits are their ability to provide real-time feedback to teachers and interactive participation for students.
YACRS (Yet Another Classroom Response SystemUofGlasgowLTU
The document discusses using classroom response systems like YACRS to make lectures more interactive. It provides examples of how questions can be used at the start of class to assess pre-reading, as well as conceptual questions during class known as ConcepTests. Students discuss their answers with peers and then revote, allowing misconceptions to be addressed. Evaluation of using these techniques found they improved student engagement, understanding, and knowledge retention compared to traditional lectures.
This document discusses the use of electronic voting systems (EVS) to enhance lectures through active audience participation and feedback. EVS, also known as polling systems, allow lecturers to pose questions to students who respond using keypad devices. Results are immediately displayed, providing formative feedback. The document outlines the benefits of EVS in improving engagement and learning, as well as tips for effective usage and potential drawbacks such as logistical challenges.
This document provides an overview of several reading comprehension strategies: Question-Answer Relationship (QAR), Guided Highlighted Reading, Reciprocal Teaching, Bloom's Taxonomy, Socratic Circles. It describes each strategy and includes examples, resources and discussion questions. The document also outlines a professional development plan focused on modeling the use of questioning strategies like QAR, Reciprocal Teaching and Socratic Circles in the classroom.
interactive teaching large group irfan final (1).pptxAsifaAli10
This document discusses interactive and innovative teaching methods. It begins by outlining the key aspects of being a teacher and then discusses different teaching styles from telling to inspiring. It emphasizes that listening is not learning and proposes interactive teaching as an alternative. The benefits of interactive teaching are shown in a graph depicting improved recall from student interaction. The rest of the document provides examples of specific interactive techniques that can be used, such as think-pair-share activities, minute papers, and asking/answering questions. It concludes by providing guidelines for designing interactive lectures that actively engage students throughout the session.
The document discusses various active learning strategies that can be used in lectures to engage students. Some of the strategies presented include opening questions to focus students on the topic, think-pair-shares to facilitate sharing of ideas, focused listing to recall prior knowledge, brainstorming to make creative connections, inserting question slides to check for understanding, note checks to compare information, and two minute papers to summarize key points. These strategies encourage student participation, help instructors assess learning, and promote retention of the material.
Achieving Interaction in an Online Course is vital for satisfactory learning outcomes and learning experience. In this presentation we explore online learning interaction and further give recommendations for online learning activities that improve on interaction
1. The document discusses interactive lectures, which engage students by incorporating engagement triggers and interactive activities during lectures. This breaks up the traditional lecture format and allows students to immediately apply the content.
2. The basic structure of interactive lectures includes alternating segments of lecture with segments where students interact, such as think-pair-shares or discussion of a headline. This format change engages students and provides opportunities to receive feedback.
3. Conducting interactive lectures in large courses can be challenging but instructors can encourage participation and use technologies to incorporate interactivity even with hundreds of students. With planning, interactive segments can engage students in large classes.
This document discusses the use of electronic voting systems (EVS) to enhance lectures through active audience participation and feedback. It defines EVS as systems allowing audiences to respond to questions via keypads, with results displayed in real-time. The document outlines benefits of EVS in improving engagement and providing diagnostic feedback. It provides tips on authoring high-quality questions and interpreting response data to inform teaching practices. Best practices are discussed, along with considerations from large-scale pilots on factors influencing EVS effectiveness.
The document describes the stages of the Direct Instruction model of teaching. It consists of the following stages: focus activity, stating the objective and providing rationale, content presentation and modeling, checking for understanding, guided practice, independent practice, closure, and mass and distributed practice. Research has found Direct Instruction to be effective at teaching basic skills in reading and math. It is based on behaviorist learning theory and information processing models of learning.
The document discusses the framework and methods for deep learning in online discussions. It describes three stages: acquiring knowledge through information, developing skills, and applying knowledge through cognition to solve problems. The discussion board helps distant learners adapt information to new situations. The document also outlines three roles for instructors in online discussions: as a class member to build content knowledge, as an initiator to pose weekly in-depth questions, and as a discussant to provide feedback during group assignments. It concludes with questions about implementing the model for students who enroll at different times and accommodating special education students.
This document provides tips and guidance for effective online teaching and learning. It discusses the importance of giving learners control over their learning experience online. It also reviews models for online learning and moderation, such as Salmon's five-stage model of online teaching. Finally, it provides practical tips, such as encouraging learner interaction, providing clear instructions and feedback, and designing online modules to actively engage students.
Blended learning - Online Learning and Traditional LearningArpit Srivastava
Blended learning can increase flexibility for learners in several ways:
- It allows learners to access course content and materials online, so they can learn anywhere at any time, not just during scheduled class meetings. This provides more flexibility over when and where they learn.
- The online components allow learners to review lectures, lessons, and materials at their own pace. They aren't constrained by the pace of the entire class.
- By moving some content online, it frees up class time that can then be used for more interactive, applied, and personalized learning activities like discussions, projects, labs, etc. This shifts the focus to applied, active learning during face-to-face meetings.
Blen
The document introduces the peer instruction method, which is an active learning strategy where an instructor poses a conceptual multiple-choice question to students, provides time for individual reflection and voting, has students discuss their answers in pairs or groups, votes again, and the instructor explains the concept based on student understanding. The goal is to engage students, address misconceptions, and promote deeper learning through structured questioning and peer discussion.
Widely applicable teaching models, instructional strategies andJolly Ray Bederico
This document discusses various teaching models, instructional strategies, and graphic organizers that can be used in the classroom. It describes several widely applicable teaching models including discovery learning, inquiry learning, problem-based learning, cooperative learning, decision-making, and the ACES teaching approach. Each model follows a specific "syntax" or sequence of instruction. The document also outlines different instructional strategies such as lecture, roundtable discussion, panel discussion, brainstorming, role playing, and socio-drama. Finally, it presents various graphic organizers like concept maps, concept clusters, wheel maps, cycle graphs, and Venn diagrams that can help students organize and understand information.
This document discusses various techniques for effective teaching and learning:
1. Engage students with real-life examples, involve a variety of learning styles, and have students teach each other.
2. Preview lessons, implement rewards, help students set goals, and give challenges for outside of class.
3. Evaluate students on improvement and mastery rather than just performance, and collaborate with professionals and students on projects.
The document provides guidance on teaching small groups. It discusses the benefits of small group teaching such as promoting communication skills, active learning, and teamwork. Some challenges of small group teaching include administrative problems, issues with groups, and individual student problems. The document outlines the facilitator's role in enabling learning and managing the group. It also provides examples of online engagement tools and strategies for small group teaching, such as breakout rooms, polling, and case-based learning.
INNOVATIVE TECHNIQUES IN THE CLASSROOM-DR.DEEPIKA KOHLIDeepikakohli10
Dr. Deepika Kohli presented innovative techniques for engaging diverse learners in the classroom. Some of the techniques discussed included spaced learning, flipping the classroom, mind mapping, argumentation, micro-e-learning, peer learning, collaborative learning, and blended learning. These techniques encourage students to learn through a variety of interactive and participatory methods rather than passive lecturing alone. The goal is to keep students engaged with the material in a way that works for different learning styles and abilities.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
4. Clicker RF Receiver is plugged
into the tower
RF Receiver (Radio-Frequency)
USB RF receiver setup is simple. No
driver installation is required. The
radio frequency technology allows for
a 200 foot range (400 ft coverage)
and does not need a “line of sight”
with the ResponseCard keypads. The
approximate size of a thumb drive, it
doesn’t require cables and is easy
to transport from room to room or
class to class. For use with
ResponseCard XR keypads.
5. Clicker Resources
Student access to clickers:
Bookstore ($45 with Buy Back of $20)
Faculty provision (Carts, Carriers)
Installed (No plans to increase #s of rooms)
Faculty Training, clicker Resources &
Support
FRC
6. Clickers in context:
Pedagogy, Tools, Data
Pedagogy/motivation: Student Engagement
Strategies: Active learning, Learning
Communities, Social Constructivism, Contingent
Teaching, Formative Assessment
(Rubrics), Student Conferences, Follow-up
Tools: DRTAs
(Heuristics), DLAs, Moodle, Moodle-based
Supplemental Instruction/Learning
Resources, Clickers, Web 2.0, Human Presence
Tools...
Data: Information about student performance in
9. Mazur on Lecture
"The lecture method is a process
by which the lecture notes of the
professor get to the notebooks of
the students without passing
through the brains of either."
Eric Mazur
10. The Road to transformation:Pedagogy
A New Paradigm for Undergraduate Education By Robert B. Barr and John Tagg (Change
magazine, 1995)
12. Reasons for Using Clickers in the
Classroom used in college classrooms
(Caldwell, 2007), the top 9 reasons why clickers have been
are:
• 1. to increase or manage interaction,
• 2. to assess student preparation and ensure accountability,
• 3. to find out more about students,
• 4. for formative assessment,
• 5. for quizzes or tests,
• 6. to do practice problems,
• 7. to guide thinking, review, and teaching,
• 8. to keep students actively thinking,
• 9. and to make lecture engaging
13. General Guidelines,use Clickers to…
Promote active student engagement
Generate instant feedback
Promote discussion and
collaboration
14. Early Discovery
• Check for student understanding during
class
• Establish level of Prior Knowledge
• Pretest/posttest pairs
• Address Common Misconceptions
15. CATs: Immediate
Feedbacktechniques (CATs) are simple, non-
Classroom assessment
graded, usually anonymous, in-class activities designed to
give you and your students useful feedback on the teaching-
learning process as it is happening. (Angelo and Cross, 1993)
They provide an easy and quick way to get feedback from
students about:
Prior knowledge
Preconceptions/misconceptions
Opinions
Understanding
Confusion
Satisfaction
16. Why Should I Use CATs?
CATs can be used to improve the teaching and learning that
occurs in a class. CATs can:
• Provide just-in-time feedback about the teaching-learning process
•Provide information about student learning with less work than
traditional assignments (tests, papers, etc.)
•Encourage the view that teaching is an ongoing process of
inquiry, experimentation, and reflection
• Help students become better monitors of their own learning
• Help students feel less anonymous, even in large courses
• Provide concrete evidence that the instructor cares about learning
18. Adapt Minute Paper CAT to Clicker Use
Adapt Minute Paper to Clicker use by
listing, before class, the major points covered in
lecture. At the end of class ask students to select
from your list the most important point they
learned that day. Add “other” to see if
something else stood out.
If “other” is the chief vote getter, have a
discussion asking what “other” was most
commonly cited. Use small groups first to sort
out the most shared “other important point,”
then ask groups to explain that choice during the
subsequent full class discussion.
19. Follow-Up: DLAs
Definition of “Directed Learning Activity”
Directed Learning Activities are guided
processes directing students through the
steps needed to complete tasks that reinforce
the skills required of them to succeed in their
courses. DLAs extend classroom instruction
into a tutorial environment, using a one or
two-page document that walks students
through a sequence of learning activities that
are mediated by a tutor.
20. How does the DLA process work?
DLAs often follow up a classroom introduction.
Students then take the assignment to a tutor who
provides guidance (e.g.,five minutes) on how to
complete the tasks, which are generally
presented as a series of instructional steps
that, when completed (45 minutes), are brought
back to a tutor for consultation (e.g.,10 minutes).
The tutor signs off and the student returns the
assignment to the teacher.
21. Concept Tests
"ConcepTest" refers to questions (questions interspersed in
a lecture) used to assess students' understanding of
concepts presented in that lecture.
During lecture students are presented with ConcepTest
questions.
They formulate their own questions, then meet in groups to
try to reach consensus on the best answer.
This process forces students to think through the
arguments being developed, and enables them (as well as
the instructor) to assess their understanding of the
concepts before they leave the classroom
22. Contingent Teaching
Applied in real-time.
As it can be challenging for instructors to determine
what students do and do not understand, instructors
can use clickers to gauge student comprehension in
real-time during class and modify their lesson plan
accordingly.
If the clicker data show that students understand a
given topic, the instructor can move on to the next one.
If not, more time can be spent on the topic, drawing on
more lecture, class discussion, or another clicker
23. Peer Instruction
1. Teacher poses a question
2. Students ponder the question silently and transmit their
individual answers using the clickers.
3. The teacher checks the histogram of student responses.
• If significant numbers of students choose the
wronganswer, the teacher instructs the students to
discuss the question with their neighbor.
• After a few minutes of discussion, the students submit
their answers again.
This technique often (but not always!) results in more
students choosing the correct answer as a result of the
peer instruction phase of the activity.
24. Peer Instruction
Eric Mazur:
Peer Instruction engages students during class
through activities that require each student to apply
the core concepts being presented, and then to
explain those concepts to their fellow students.
A class taught with PI is divided into a series of
short presentations, each focused on a central point
and followed by a related conceptual question,
called a ConcepTestwhich probes students’
understanding of the ideas just presented.
25. Peer Instruction
Eric Mazur Continued:
Students are given one or two minutes to formulate
individual answers and report their answers to the
instructor.
Students then discuss their answers with others sitting
around them; the instructorurges students to try to
convince each other of the correctness of their own
answer by explaining the underlying reasoning.
During the discussion, which typically lasts two to four
minutes, the instructor moves around the room
listening. Finally, the instructor calls an end to the
discussion, polls students for their answers again.
26. Peer Instruction
This method, besides having the advantage of engaging the
student and making the lecture more interesting to the
student, has the tremendous importance of giving the
instructor significant feedback about where the class is
and what it knows. Too often, we use the "union of
knowledge principle" -- if any student in the class knows
something, we assume the whole class knows it. The
response system gives us much better information about
the distribution of knowledge among our students. This
method also offers significant opportunity for engaging the
students in discussions of reasoning and epistemology
(how we decide which answers are right and under what
circumstances the answers hold).
http://www.physics.umd.edu/perg/role/PIProbs/
27. Peer Instruction: Steps
1. Instructor shows the question and explains it,
2. Students silently think for 1 to 1 1/2 minutes,
3. Individuals answer (using clickers, which allow
immediate tallying of anonymously given answers),
4. Discussion ensues among small groups of students
(instructor doesn't try to control the groupings),
5. Students answer again, after their group has come to
some consensus,
6. Instructor explains the answer (and goes on to
repeat the process for the next small bit of lecture).
28. Interrupted Case Method
Interrupted Case Method (Herreid 2005) is ideally suited for
use with clickers.
The case is delivered in parts, or stages.
1.
At each stage, students are given information and asked to
2.
predict what might happen if such and such were done.
Before voting, they consult with their neighbors…
3.
The case method integrates lecture material, case scenario
material, student discussion with their neighbors, clicker
questions, clarification of the answers, more lecture, and data
on learning.
29. Clickers and SLOs
Ask questions that address outcomes.
Use quizzes to determine the extent to which students
have achieved the CSLOs set out in the course.
The Session report will keep scores by student and question.
Use the results to determine SLO scores for each student.
The Effect of Clickers on Student Learning
“Findings of this study revealed that the use of clickers showed a positive
impact on overall student learning. Moreover, students also reported that
they were satisfied, and that clickers increased their interest, cognitive
effort, understanding, and motivation. Additionally, the findings here are
consistent with other research that shows that clickers can serve as a useful
pedagogical device (see for example, Berry, 2009;
Mayer, Stull, DeLeeuw, Almeroth, Bimber et al., 2009; Shaffer & Collura, 2009).”
Kimo Ah Yun, California State University, Sacramento, Maureen Lojo, California State University, Sacramento
31. Clickers: Survey
1) Will you be using Clickers in your Spring classes?
1 Yes 2 No
2) If yes, in which room(s) will you be teaching in the
Spring? _______ (Fill in Blank)
3) How many students will you have in each class?
_______ (Fill in Blank)
4) Do you want to record attendance using clickers?
1 Yes 2 No
32. Clickers: Quiz Q1
Q1. How many minutes are students given to
arrive at their individual answers in the
first round of the Peer Instruction
process:
1. 5
2. 3
3. 1-2
33. Clickers: Quiz Q2
Q2. Peer Instruction is valuable because (select all that are
correct)
1. It gives the instructor significant feedback about where the
class is and what it knows.
2. It gives us much better information about the distribution
of knowledge among our students.
3. It makes it less critical to prepare for class
4. It engages students in discussions of reasoning and
epistemology.
5. It is a gateway to Facebook and the dangers of self-
absorption.
34. Clickers: Quiz Q3
Q3. Concept Tests probe students’
understanding of the ideas just presented
in lecture.
1. True
2. False
35. Clickers: Quiz Q4
Q4. DLA is an acronym for
1. Direct Learning Activity
2. Directed Learning Access
3. Detailed Lesson Activity
4. Directed Learning Activity
36. Clickers: Quiz Q5
• Q5. Teachers employing Contingent Teaching
(Please select the better answer)
1. use clickers to gauge student comprehension
in real-time during class
2. use clickers to gauge student comprehension
in real-time during class and modify their
lesson plan accordingly.
3. use clickers to gauge student opinion in real-
time during class and modify their lesson
plan accordingly.
37. TurningPoint AnyWhere
With TurningPoint AnyWhere you can poll in ANY
application. Using a floating toolbar, TurningPoint
AnyWhere allows you to poll from content in whiteboard
software, web browsers, PDFs, Word documents ...
with no additional preparation required. Use your
existing presentation or classroom materials.
Assessment and tracking for groups or individuals is
also easily accomplished with a powerful reporting
engine. Participants and students can submit responses
using either traditional ResponseCards or
ResponseWare.
38. Use TurningPoint Software to:
Play Games with disguised Educational Intentions
• Jeopardy
• Want to be A Millionaire …
Use Multiple Choice to test Critical Thinking Skill
Ask for best answer
Ask for more than one correct answer…
40. Key Features Include:
1. Floating toolbar will poll with ANY PC application
2. Open and close polling at any time, regardless of
program
3. Dynamic charting will appear in new window and
update with results
4. Reports are available in CSV as well as html
format
5. Allows for creation of a Participant List, enabling
presenter to track individual responses
41. Key Features continued:
6. Session Viewer enables editing of current
session
7. Create and load question lists for advanced
polling preparation
8. Screen shot report captures question, results and
screen shot of each question
9. Create questions on-the-fly
10. Question and connection information viewable in
toolbar
11. Display questions and results in full screen mode
for easy viewing
42. TPAW Software Download
You can download TurningPoint AnyWhere
software (TurningPoint AnyWhere 2.3) from their
site for installation on your home and/or office
computer. It’s free:
http://www.turningtechnologies.com/r
esponsesystemsupport/downloads/
43. TurningPoint AnyWhere2.3 System Requirements
• PC System Requirements
• Intel or AMD 600 Mhz class processor (1 GHz or higher
recommended)
• 256 MB RAM
• 60 MB hard disk space (an additional 32 MB is required if you
do not have Microsoft .NET Framework 2.0 installed)
• 1024x768 resolution at 32-bit color or higher
• Standard USB 1.1/2.0 port (for USB-based hardware devices or
USB-serial Adapters
• Ethernet or 802.11 compatible wireless network card
44. TurningPoint AnyWhere2.3 System Requirements
• MacSystem Requirements
• G3-class processor or better
• Mac OS X 10.4 or higher
• 256 MB of RAM (512 MB recommended)
• 10 MB hard disk space
• Available USB 1.1 or USB 2.0 port (for USB-based
hardware devices)