http://www.crlt.umich.edu/gsis/p2_5
Related: UndervisningsmetoderMetacognitive Strategies or “Thinking About My Thinking” - LD@school Add to favorites Summarized by Cindy Perras, M.Ed., OCT Educational Consultant, LDAO "Efficient learners use metacognitive strategies but students with learning disabilities tend to lack the skills to direct their own learning. However, once they learn the metacognitive strategies that efficient learners use, students with learning disabilities can apply them in many situations.” (Lerner and Kline, 2006, p. 184)
Bloom's Taxonomy of Learning Domains: The Cognitive Domain Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). It is most often used when designing educational, training, and learning processes. The Three Domains of Learning The committee identified three domains of educational activities or learning (Bloom, et al. 1956):
5 Levels Of Student Engagement: A Continuum For Teaching 5 Levels Of Student Engagement: A Continuum For Teaching by Terry Heick Years ago, I worked with a school in Kentucky that had adopted Phil Shlechty’s “Working on the Work” framework. The idea behind Shlechty’s framework is, in short, to focus on the work that students do, and the systems that produce that work. Metacognitive Study Strategies for College Students Introduction Learning is something that everyone is expected to be able to do; but very rarely does anyone sit us down and tell us how to learn. We may learn component skills that allow us to perform a task; for example, learning specific steps to perform a task or the parts of a paragraph or essay. These are steps toward producing a product; not actually learning and mastering knowledge. Perhaps even more importantly; how do we decide what we need to learn and understand when and how we have learned it? How often, when faced with a new idea or a problem, do you sit down and think "What do I already know about this?"
5 Highly Effective Teaching Practices I remember how, as a new teacher, I would attend a professional development and feel inundated with new strategies. (I wanted to get back to the classroom and try them all!) After the magic of that day wore off, I reflected on the many strategies and would often think, "Lots of great stuff, but I'm not sure it's worth the time it would take to implement it all." We teachers are always looking to innovate, so, yes, it's essential that we try new things to add to our pedagogical bag of tricks. Adam Simpson - Homework: Should we give it or not? Homework… should we or shouldn’t we? What are the benefits and what are the drawbacks? Are we really helping our learners develop their language skills or are we merely complicating their lives?
Kolb’s Learning Cycle – Live Language Learning All teachers, regardless of the discipline, must be considerate of the various learning styles of students. You learn this in Teaching 101: Teaching is not a one size fits all scenario. This goes a long way in explaining why our vocation has so many challenges. In today’s teaching seminar at the CAVILAM center in Vichy, France we spent a lot of time discussing the merits of Kolb’s learning cycle and how it can help all teachers remain attentive to the various learning styles of their students. We are each wired differently and have unique ways of engaging in the learning process.
Teaching with Lectures The lecture can be an immensely effective tool in the classroom, allowing an instructor to provide an overarching theme that organizes material in an illuminating and interesting way. The instructor must take care, however, to shape the lecture for the specific audience of students who will hear it and to encourage those students to take an active and immediate part in learning the material. It is essential to see lectures as a means of helping students learn to think about the key concepts of a particular subject, rather than primarily as a means of transferring knowledge from instructor to student. PreparingDuring the LectureAfter the LectureLinks and References
Kolb Learning Cycle Tutorial - Static Version Text and concept by Clara Davies (SDDU, University of Leeds) Tutorial design by Tony Lowe (LDU, UNversity of Leeds) Multimedia version (Flash plug-in required). Introduction What Happened When I Stopped Lecturing Any course in ethics demands a high degree of student engagement and discussion as students wrestle with ethical dilemmas presented in case studies and real-life situations. Without discussion, an ethics class becomes a lecture on ethical systems and viewpoints from which students must infer their own positions from values that might not align with their moral outlook. When I first began teaching a health ethics course in the School of Pharmacy at the University of Mississippi, small enrollments allowed for plenty of discussion among the students.
Goals, Objectives and Outcomes › Assessment Primer › Assessment › University of Connecticut Outcomes Pyramid The assessment literature is full of terminology such as “mission”, “goals”, “objectives”, “outcomes”, etc. but lacking in a consensus on a precise meaning of each of these terms. Part of the difficulty stems from changes in approaches to education – shifts from objective-based, to competency-based, to outcomes-based, etc. education have taken place over the years with various champions of each espousing the benefits of using a different point of view. The Outcomes Pyramid shown below presents a pictorial clarification of the hierarchical relationships among several different kinds of goals, objectives, and outcomes that appear in assessment literature. The 'pyramid' image is chosen to convey the fact that increasing complexity and level of specificity are encountered as one moves downward. The pyramid structure also reinforces the notion that learning flows from the mission of the institution down to the units of instruction.
A Simple Trick for Getting Students to Ask Questions in Class Your students have questions, but they rarely ask them—especially at the beginning of the semester. They feel awkward or embarrassed, or maybe it’s just inertia. Whatever the cause, the vast majority of student questions go unasked. For teachers, this is wildly frustrating because we can’t answer the questions they don’t ask (though some questions can be anticipated). In many cases, the unasked questions represent anxieties and uncertainties that negatively affect students’ performance in class and inhibits their learning.
Active Learning For The College Classroom The past decade has seen an explosion of interest among college faculty in the teaching methods variously grouped under the terms 'active learning' and 'cooperative learning'. However, even with this interest, there remains much misunderstanding of and mistrust of the pedagogical "movement" behind the words. The majority of all college faculty still teach their classes in the traditional lecture mode. 7 Helpful Instructional Strategies Instructional Strategies Interactive Strategy - Role Playing: - When students role-play they act out a certain character in a situation. It helps the students to understand and think about things from a different perspective. - I think role-playing is an excellent instructional strategy to use with students because it really helps them to get into what they are learning and be a real part of it. I think it would also motivate students to get involved and want to play certain characters in a situation. Experiential Learning – Field Trips: - Field trips take place outside of the classroom and provide learning opportunities within the community.