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Showing posts with label trends. Show all posts
Showing posts with label trends. Show all posts

Tuesday, August 9, 2016

Teaching Strategies

Teaching Strategies


Teaching Strategies


There are a variety of teaching strategies that instructors can use to improve student learning. The links below will show you some ways to make your classes more engaging.


  • Active Learning - Active Learning is anything that students do in a classroom other than merely passively listening to an instructor's lecture. Research shows that active learning improves students' understanding and retention of information and can be very effective in developing higher order cognitive skills such as problem solving and critical thinking. 
  • Clicker Use in Class - Clickers enable instructors to rapidly collect and summarize student responses to multiple-choice questions they ask of students in class.
  • Collaborative/Cooperative Learning - Cooperative and collaborative learning are instructional approaches in which students work together in small groups to accomplish a common learning goal.They need to be carefully planned and executed, but they don't require permanently formed groups.
  • Critical Thinking - Critical thinking is a collection of mental activities that include the ability to intuit, clarify, reflect, connect, infer, and judge. It brings these activities together and enables the student to question what knowledge exists. 
  • Discussion Strategies - Engaging students in discussion deepens their learning and motivation by propelling them to develop their own views and hear their own voices.  A good environment for interaction is the first step in encouraging students to talk. 
  • Experiential Learning - Experiential learning is an approach to education that focuses on "learning by doing," on the participant's subjective experience. The role of the educator is to design "direct experiences" that include preparatory and reflective exercises.
  • Games/Experiments/Simulations - Games, experiments and simulations can be rich learning environments for students.  Students today have grown up playing games and using interactive tools such as the Internet, phones, and other appliances.  Games and simulations enable students to solve real-world problems in a safe environment and enjoy themselves while doing so. 
  • Humor in the Classroom - Using humor in the classroom can enhance student learning by improving understanding and retention. 
  • Inquiry-Guided Learning - With the inquiry method of instruction, students arrive at an understanding of concepts by themselves and the responsibility for learning rests with them. This method encourages students to build research skills that can be used throughout their educational experiences.
  • Interdisciplinary Teaching - Interdisciplinary teaching involves combining two different topics into one class.  Instructors who participate in interdisciplinary teaching find that students approach the material differently, while faculty members also have a better appreciation of their own discipline content. 
  • Learner-Centered Teaching - Learner-Centered teaching means the student is at the center of learning.  The student assumes the responsibility for learning while the instructor is responsible for facilitating the learning.  Thus, the power in the classroom shifts to the student. 
  • Learning Communities - Communities bring people together for shared learning, discovery, and the generation of knowledge. Within a learning community, all participants take responsibility for achieving the learning goals.   Most important, learning communities are the process by which individuals come together to achieve learning goals. 
  • Lecture Strategies - Lectures are the way most instructors today learned in classes.  However, with today’s students, lecturing does not hold their attention for very long, even though they are a means of conveying information to students. 
  • Mobile Learning - Mobile Learning is any type of learning that happens when the learner is not at a fixed location.
  • Online/Hybrid Courses - Online and hybrid courses require careful planning and organization.  However, once the course is implemented, there are important considerations that are different from traditional courses.  Communication with students becomes extremely important. 
  • Problem-Based Learning - Problem-based Learning (PBL) is an instructional method that challenges students to "learn to learn," working in groups to seek solutions to real world problems. The process replicates the commonly used systemic approach to resolving problems or meeting challenges that are encountered in life, and will help prefer students for their careers. 
  • Service Learning - Service learning is a type of teaching that combines academic content with civic responsibility in some community project.  The learning is structured and supervised and enables the student to reflect on what has taken place. 
  • Social Networking Tools - Social networking tools enable faculty to engage students in new and different means of communication.
  • Teaching Diverse Students - Instructors today encounter a diverse population in their courses and many times need assistance in knowing how to deal with them.
  • Teaching with Cases - Case studies present students with real-life problems and enable them to apply what they have learned in the classroom to real life situations.  Cases also encourage students to develop logical problem solving skills and, if used in teams, group interaction skills.  Students define problems, analyze possible alternative actions and provide solutions with a rationale for their choices. 
  • Team-Based Learning - Team-based learning (TBL) is a fairly new approach to teaching in which students rely on each other for their own learning and are held accountable for coming to class prepared.  Research has found that students are more responsible and more engaged when team-based learning is implemented.  The major difference in TBL and normal group activities is that the groups are permanent and most of the class time is devoted to the group meeting. 
  • Team Teaching - At its best, team teaching allows students and faculty to benefit from the healthy exchange of ideas in a setting defined by mutual respect and a shared interest in a topic.  In most cases both faculty members are present during each class and can provide different styles of interaction as well as different viewpoints. 
  • Writing Assignments - Writing assignments for class can provide an opportunity for them to apply critical thinking skills as well as help them to learn course content. 
                      http://www.merlot.org/merlot/materials.htm?category=2299&&

Thursday, April 14, 2016

ELTJ Signature Event - This house believes that teacher training is a waste of time

ELTJ Signature Event - This house believes that teacher training is a waste of time

ELTJ Signature Event - This house believes that teacher training is a waste of time

Presenter(s): 


Session details:
Many people assume that a training course is valuable – even essential – preparation for professional English language teaching. But does training really help ... or is it just a waste of time and money? Should we call a halt to teacher training? Our two speakers will debate the issues. Please come along, have your say, ask questions – and join in the vote.
Speakers: Peter Grundy & Penny Ur
Chair: Graham Hall

Monday, April 4, 2016

Blended Teaching vs Flipped Teaching


Blended Learning vs Flipped Learning

By Halina OstaƄkowicz- Bazan
According to Horn and Staker, blended learning is:
Any time a student learns, at least in part, at a supervised brick-and-mortar location away from home and, at least in part, through online delivery with some element of student control over time, place, path, and/or pace. The modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.
The most significant piece of the definition is the “element of student control” highlighting the flowing instructional models to enable improved student-centered learning, giving students greater than before control over the time, place, path, and/or the step of their learning tracks.
Blended learning offers a balanced approach, focused on redesigning instructional models first, then applying technology, not as the driver, but as the supporter, for high-quality learning experiences that allow a teacher to personalize and make the most of the learning.
The technology helps to supply instructors with data, expand student choices for educational resources and learning materials, and deliver opportunities for students to practice and to exhibit the high-character performance.
Broadly speaking, I am for blended learning, which means taking advantage of both traditional f2f techniques and possibilities presented by new technologies.
Flipped Classrooms generally provides pre-recorded material (video or audio) followed by classroom activities. Learners watch the video before or after the class, this happens outside F2F meetings. Thank’s to that classroom time can be used for interaction, such as Q@A sessions, discussions, exercises other learning activities.
This is the perfect way to “invert” doings in the class with activities outside the teaching space.
Flipping is not just about video and technology.
Moreover, technology does not replace good teaching. It enhances good teaching.
Flipping helps us to get the best use of class time. It is a methodology that permits the instructor to involve students intensely in the collaborative community and produce a shared problem-solving workshop.

Sometimes, instead of giving lectures, I call for scholars to watch chosen PPT, videos or podcasts at home, so when we gather in the course of work, we are able to concentrate on the debate, as well as interpretation of the problem.
In my point of view, there are some significant ways to involve students during a lecture such as short demonstrations, surveyed by group debate as well as PPT lecture, followed by expounding, discussing and particularizing the material.
I am convinced that dialogue is necessary for my Polish History and Culture lectures. I take advantage of novel methods to build up active learning skills and to encourage students toward further learning, or else to mature students' thinking skills. For most of my learners, the techniques I use are fresh. They come to study in Poland from all the Globe and the majority of them are not used to blended learning as well as flipped classes.
Flipping provides students opportunities such as; interactive questioning, mind exploration, answer “why this is important for me to recognize this?” and student-created content.
Wolff, Lutz-Christian, and Jenny Chan. "Defining Flipped Classrooms. “Flipped Classrooms for Legal Education. Springer Singapore, 2016. 9-13.
http://www.christenseninstitute.org/blended-learning/




Monday, December 28, 2015

European Journal of Open, Distance and E-Learning

European Journal of Open, Distance and E-Learning
According to the definition provided by Hewlett (n.d.), open educational resources are “teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others”. These can include whole courses of open content, textbooks, multimedia, software and any other materials which may be used to teach or support learning such as lesson plans and curricula. There remains some debate about what should qualify as an ‘open’ resource, with some definitions emphasizing open access to resources and others focusing on the affordances for revising and repurposing afforded by open licenses (see Creative Commons, 2013). However, any disagreements tend to be limited to the specific kinds of licenses for educational that are termed ‘open’ and whether they should permit specific forms of re-use (such as only allowing non-commercial re-use).

Wednesday, November 4, 2015

ABOUT ONLINE LEARNING



Blended Online/Face-to-face Courses
The term blended learning implies that some of class time/activities will be in the classroom, and some will be online. For example, a course where students traditionally would be expected to be in class for 3 hours per week, in a blended course would come to class for 1 hour and spend 2 hours per week in online activities.
Ideally, the use of BlackBerry can help in the organization and execution of learning tasks. These include reading, research, writing, sharing, and group-work. The following partial list illustrates various strategies that you can implement:
  • Online assessment: move your tests, quizzes and practice tests into the Bb testing engine. Tests are delivered and marked automatically.
  • Set up “communities of practice” using Bb’s discussion forums and group work areas for smaller teams. Many instructors break up large classes into small teams and assign learning tasks to the teams. The teams eventually use Bb to report back to the class as a whole about their results.
  • Put all your reference materials in Bb
  • Place pre-class work online (learning activities students must complete before attending face-to-face classroom activities).
  • Set up coaching forums to help cover complex or tough subject areas.
  • Deliver learning aids or lab support materials online (e.g. power point shows, handouts)
  • Provide access to “experts” via the web.
  • Use e-mail effectively with the “send e-mail” tool. Blanket the entire class with a general announcement or select specific groups/teams or individuals.
  • Create folders for each module; insert resources, practice tests, sample assignments, readings, etc. – Label clearly.


Saturday, October 17, 2015

Tuesday, September 1, 2015

Let Them Teach (English)

https://youtu.be/aRqGkv-nVsM?list=PLSY4veVfjc63CFZvyfcU96ZodmJp3h5xV
Teaching and learning in the 21st Century.
I need to learn how to teach with technology.
I am taking the course Teaching with Technology to improve my educational skills.
I do not have sufficient computing knowledge, training and skills in graphic design, computer programming and authoring multimedia course ware.

Let Them Teach (English)

Sunday, August 2, 2015

BETH HART & JOE BONAMASSA Love You More Than You'll Ever Know Amster...

How do you like it?

"I Love You More Than You'll Ever Know" lyrics

NEVER SHOUT NEVER LYRICS

"I Love You More Than You'll Ever Know"

Oh I know that I am here
And you are there but we still have our love
We move just like the moon and sun
The sun comes up the moon rolls down
A world apart but they don't make a sound
They know their love spins us round

I've been to heaven I've been to hell
I've been to Vegas and god knows where
But nothing feels like home like you babe
I love you more than you will ever know

Oh I've got my car and my guitar
A couple pills a couple scars
But I made a wish on a lonesome star
Star oh star you shine so bright
Won't you grant me one small wish tonight
That I wont die on this destructive path of mine

I've been to heaven I've been to hell
I've been to Vegas and god knows where
But nothing feels like home like you babe
I love you more than you will ever know
Than you will know
Dear I love you more than you will ever know

Teaching in the 21st Century



REAL TEACHING, TRAINING AND LEARNING ARE CHANGING IN SUBSTANTIAL

WAYS.

TECHNOLOGY AND INNOVATION ARE DRIVING NEW APPROACHES

TO EDUCATION.

WHAT THE FUTURE OF EDUCATION LOOKS LIKE.