C E VALUE R
... The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty. The rubrics art ...
... The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty. The rubrics art ...
Integrative Learning Rubric, Definiti
... The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty. The rubrics art ...
... The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty. The rubrics art ...
Civic Engagement Rubric
... The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty. The rubrics art ...
... The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty. The rubrics art ...
Annotated Bibliography American Association of School Libraries
... skills and confidence improve, they should start their own blog using such services as Typepad and Edublogs. Ferriter notes that teachers who want to transition to writing blogs “can start by writing wikis using such services as Wikispaces and Wet Paint.” This is interesting in that I created a pers ...
... skills and confidence improve, they should start their own blog using such services as Typepad and Edublogs. Ferriter notes that teachers who want to transition to writing blogs “can start by writing wikis using such services as Wikispaces and Wet Paint.” This is interesting in that I created a pers ...
Civic Knowledge and Engagement--local and global
... Preparing graduates for their public lives as citizens, members of communities, and professionals in society has historically been a responsibility of higher education. Yet the outcome of a civic-minded graduate is a complex concept. Civic learning outcomes are framed by personal identity and commit ...
... Preparing graduates for their public lives as citizens, members of communities, and professionals in society has historically been a responsibility of higher education. Yet the outcome of a civic-minded graduate is a complex concept. Civic learning outcomes are framed by personal identity and commit ...
Presentation
... Validation Validation is a process of confirmation by a competent/authorized body that learning outcomes (knowledge, skills and/or competences) acquired by an individual in a formal, non-formal or informal setting have been assessed against predefined criteria and are compliant with the requirement ...
... Validation Validation is a process of confirmation by a competent/authorized body that learning outcomes (knowledge, skills and/or competences) acquired by an individual in a formal, non-formal or informal setting have been assessed against predefined criteria and are compliant with the requirement ...
Minutes 23 11 2010 - the University Sector Framework
... The project’s report on work placement is nearing completion and will be available soon. The work placement efforts have included a pilot trial of the use of an e-portfolio tool to facilitate the acquisition of, reflection on and evidencing of pre-defined competencies gained through work. Members ac ...
... The project’s report on work placement is nearing completion and will be available soon. The work placement efforts have included a pilot trial of the use of an e-portfolio tool to facilitate the acquisition of, reflection on and evidencing of pre-defined competencies gained through work. Members ac ...
Understanding Math Objects
... Just as Vygotsky (1930/1978; 1934/1986) noticed that children start to use new adult words before they fully understand the meaning of the words (in fact, they learn the meaning by using the word), so Sfard argues that children advance from passive use of math concepts to routine-driven, phrase-driv ...
... Just as Vygotsky (1930/1978; 1934/1986) noticed that children start to use new adult words before they fully understand the meaning of the words (in fact, they learn the meaning by using the word), so Sfard argues that children advance from passive use of math concepts to routine-driven, phrase-driv ...
Solange Amato - International Mathematical Union
... mathematics. They must develop the ability to work backwards from their symbolic ways of representing mathematics to more informal ways of representing the subject (Ball and Bass, 2000). So it was necessary to help STs draw out clear connections between the symbolic ways of representing mathematics ...
... mathematics. They must develop the ability to work backwards from their symbolic ways of representing mathematics to more informal ways of representing the subject (Ball and Bass, 2000). So it was necessary to help STs draw out clear connections between the symbolic ways of representing mathematics ...
INQUIRY AND ANALYSIS VALUE RUBRIC
... papers that include quantitative information, but those papers often don’t provide evidence that allows the evaluator to see how much of the thinking was done by the original source (often carefully cited in the paper) and how much was done by the student herself, or whether conclusions drawn from a ...
... papers that include quantitative information, but those papers often don’t provide evidence that allows the evaluator to see how much of the thinking was done by the original source (often carefully cited in the paper) and how much was done by the student herself, or whether conclusions drawn from a ...
unit 9. clil thinking skills - clil
... much change is there if you…?” Tasks using “explain, show the results” Structures as “What shall we do first…?”, “This must be…. because….”, “It can’t be…” Using surveys, web quests, information records,…. ...
... much change is there if you…?” Tasks using “explain, show the results” Structures as “What shall we do first…?”, “This must be…. because….”, “It can’t be…” Using surveys, web quests, information records,…. ...
Model-Centered Learning and Instruction
... pretation network—is concerned with the activation of schemata, the other one is concerned with constructing a “model of the world.” This model takes as input some specification of the actions we intend to carry out and produces an interpretation of “what would happen if we did that.” Part of this p ...
... pretation network—is concerned with the activation of schemata, the other one is concerned with constructing a “model of the world.” This model takes as input some specification of the actions we intend to carry out and produces an interpretation of “what would happen if we did that.” Part of this p ...
VALUE ()
... position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by shared nationally through a common dialog and understanding of student success. Definition Creative thinking is both the capacity to combine or synthesize existing ideas, imag ...
... position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by shared nationally through a common dialog and understanding of student success. Definition Creative thinking is both the capacity to combine or synthesize existing ideas, imag ...
Rethinking Homework
... After spending most of the day in school, children are typically given additional assignments to be completed at home. This is a rather curious fact when you stop to think about it, but not as curious as the fact that few people ever stop to think about it. It becomes even more curious, for that mat ...
... After spending most of the day in school, children are typically given additional assignments to be completed at home. This is a rather curious fact when you stop to think about it, but not as curious as the fact that few people ever stop to think about it. It becomes even more curious, for that mat ...
Thorndike
... without much effort, skill and adaptability one the part of teachers. According to Thorndike, it is the job of the teacher to arouse the child to action (p. 84) and provide motivation where “learning is the means of satisfying some want” (p. 85). Neither Dewey nor Thorndike portray teachers as mere ...
... without much effort, skill and adaptability one the part of teachers. According to Thorndike, it is the job of the teacher to arouse the child to action (p. 84) and provide motivation where “learning is the means of satisfying some want” (p. 85). Neither Dewey nor Thorndike portray teachers as mere ...
Nathan and Sawyer Foundations of Learning Sciences
... implementation. Scale-up researchers strive to improve the implementation with each successive iteration of the design-implementation-evaluation cycle. I.2. Scientific and Engineering Approaches to the Study of Learning The goal for basic research on the human mind—for example, a cognitive psycholog ...
... implementation. Scale-up researchers strive to improve the implementation with each successive iteration of the design-implementation-evaluation cycle. I.2. Scientific and Engineering Approaches to the Study of Learning The goal for basic research on the human mind—for example, a cognitive psycholog ...
Ohio Professional Development Standards
... Professional development is a continuous process that includes multiple steps: planning, implementation, reflection, evaluation and revision. These steps serve to focus and refine professional development to best meet the needs of educators and students. Participants in professional development have ...
... Professional development is a continuous process that includes multiple steps: planning, implementation, reflection, evaluation and revision. These steps serve to focus and refine professional development to best meet the needs of educators and students. Participants in professional development have ...
Servet Celik, a Ph - Humanising Language Teaching
... previous session and discuss what can be done to improve the use of this method next time, and they can practice, in addition to reading, listening, thinking, and discussing, an assortment of affective skills such as suspending their biases and stereotypes, being respectful and tolerant of others a ...
... previous session and discuss what can be done to improve the use of this method next time, and they can practice, in addition to reading, listening, thinking, and discussing, an assortment of affective skills such as suspending their biases and stereotypes, being respectful and tolerant of others a ...
INTELLECTUAL DEVELOPMENT OF SCHOOL
... Memory – this is vital to logical thinking and problem solving. You have to be able to draw on information you have stored in order to be able to solve current problems. Short-term memory does not increase much after early school-age but long term memory (implicit and explicit memories) grow sig ...
... Memory – this is vital to logical thinking and problem solving. You have to be able to draw on information you have stored in order to be able to solve current problems. Short-term memory does not increase much after early school-age but long term memory (implicit and explicit memories) grow sig ...
DEVELOPING THE INTERCULTURAL DIMENSION IN LANGUAGE
... with and for others that interculturality becomes a practice. In interacting interculturally, the learner needs to recognise what is present in the interaction. This includes his/her own beliefs, values, attitudes, history, experiences etc. It also includes those of the other. Making meaning across ...
... with and for others that interculturality becomes a practice. In interacting interculturally, the learner needs to recognise what is present in the interaction. This includes his/her own beliefs, values, attitudes, history, experiences etc. It also includes those of the other. Making meaning across ...
National Institute of Education
... methods to learner-oriented project work that will be included in the assessment system – as reported by Singapore’s “The Sunday Times” 22nd March 1998, in the front page leading article: “Less chalkand-talk, more project work for students”. This move towards delivering project work as a means of in ...
... methods to learner-oriented project work that will be included in the assessment system – as reported by Singapore’s “The Sunday Times” 22nd March 1998, in the front page leading article: “Less chalkand-talk, more project work for students”. This move towards delivering project work as a means of in ...
Students - OSU-CHS Centernet
... course content and activities for the abilities and needs of the students likely to enroll in the course. During the course you use needs assessment to ensure that the learner and course goals are being met. When discrepancies arise, you can make the necessary changes. At the end of the course you s ...
... course content and activities for the abilities and needs of the students likely to enroll in the course. During the course you use needs assessment to ensure that the learner and course goals are being met. When discrepancies arise, you can make the necessary changes. At the end of the course you s ...
Guide to Lesson Study
... “Improving something as complex and culturally embedded as teaching requires the efforts of all the players, including students, parents, and politicians. But teachers must be the primary driving force behind change. They are best positioned to understand the problems that students face and to gener ...
... “Improving something as complex and culturally embedded as teaching requires the efforts of all the players, including students, parents, and politicians. But teachers must be the primary driving force behind change. They are best positioned to understand the problems that students face and to gener ...
Incorporating critical pedagogy in the classroom
... learning, and the learner- or learning-centered approaches. Each is predicated on the notion of student engagement and proposes involvement via such strategies as collaborative and cooperative learning and problembased learning. All recommend a move away from lecturing. - Critical pedagogy is the mo ...
... learning, and the learner- or learning-centered approaches. Each is predicated on the notion of student engagement and proposes involvement via such strategies as collaborative and cooperative learning and problembased learning. All recommend a move away from lecturing. - Critical pedagogy is the mo ...
Teaching Arguments: Rhetorical Comprehension, Critique, and Re
... Writing Course and the California State University’s English Placement Test, which are both germane to California teachers and their students. Nonetheless, 226 Composition Studies ...
... Writing Course and the California State University’s English Placement Test, which are both germane to California teachers and their students. Nonetheless, 226 Composition Studies ...
Project-based learning
Project-based learning (PBL) is considered an alternative to paper-based, rote memorization, or to teacher-led classrooms. Proponents of project-based learning cite numerous benefits to the implementation of its strategies in the classroom - including a greater depth of understanding of concepts, broader knowledge base, improved communication and interpersonal/social skills, enhanced leadership skills, increased creativity, and improved writing skills. Another definition of project-based learning includes a type of instruction, where students work together to solve real-world problems in their schools and communities. Successful problem-solving often requires students to draw on lessons from several disciplines and apply them in a very practical way. The promise of seeing a very real impact becomes the motivation for learning.John Dewey initially promoted the idea of ""learning by doing"". In My Pedagogical Creed (1897) Dewey enumerated his beliefs regarding education: ""The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these.......I believe, therefore, in the so-called expressive or constructive activities as the centre of correlation."" (Dewey, 1897) Educational research has advanced this idea of teaching and learning into a methodology known as ""project-based learning"". Blumenfeld & Krajcik (2006) cite studies by Marx et al., 2004, Rivet & Krajcki, 2004 and William & Linn, 2003 state that ""research has demonstrated that students in project-based learning classrooms get higher scores than students in traditional classroom"".Markham (2011) describes project-based learning (PBL) thus: ""PBL integrates knowing and doing. Students learn knowledge and elements of the core curriculum, but also apply what they know to solve authentic problems and produce results that matter. PBL students take advantage of digital tools to produce high quality, collaborative products. PBL refocuses education on the student, not the curriculum--a shift mandated by the global world, which rewards intangible assets such as drive, passion, creativity, empathy, and resiliency. These cannot be taught out of a textbook, but must be activated through experience."" Project-based learning has been associated with the ""situated learning"" perspective of James G. Greeno (2006) and with the constructivist theories of Jean Piaget. Blumenfeld et al. elaborate on the processes of PBL: ""Project-based learning is a comprehensive perspective focused on teaching by engaging students in investigation. Within this framework, students pursue solutions to nontrivial problems by asking and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating artifacts.""(Blumenfeld, et al., 1991) The basis of PBL lies in the authenticity or real-life application of the research. Students working as a team are given a ""driving question"" to respond to or answer, then directed to create an artifact (or artifacts) to present their gained knowledge. Artifacts may include a variety of media such as writings, art, drawings, three-dimensional representations, videos, photography, or technology-based presentations.Project-based learning is not without its opponents; in Peer Evaluation in Blended Team Project-Based Learning: What Do Students Find Important? Hye-Jung & Cheolil (2012) describe ""social loafing"" as a negative aspect of collaborative learning. Social loafing may include insufficient performances by some team members as well as a lowering of expected standards of performance by the group as a whole to maintain congeniality amongst members. These authors said that because teachers tend to grade the finished product only, the social dynamics of the assignment may escape the teacher's notice.