14,964 research outputs found

    A Formative Assessment of Geologic Time for High School Earth Science Students

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    Provides pedagogical insight concerning the assessment strategy using formative assessment The resource being annotated is: http://www.dlese.org/dds/catalog_DLESE-000-000-004-784.htm

    Title Here!!

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    NEED: Practice expressing ideas orally and functioning in a collaborative setting NEED: Practice preparing and delivering oral presentationshttps://digitalscholarship.unlv.edu/btp_expo/1040/thumbnail.jp

    Project- and Group-Based Learning of Junior Writing in Biology

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    Writing in Biology, part of the Junior Writing Program, is inherently a project-based learning course. After a Science, Technology, Engineering, and Mathematics Teacher Education Collaborative (STEMTEC) workshop, the course was thoroughly revised. Each of six projects was modified to increase student-active and group participation. Base groups with a balanced experience constitution are established using voluntary ordering and random assignment. A walk-around during the initial meeting serves to establish bonding within the base groups. Random groups are used within exercises to stimulate student interaction and familiarity with ad hoc group cooperation. Digital images of, and by, students are used to encourage student interaction and name recognition. A website with the entire course plan is available at an archival site to complement and help elucidate the course

    Service Learning in Undergraduate Nursing Education: Strategies to Facilitate Meaningful Reflection

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    Service learning is recognized as a valuable pedagogy involving experiential learning, reflection, and reciprocal learning. Students develop critical thinking and social awareness by using the crucial activity of reflecting upon their experiential learning with community partners. The purpose of this paper is to demystify the process of reflection by identifying best practices to enhance reflection and offering suggestions for grading. By understanding “the what” and “the how” of reflection, educators can implement service learning experiences designed to include the essential component of reflection. Strategies for facilitating meaningful reflection are described including descriptions of what students should reflect upon and how to initiate reflection through writing, reading, doing, and telling. Grading rubrics are suggested to facilitate evaluation of student reflection. When properly implemented, service learning encourages students to be good citizens of the world. By using best practices associated with reflection, students can be challenged to think critically about the world and how their service can achieve community goals

    Understanding Cognition Across Modalities for the Assessment of Digital Resources

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    Drawing from the theories of the cognitive process, this paper explores the transmission, retention and transformation of information across oral, written, and digital modes of communication and how these concepts can be used to examine the assessment of digital resource tools. The exploration of interactions across modes of communication is used to gain an understanding of the interaction between the student, digital resource and teacher. Cognitive theory is considered as a basis for the assessment of digital resource tools. Lastly, principles for the assessment of digital resource tools are presented along with how assessment can be incorporated in the educational practice to enhance learning in higher education

    Exploring the Relationship Between Self-Regulated Learning and Reflection in Teacher Education

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    Literature on teacher learning has shown links between being a self-regulated learner, reflecting effectively on one’s own practice, and being described as an “adaptive expert”. For instance, the metacognitive skills needed for effective reflection on teaching practice are seen as critically important to developing adaptive expertise in the context of the highly complex classroom environment. Similarly, self-regulated learning is often defined, at least in part, in terms of using metacognitive skill to adapt one’s approach to complex learning situations or problems. Although there is rich literature on reflective practice in teacher education, less is known about measuring teachers’ self-regulated learning or the relationship between self-regulated learning and teacher reflections. This research examines reflective practice and self-regulated learning through pre-service teachers’ written reflections. The study makes a novel adaptation of a rubric designed to evaluate teacher education candidates’ reflections to measure self-regulated learning. Findings suggest that the rubric could also be useful in understanding the self-regulated practices of teacher education candidates

    Practicing What We Preach: Using Professional Degree Principles to Improve HRIR and Management Teaching

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    Many of the central principles of professional degrees taught to HRIR and business school students-putting theory into practice, knowing your customers, benchmarking against best practices, and using diverse toolkits for problem solving-are equally valid for the practice of teaching HRIR and business courses. Learning theory needs to be put into practice in the professional classroom, instructors must understand students and their diverse learning styles, teaching practices should be benchmarked against best practices, and instructors need to develop teaching toolkits for creating effective courses. As teachers of professional students, we should practice what we preach.

    Teaching and Assessing Soft Skills

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    [excerpt from article] It is our job as legal educators to put our law graduates in the best position to succeed as new lawyers.1 And to succeed, law graduates must possess certain qualities or character traits that will enable them to thrive within legal organizations.2 Despite many calls for reform in legal education to include more practice-related skills, including professionalism, many law professors teaching doctrinal courses are reluctant to incorporate teaching professional competencies and behaviors.3 They are unwilling to do so even though they have long decried students’ lack of professional skills.4 Professors complain that students show up late for classes and are unwilling to work hard. They criticize students for failing to persevere when faced with challenges or critiques, respond to professors’ emails, engage in teaching exercises, listen to their classmates, closely read assignments, or follow directions. Professors note that students’ attention spans are too short and they are addicted to their phones. It follows that the same student behaviors we see in the classroom transfer to practice. If these behaviors impair our students’ performance as attorneys, we should take steps to remedy the problem by teaching and assessing the qualities and character traits necessary to succeed throughout the law school curriculum, including in the first-year and other doctrinal classes
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