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The greatest sign of success for a teacher . . . is to be able to say, The students are now working as if I did not exist. (Marie Montessori)
4. Lecture is expedient.
Drawbacks to Lecturing
1. Lecture is often unisensory which makes it a much less effective way to learn than many other learning approaches.
Drawbacks to Lecturing
2. Requires extended attention for the learner which is difficult for todays learners.
Drawbacks to Lecturing
Drawbacks to Lecturing
4. Students brains will begin to habituate the sound of our voice especially if it is unmodulated
Encyclopedia of Educational Psychology, Volume 1, Salkind.
Drawbacks to Lecturing
5. Lecture doesnt cause the learners to do much work. Except multitask listening and taking notes which diminishes the processing time needed for comprehension.
Drawbacks to Lecturing
The facilitator's job is to support everyone in doing his or her best thinking and practice.
This role of teacher as expert does not change. What changes is how this expertise is used.
2. When will the learning be completed? 3. What will the students be able to do or know as a result of the learning? 4. How will you know they learned it?
Do students need feedback on what they did in class before trying additional activities like homework?
Now What?
A. B. C. D. E.
Giving Feedback
Giving meaningful feedback that promotes improved learning is one of the greatest skills of an effective facilitator of learning.
Giving Feedback
Giving Feedback
Quality feedback is the difference between all of the hard work and planning that went into a great teaching activity paying learning dividends and the teaching activity being just a great show.
Giving Feedback
The feedback process is most effective when both students and teachers are actively involved in the process. Students often see feedback as the sole domain of the teacher
(Taras, 2003).
Giving Feedback
Assessments should be designed so that students can see the direct benefits of attending to the feedback.
Giving Feedback
Give feedback that focuses more on instruction rather than correction. The message is how to improve.
Giving Feedback
Link feedback to the specific assessment criteria. A rubric is helpful for this step.
(Nicol & Draper, 2008)
Giving Feedback
Give feedback as soon as possible once students have made every effort to complete the task on their own
Giving Feedback
Use language that the students can understand and that relates directly to the task and its improvement .
Research on Feedback
The feedback needs to be very specific to the task and how the task can be improved. Research shows that this type of feedback can have a significant effect on learning enhancement.
(Hattie &Timperley, 2007).
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Research on Feedback
Praise, reward, and punishment have little effect on improving learning.
Research on Feedback
Feedback should be related to the learning outcomes. The feedback should reduce the gap between current levels of understanding and performance, and the ultimate learning outcome. (Hattie & Timperley,
2007)
References/Bibliography
Barkley, Elizabeth F., K. Patricia Cross, & Clair Howell Major. Collaborative Learning Techniques: A Handbook for College Faculty. Jossey-Bass, 2005. Bonwell, Charles C. Active Learning: Creating Excitement in the Classroom. Ashe-Eric Higher Education Reports, 1991. Bowman, Sharon L. How to Give It So They Get It. Bowperson Publishing, 1998. Brookfield, Stephen. Understanding and Facilitating Adult Learning: A Comprehensive Analysis of Principles and Effective Practices. Jossey-Bass. 1991. Buehl, Doug. Classroom Strategies for Interactive Learning. International Reading Association, 2001. Capacchione, Lucia. The Creative Journal. Newcastle, 1989. Cross, K. Patricia. Adults As Learners: Increasing Participation and Facilitating Learning. Jossey-Bass, 1992. Dantonio, Marylou & Paul C. Beisenherz. Learning to Question, Questioning to Learn: Developing Effective Teacher Questioning Practices. Allyn & Bacon, 2000. Delisle, Robert. How-to Use Problem-Based Learning in the Classroom. Assn for Supervision & Curriculm Development, 1997. Dewey, John. Experience & Education. Collier Books, 1938. Duch, Barbara J. The Power of Problem-Based Learning: A Practical 'How To' for Teaching Undergraduate Courses in Any Discipline. Stylus Publishers, 2001. Eitington, Julius E. The Winning Trainer. Gulf Publishing Company, 1984. Epstein, Robert. The Big Book of Motivation Games. McGraw Hill. 2001. Foyle, Harvey C. (ed.). Interactive Learning in the Higher Education Classroom: Cooperative, Collaborative, and Active Learning Strategies. National Education Association, 1995. Furjanic, Sheila W. & Laurie A. Turning Training into Learning: How to Design and Deliver Programs that Get Results. AMACOM, 2000. Gagne, Robert M., Leslie J. Briggs & Walter W. Wager. Principles of Instructional Design. Harcourt, Brace & Jovanovich. 1995.
References/Bibliography
Gagnon, George W. & Michelle Collay. Designing for Learning: Six Elements in Constructivist Classrooms. Corwin Press, 2000. Gass, Michael A. Book of Metaphors. Kendall/Hunt Publishing Company. 1995.
Gibbs, Jeanne. Tribes: A New Way of Learning and Being Together. Center Source, 1995.
Gesell, Izzy. Playing Along: 37 Group Learning Activities Borrowed from Improvisational Theater. Whole Person Associates, 1997. Glasgow, Neal A. New Curriculum for New Times: A Guide to Student-Centered, Problem-Based Learning. Corwin Press, 1997. Goodsell, Anne, et al, Collaborative Learning: A Source for Higher Education. National Center on Postsecondary Teaching Learning & Assessment, 1992. Hattie,J ( 2007)March 2007, REVIEW OF EDUCATIONAL RESEARCH Vol. 77, No. 1, pp. 81112. Herrmann, Ned. The Creative Brain. Brain Books, 1989.
Huba, Mary E. & Jann E. Freed. Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Allyn & Bacon. 1999.
Jones, Alanna E. 104 Activities That Build: Self-esteem, Teamwork, Communication, Anger Management, Self-discovery, and Coping Skills. Rec Room Publishing, 1998. Klatt , Bruce. The Ultimate Training Workshop Handbook: A Comprehensive Guide to Leading Successful Workshops and Training Programs. McGraw Hill. 1999. Kolb, David A. Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall. 1983. LaMeres, Clare. The Winners Circle: Yes, I Can. LaMeres Lifestyles Unlimited, 1990. Lawlor, Michael, Peter Handley & Michel Lawlor. The Creative Trainer. McGraw-Hill, 1997.
Luckner, John L. & Reldan S. Nadler. Processing the Experience: Strategies to Enhance and Generalize Learning. (2nd ed) Kendall/Hunt Publishing Company. 1997.
Lynn, Laurence E. Teaching and Learning With Cases: A Guidebook. Chatham House. 1999. McCarthy, Bernice. About Learning. About Learning Publishers. Wauconda, Il. 1996. McCarthy, Bernice. About Teaching. About Learning Publishers. Wauconda, Il. 2000. McCombs, Barbara L., et. al., The Learner-Centered Classroom and School: Strategies for Increasing Student Motivation and Achievement. Jossey-Bass, 1997. Meier, Dave. The Accelerated Learning Handbook: A Creative Guide to Designing and Delivering Faster, More Effective Training Programs. McGraw-Hill, 2000. Milano, Michael, et. al., Designing Powerful Training: The Sequential-Iterative Model. Jossey-Bass. 1998. Moon. Jenny A., Learning Journals: A Handbook for Academics, Students and Professional Development. Kogan Page Ltd. 2000.
References/Bibliography
Piskurich , George M. Rapid Instructional Design: Learning ID Fast and Right. Jossey-Bass, 2000. Piskurich, George M. (Ed), et al. The ASTD Handbook of Training Design and Delivery. McGraw-Hill. 1999.
References/Bibliography
Thousand, Jacqueline S., Richard A. Villa & Ann I. Nevin (Eds). Creativity and Collaborative Learning: A Practical Guide to Empowering Students and Teachers. Paul H Brookes Pub. 2001. Ukens, Lorraine L. All Together Now!: A Seriously Fun Collection of Training Games and Activities. Jossey-Bass, 1999. Ukens , Lorraine L. Energize Your Audience: 75 Quick Activities That Get them Started, and Keep Them Going. Jossey-Bass, 2000. Ukens, Lorraine L. What Smart Trainers Know: the Secrets of Success from the World's Foremost Experts. JosseyBass, 2001. Van Kavelaar, Eileen K. Conducting Training Workshops: A Crash Course for Beginners. Jossey-Bass, 1997. Vella, Jane Kathryn. Taking Learning to Task: Creative Strategies for Teaching Adults. Jossey-Bass, 2000. Wilkerson, Luann, ed. Bringing Problem-Based Learning to Higher Education: Theory and Practice. Jossey-Bass, 19
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