Develop a range of instructional and assessment methods and test preparation methods. Instruction Linda Gojakformer NCTM President, noted that "Over the last three decades a variety of instructional strategies have been introduced with a goal of increasing student achievement in mathematics. Such strategies include individualized instruction, cooperative learning, direct instruction, inquiry, scaffolding, computer-assisted instruction, and problem solving" with the flipped classroom being a recent addition to the list para. Blended learning is also on the rise, which adds online learning to traditional classrooms.
Truth is Stranger than Fiction Small Group Week Email Discussion Groups Class Presentations A note about reflection journals: Guidance is needed to help students link personal learning with course content. Personal Journal - Students will write freely about their experience.
This is usually done weekly. These personal journals may be submitted periodically to the instructor, or kept as a reference to use at the end of the experience when putting together an academic essay reflecting their experience.
Dialogue Journal - Students submit loose-leaf pages from a dialogue journal bi-weekly or otherwise at appropriate intervals for the instructor to read and comment on.
While labor intensive for the instructor, this can provide continual feedback to students and prompt new questions for students to consider during the semester. Highlighted Journal - Before students submit the reflective journal, they reread personal entries and, using a highlighter, mark sections of the journal that directly relate to concepts discussed in the text or in class.
This makes it easier for the instructor to identify the student to reflect on their experience in light of course content. Gary Hesser, Augsberg College 4. Key Phrase Journal - In this type of journal, students are asked to integrate terms and key phrases within their journal entries.
The instructor can provide a list of terms at the beginning of the semester or for a certain portion of the text. Students could also create their own list of key phrases to include. Journal entries are written within the framework of the course content and become an observation of how course content is evident in the service experience.
Double-entry Journal - When using a double-entry journal, students are asked to write one-page entries each week: Students describe their personal thoughts and reactions to the service experience on the left page of the journal, and write about key issues from class discussions or readings on the right page of the journal.
Students then draw arrows indicating relationships between their personal experiences and course content. This type of journal is a compilation of personal data and a summary of course content in preparation of a more formal reflection paper at the end of the semester.
Angelo and Cross 6. Critical Incident Journal - This type of journal entry focuses the student on analysis of a particular event that occurred during the week. By answering one of the following sets of prompts, students are asked to consider their thoughts and reactions and articulate the action they plan to take in the future: Describe a significant event that occurred as a part of the service-learning experience.
Why was this significant to you? What underlying issues societal, interpersonal surfaced as a result of this experience? How will this incident influence your future behavior? Another set of questions for a critical incident journal includes the following prompts: Describe an incident or situation that created a dilemma for you in terms of what to say or do.
What is the first thing you thought of to say or do? List three other actions you might have taken. Which of the above seems best to you now and why do you think this is the best response?
Three-part Journal - Students are asked to divide each page of their journal into thirds, and write weekly entries during the semester.
In the top section, students describe some aspect of the service experience. In the middle of the page, they are asked to analyze how course content relates to the service experience. And finally, an application section prompts students to comment on how the experience and course content can be applied to their personal or professional life.Last week I looked up the etymology of the word “tattoo” and learned that it comes from the Polynesian word tatu or tatau, meaning “to write,” and later “puncture” or “mark made on skin.” The word came to English in the mid-to .
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Learning at University. The following resources are designed to help you assess and develop your students' understanding of learning at university.
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