Archive | May 2014

Power Teaching

My instructor posted the video below on power teaching or whole brain teaching. Very interesting concept. See how engaged those students are.

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Motivation and Education – a paradigm shift

A couple of great videos on two important concepts.

The first video is on motivation. Dan Pink discusses that old world thinking of what motivates employees doesn’t work anymore – It is intrinsic motivation that is what people need. This video is both humourous and thought provoking.

The second video called “Changing Education Paradigms” discusses our current education system. Is it outdated? And is it producing the creativity and critical thinkers for our future?

http://www.youtube.com/watchv=zDZFcDGpL4U&feature=player_embedded&list=PL817E8F047824C4B4

Questioning Techniques – forum discussion

Our next forum discussion is about various questioning techniques that instructors can use to get their students critically thinking.

This first link is to a short video on something called “Pose, Pause, Pounce, Bounce”. A great simple process to ask your class questions and get the enitre group involved. The second video is a questioning technique in action. Both great instructional tools.

Anyone hear of the Wild Hog questioning method? i sure hadn’t until my classmate posted this information below on the forum. Fantastic tool!

Using the WILD HOG Question method requires that the questions be created before the lesson is taught while in the planning stages. To create WILD HOG Questions, while planning the anticipated learning, it takes just a few more minutes to create a list of questions that progress from easy to difficult, moving up Bloom’s Taxonomy. Having the questions already created so you know where you want to go with the lesson and how you want to get there is the real power of effective learning design. Writing the questions in advance for Learning Depth and Higher Order Genius also allows you to create questions targeted for particular students or groups of students (this is nearly impossible to do on the fly while you are trying to inspire learning). Finally, when you take the time to think about exactly what questions you want to ask students, you can anticipate their responses and better control the flow of the learning activities.

The Benefits

Designing WILD HOG Questions before you teach allows you to maximize the number of students engaged by planning purposeful opportunities for students to interact at higher levels. Done right, WILD HOG questions will help students answer questions completely, effectively, problem-solve and discuss deeply learned concepts.

What are some excellent questioning techniques that you use to inspire learning and engage your students?

Information copied from source: Johnson, B. (2014, January 23). How to Use Wild Hog Questions in the Classroom. Edutopia. Retrieved May 25, 2014, from http://www.edutopia.org/blog/hog-wild-questions-classroom-ben-johnson

Learning how to Learn – forum discussion

So how do we learn? is it different for each of us? I certainly think so and yet there are still times when we do mass learning and wonder why half of us haven’t fully understood.
Some of my class mates are discussing this concept and below I have added a few links with some great insights into how we need to understand how we learn.

This link is full of great instructional strategies:
http://www.fctl.ucf.edu/TeachingAndLearningResources/CourseDesign/Assessment/content/101_Tips.pdf

And below is one way to take great notes on how to learn:
http://www.wikihow.com/Take-Meta-Cognitive-Notes

Or for those adult learners who really need to understand how they learn:
http://www.studygs.net/adulted.htm

The link below is for an article on introverts and extroverts and what they each need in order to learn.
http://www.globallearningpartners.com/blog/how-to-facilitate-introverts-and-extroverts-in-your-group-or-class

My forum on flipped classroom

So the forum I was part of as a leader has come to an end. I must admit it was a huge learning curve and a lot of fun exploring links and discussions on the concept of flipping a classroom.
I have now posted a few links to some great info on flipping. You can see them on my original post of flipping from May 14th. just check out old posts and you will find it.

So whether you flip or not or back flip or front flip…i wish you all the success. Truly this was a very good learning experience for me.

Learning Styles – forum discussion summary

The second forum discussion we had was on Learning Styles. We discussed everything from what is a learning style, to specific kinds of learning styles such as visual, auditory, kinestetic and we also debated whether learning styles could be a myth and that perhaps it depends on who and what you are teaching. some really good food for thought and I have posted a few links that I felt were interesting.

A great quiz you can take to see what kind of learner you are:
http://www.personal.psu.edu/bxb11/LSI/LSI.htm.

A video that discusses learning styles and perhaps it is merely a myth that they exist:

And a few more to make you ponder this subject even deeper:

http://visible-learning.org/2013/02/john-hattie-presentation-maximising-the-impact-video-transcript/
http://albertaprimetime.com/Stories.aspx?pd=5579

Self-Directed Learning – forum discussion summary

The forum discussion on self-directed learning was the first forum discussion I have ever participated in. It was an eye-opener for sure. First learning how to get around all the posts and then taking in all the information. It was a great start to the forum discussions and a very high precedent was set. I am reblogging a summary that one of the forum facilitator’s posted on the subject of self-directed learning. Thanks Rhonda!

•Heutagogy is the study of self-determined learning. It involves the process of learning content, as well as learning how to learn.
•Self-directed learning can be intimidating for incoming students. An instructor may encounter resistance when first introducing self-directed activities.
•Assessing students needs through the use of conversation and questions may help in engaging each student.
•To foster a self-directed learning environment, the instructor should create a safe, positive environment that includes encouragement and quality, timely feedback.
•Informal assessments, such as muddiest point may help gauge student comprehension, interest and engagement of a subject.
•There are four recognized facets to becoming a self-directed learner:
•self-motivation
•self-management
•self-modification
•self-monitoring
•Helping students learn to be organized, prioritize tasks and manage their time may increase confidence, leading to an increase in self-direction.
•Intrinsic and Extrinsic motivators may be directly linked to the self-directedness of students.
•There are varying degrees of self-directedness that are determined by our current circumstances, past experiences, available time and existing knowledge of the topic.
•Keep a few extra learning activities in your back pocket in case a lesson is not going as well as you had hoped. This allows you to be flexible.