By. Mr. Teachers

The points about how students learn and not a job that is not effective to deal with education in America needs them as learners. He wrote:

We found many bodies show evidence of a clear crisis in the nation’s quality of university education.

This crisis will cause a serious and determined response from all positions. But otherwise, we also often find our satisfaction ratings. We seem to turn a blind eye to the quality of our education process and results. Busyness daily routine and the familiar single-justice obscures the need to change.

What makes Gardiner’s article is very credible and strong is a lot of study and related data he presents. Some excerpts:

We know that there is a strong relationship between students’ formal operational ability and their success in their courses.

Is critical in order to form a high-society who need the knowledge and faculty appreciated.

We encourage students to think critically and to provide activities that we believe will help them to learn. However, our 30 years of research shows that most of our students hold epistemological assumptions that prevent them from understanding and, therefore, engage in critical thinking.

The relationship between [students'] active involvement and effective learning which is very strong ‘the effectiveness of any educational policy or practice is directly related to the capacity of policies to increase involvement in learning.

Including the active involvement of student-faculty often interact, both in and outside the classroom.

For tens of thousands of students a large national study, the curricular design of special little effect on most of the 22 general education review. Or various types of courses, special programs are available, or the relative flexibility to choose between courses that little impact on the results of this. On the other hand, the core curriculum that has many beneficial results of the development.

This curriculum, where students are, in general, among the general education courses, representing less than 2 percent of the hundreds of studies in the curriculum.

One national study has shown that only 35 percent of the faculty, their institutions are emphasizing curricular goals. Only 12 percent utilize feedback from students before, and 8 percent use the viewpoints of experts in the instructions. The conclusion: ‘the faculty interviewed seem to teach because they have been taught.

Faculty in other national studies’ is’ said to develop effective education is a goal in mind their primary, but most of their 4000 goals are presented related to the concept of teaching in the discipline, and not to develop their intellectual ability to say very important.

Involving students in discussion fosters the storage of information, the application of knowledge to new situations, and developing higher order thinking ability – and make this discussion better than lectures do.

… However, 70-90 percent of professors use the traditional lecture instructional strategies as their primary.

In a study session in the 155 class four different institutions, the students of 0.2 percent to 9.2 percent of class time.

In most courses, the fact of sending teachers to the students who need only recall and discussion of the facts is the dominant activity, whatever the discipline, the number of days in the semester, or the size of the institution.

In one study, 89.3 percent of the questions asked by faculty needed only to draw back, does not understand the concept.

In only 0.3 percent to 2.5 percent of the students’ class time is needed to use the more complex ability evaluation.

The median level in the cognitive classes 15 or fewer students is analysis. In the class of 16-45 students on average have been understanding. In the large class of 46 to 300 students the intellectual average activity was recall.

If students do not think during the lecture, what do they do? Drifts their attention only after 10 to 20 minutes. They listen, respond or ask questions, take notes or just half of the time. Up to 15 percent of those who spend time fantasizing.

Only 14 percent of the 745 research students said they never formally taught how to learn, in secondary schools or universities.

How many students are content to stay? Studies sometimes find rare high values where the students keep 50 percent of the content, but values of 20 percent or less is common.

Although engineering students used memorized formulas successfully to solve physics problems, there were ‘widespread misconceptions’ when they are asked to provide’ coherent verbal description of the abstract concept of ‘inherent in the problem.

After watching their teachers in the 1000 working-class and other problems to solve themselves in 3000 outside the classroom, ‘after four years, engineering students do not show improvement in problem-solving ability.

The 1992 National Adult Literacy Survey of 26,000 native United States to find deficiencies in the two-and four-year college graduates the ability to work with text and numbers in the clear, pre-school tasks such as understanding the meaning of newspaper articles, using a bus schedule, and calculate the price of supermarket items.

Only 17 percent of 1700 respondents in a university research faculty said they use essay tests. The respondent claimed the same only 13 percent of their questions required problem-solving.

A number of studies show widespread cheating among students in the class examination, possibly involving 40 to 90 percent of all students.

One-third students [in the national study of 6165 respondents] with A and B + ’s cheated, because that two-thirds of the 6,000 students in the’ highly selective ‘colleges.

For more than a decade and we have warned that if we do not place our academic house in order, the other  steps to do so. They have started to do this. We must act quickly.

See more about the Other Lessons Plans :>>HOW STUDENTS LEARN  VS. HOW WE Teach

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By. Mr. Teacher

Apathetic students illiterate graduates, incompetent teaching, fair campus – so rolls the drumfire criticism from higher education. More than two years of reports have spelled out the problem. States have been quick to respond by holding out carrots and beating with sticks.

There are not enough carrots or sticks enough to improve undergraduate education without the commitment and actions of students and faculty members. They are valuable resources on the improvement of undergraduate education depends.

But how can students and faculty members improve undergraduate education? Many campuses across the country who ask this question. Provide a focus for their work, we offer seven principles based on research both teaching and learning at the university.

Both in graduate education:

1. encourage contact between students and faculty,

2. develop cooperation and exchange of students,

3. encourage active learning,

4. provide prompt feedback,

5. emphasis on the task,

6. communicate high expectations, and

7. respect the different talents and learning styles.

We can do it yourself – with a little help from

Seven principles are not ten commandments shrunk to the 20 century. Attention span. They are intended as guidelines for faculty members, students, and administrators – with support from donors and trustees – to improve teaching and learning. These principles seem like good common sense, and they – because many teachers and students have experienced them and because research supports them. They rest on 50 years of research on how teachers teach and students learn, how students work and play with each other, and how students and faculty talking to one another.

While each practice can stand on its own self, and all the effects present when they multiply. Together they employ six powerful forces in the field of education:

#Summary,

#Hope,

#Cooperation

#Interaction,

#Difference, and

#Responsibility.

Continue to practice as professional as a means to a program for liberal arts. They work for different types of students – white, black, Hispanic, Asian, rich, poor, old, young, men, women, well prepared, underprepared.

But how to implement various institutions were dependent on both students and their circumstances. What follows, we describe the various approaches that have been used in various kinds of settings in the last few years. In addition, the strong implications of these principles to the way state and government funds for higher education and how institutions are run are discussed briefly at the end.

As a member of faculty, academic administrators, students and personnel staff, we spend most of our lives working to try to understand our students, our colleagues, our institutions and ourselves. We have conducted research on higher education with dedicated colleagues in the various schools in the country. With the implications of this research to practice, we hope can help us all better.

Address our teachers do, not the subject-matter what, the good practices in undergraduate education. We realize that content and pedagogy interact in complex ways. We are also aware that there are many healthy ferment within and between disciplines. What is taught, after all, is at least as important as what is taught. Contrast with the long history of research in teaching and learning, there is little research on the school curriculum. We can not, therefore, responsible for making recommendations about the content of good undergraduate education. Work which has not been done. This much we can say: “An undergraduate education should prepare students to understand and deal intelligently with modern life. What’s better to start, but in the classroom and on our campus? What better time than now?

Seven Principles of Good Practice.

1. Encourages Contact Between Students and Faculty

Often the student-faculty contact in and outside the classroom is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and continue to work. Knowing a few faculty members improve student intellectual commitment and encourages them to think about values and their own future plans.

2. Develop cooperation and exchange between students

Learn more enhanced when the team effort as a solo race. Learn both, as well, is collaborative and social, not competitive and isolated. Working with others often increase involvement in learning. Share your own ideas and respond to other reactions sharpens thinking and deepens understanding.

3. Encourage active learning

Learning is not a spectator sport. Students do not learn much just by sitting in classes listening to teachers, memorizing pre-package tasks, and spitting out answers. They must talk about what they learned, to write about this, related to past experience and apply to their lives daily. They must make what they learn part of themselves.

4. Provide Feedback Request

Knowing what you know and do not know focuses learning. Students need appropriate feedback on performance to benefit from the course. When you start, students should assist in assessing the knowledge and competencies that exist. In class, students often need the opportunity to perform and receive suggestions for improvement. At various points during college, and in the end, students need opportunities to reflect on what they have learned, what they still need to know, and how to assess themselves.

5. Emphasize time on task

Added energy is the same as the time to learn. There is no substitute for time on task. Learning to use one’s time is important for both students and professionals alike. Students must help in learning effective time management. Allocating realistic amount of time means effective learning for students and effective teaching for faculty. How an institution set expectations for the students, faculty, administrators, staff and other professionals can form the basis of high performance for all.

6. Communicating high expectations

Expect more and you’ll get more. High expectations are important for everyone – be prepared for bad, for those not willing to try their own, and for the bright and well motivated. Expecting students to perform well become a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts.

7. Respect the different talents and the way

There are many roads to learning. People bring different talents and learning styles to the university. Brilliant students in the seminar room May clumsy in the lab or art studio. Students rich in hands-on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be encouraged to learn in new ways that do not come so easily.

Teachers and students who hold the primary responsibility for improving undergraduate education. But they need more assistance. College and university leaders, state and federal officials, and accrediting associations have the power to shape an environment that is good for both in higher education.

What is the quality of the environment must have this?

#A strong sense of shared purpose.

#Concrete support from administrators and faculty leaders for those purposes.

#Funds are sufficient in accordance with the goals.

#Policies and procedures are consistent with the goals.

#Continuing the examination of how well goals are achieved.

There is good evidence that the environment can be created. When this happens, faculty members and administrators about themselves as educators. Adequate resources are put in to create opportunities for faculty members, administrators, and students to celebrate and reflect together with their goals. Faculty members receive support and release time for professional development activities. Criteria for hiring and promoting faculty members, administrators, staff and supports the purpose institution. Advising is important. Department, program, and classes are small enough to allow faculty members and students to have a sense of community, the value of their contributions, and to face the consequences of their failure.

Country, the federal government and accrediting associations affect the kind of environment that can be developed on campus in various ways. The most important is through the allocation of financial assistance. Also affect both countries by encouraging sound planning, setting priorities, mandate standards, and review and approve the program. Regional and professional accrediting associations require self-assessment and peer review of the law in making program and institute.

Sources of support and influence can encourage environments for education in both undergraduate by:

#Setting a policy that is consistent with both in undergraduate education,

#Hold high expectations for institutional performance,

#Regulations to maintain a minimum of bureaucracy that is compatible with public accountability,

#Allocating adequate funding for new graduate programs and professional development of faculty members, administrators, and staff,

#Encourage the employment of the under-represented groups among administrators, faculty members, students and professional services, and

#Provide support to programs, facilities, and financial assistance necessary for good practice in undergraduate education.

See more about the Other Lessons Plans :>>SEVEN PRINCIPLES FOR GOOD PRACTICE

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BY. Mr. Teachers

Over the years, I have seen them collapse, falling hard into the vinyl seat of the faculty lounge, they heard the buzz that “Oh, hell” and “damn” that came from experience working with students who do not learn. I have heard with long sighs of frustration and then discussion of the “fact” that most students are “unmotivated,” unwilling slugs taking my time and best performance.

Though I also have fallen into this occasional “locker room talk” about students, I now find myself regretting my ignorance. During the last few years, I try to take the time to get to know my students, to talk honestly with them about who they are and what they want from me, the institutions where I meet them, and their education. They have taught me much. I no longer believe that their motivation is the real issue of how many of them do or not do in the classroom.

Students become clear to me that they realize the many sources of frustration about the process before I ever face them, frustrations that are difficult to set aside for 50 or 60 minutes each time. And they bring a lot of problems in attitudes about the nature of learning. They come from different backgrounds. Some arrive soon after graduating from high school, but many others came to me after years involvement in the work force.

In general, today’s students who may be older than the stereotypical 18 – or 19 years. They may be apprehensive about traditional classrooms – paper and pencil and “book learning” – and they are likely to see themselves as outsiders when they consider the teacher of the world – my world. They are often uncomfortable with formality. They learn skills less often. And they are often struggling to work jobs, increasing family, handle the financial responsibility and limited funds, all while trying to better themselves by going to university.

If all that is not enough, to come to campus they challenge the social identity and shakes their confidence. Many of them come from a world that is different from mine and have been established by experience far different from what they face in school. When I think about all that’s going on with their social, psychological, and economic, it is not surprising that many students who do not see the class as a very important point of their existence.

Even knowing all the problems they bring with them, I always want to believe that the class should be something that they cherished and for which they will give more of himself. I want the best of the students. If I can have roads, they have come to me as active learners, seeking assistance and insight at every opportunity. They thrived on the academic challenges, and they would have disabled me to teach better than I ever taught before. They questioned all aspects of their education and explore the understanding of “how’s” and “why’s” of the factors that relate their curious minds.

Oh, what a wonderful experience that would be … buy, let’s face it, who does not do what most students. What a disappointment! How easy it is to blame them! And how easy it is to frustrating … and how easy it is to fall into the belief that they are passive, uninvolved, apolitical airheads. How easy it is to assert that they avoid responsibility, that they never question anything that relieves their responsibilities, and they often pull their students with the social networks they use in the classroom to reduce the value of the lesson presented to a potential “good” students . How stupid I think I will not teach them to learn how!

In fact – because I have to learn the hard way – classrooms do not have to be deadly, and seemingly unmotivated students who do not have to remain in the unmotivated stage for very long. Make the necessary changes a lot of soul-searching and rethinking on the part. And, most difficult to accept, then required that I accept some blame for what I – as a representative of the teaching profession – has been given to the students’ responses to me.

I have learned a lot from those who do not know that they have the right to ask for anything other than what they provided. Most, they are the product of years of experience in schools where they are basically told to sit down, close, listen, and learn – an experience that taught them that the teacher is the source of all knowledge and that learning is something magically injected into them in some point without their awareness. They deny that education is voodoo, and I have learned, they will decline again if I push it, even though their internal struggle with the desire to “make it this time” in the universities.

Opposed to the occasional lounge talk I’ve heard and been part of, the students are in school they spend time and money because you want to learn and because they want a better life for themselves. Given, they often do not know how to get what they want or how to make them learn what is presented to them. However, when asked for their opinions (often a new experience for many of them), they stated that there are instructional areas that they have strong opinions about.

One of the most prominent comments from students about what they want from the college experience involves individual instruction. They all want to meet the needs of each. They want to feel more than they are part of the crowd, each talent and ability who respected and considered to be feasible.

They want a teacher who recognizes them as human beings – teachers who care about them – they not only test the performance.

They want to be a disability, not decimated.

Those who want to check their caretakers on a regular basis, each of which supports learning, that tells them their individual progress, and determine the various tasks that provide opportunities to learn in the mode that matches the style of each and which is designed to meet the level of learning them.

They like teachers who talk at their level, which can take a joke and joke, and let those who talk and learn with other students.

They like clear, complete explanations and concrete examples, thorough (but brief) explanation of difficult concepts, and they have the opportunity to answer questions.

When I think of what the students want, I know that classes that deliver the same message the old “sit down, close, and listen, so you can memorize the facts to the dump test sheet” will probably not motivate them. It seems clear that students are not necessarily reluctant or unmotivated students, they only uninvolved in the depersonalization of the traditional classroom. They are willing to learn, they just may not be able to survive with the way they teach. Now I know that if I really want to see motivation in my students, I must be encouraged to rethink what I do for them.

See more about the Other Lessons Plans :>>Motivate the UNMOTIVATED

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By. Mr. Teachers

Some students appear enthusiastic to learn naturally, but many need-or they expect instructors to inspire, challenge, and encourage their effective learning in the classroom depends on the ability of teachers … to protect the interests of the students to take courses in the first place. Whatever level of motivation your students bring to the classroom will be transformed, for better or worse, by what happens in the classroom.

Unfortunately, there is no one magic formula for motivating students. Many factors that affect students are given motivation to work and learn in the content, the perception of usefulness, general desire to achieve, and self-confidence, and patience and perseverance. And, of course, not all students who are motivated by values of the same needs, desires, or want to. Some of your students will be encouraged by the approval of others, by some of the challenges.

Researchers begin to identify those aspects of the teaching situation that enhance students’ self-motivation. To encourage students to become self-motivated independent learners, the instructor can do the following:

* Give frequent, early, positive feedback that supports students’ belief that they can do well.

* Ensure that opportunities for student success by placing the tasks that are not too easy and not too difficult.

* Help students find personal meaning and value in the material.

* Create an atmosphere that is open and positive.

* Help students feel that they are valued members of the study.

Research also shows that good teaching practice day-to-day can do more to counter student apathy of special efforts to attack motivation directly. Most students respond positively to regular course taught by instructors who have a genuine enthusiasm and interest the students what they learn. That way you do the activity to promote learning will also enhance students’ motivation.

A common strategy

Capitalize on the needs of students. Students learn best when incentives to learn in the classroom that satisfy their own motives for enrolling in courses. Some of the needs of students in May to bring your class to learn something that will need to complete certain tasks or activities, the need to seek new experiences, the need to improve the capabilities, needs to overcome the challenges, which must be competent, and need to be working well, feel the need to engage and interact with other people. Satisfy needs that are useful such as itself, and such rewards sustain learning more effectively than do grades. Design task, in-class activities, discussion questions and to address the needs of this type.

Make students active participants in learning. Students learn by doing, creating, writing, designing, creating, solving. Passivity dampens student motivation and curiosity. Ask a question. Do not tell students something when you can ask them. Encourage students to suggest approaches to problems or the results of the experiment. Using small group work. See “Discussion Leader who, Supplements and alternatives to lecturing, and Collaborative Learning to the method emphasizes the active participation.

Ask students to analyze what makes their classes more or less motivated. ask him to take a class two class periods, one in which they are very motivated and one of their low motivation. Each student makes a list of specific aspects of the two classrooms affected his level of motivation, and students then meet in small groups to reach consensus about the characteristics of the high contribution and motivation low. In more than twenty courses, Sass reports, the same eight characteristics emerged as major contributors to student motivation:

* Instructor’s enthusiasm

* Relevance of material

* Organization course

* Appropriate level of difficulty

* Active involvement of students

Variety *

* Relationships between teachers and students

* Use of appropriate, concrete, and understandable examples

Enter instructional behaviors that motivate students

Hold high but realistic expectations for students. Research has shown that teachers have a strong expectation that the performance of students. If you act as though you expect your students will be motivated, hard, and interested in the course, they may be more so. Set realistic expectations for students when you do a task, give presentations, conduct discussions, and the value of the test. “Realistic” in this context means that the standard high enough to motivate students to do their best work but not so high that students be certainly frustrated in trying to meet expectations. To develop the drive to achieve, students must believe that the performance can-which means that you must provide the opportunity for early success.

Helping students to set their own goals achieved. Failure to achieve realistic goals can disappoint and weaken students. Encourage students to continue to focus on improvement, not only on the class in one test or task. Help students evaluate their progress by encouraging them to critique their own work, analyze the strengths and weakness of their work. For example, ask students to consider the self-evaluation form with one or two tasks.

Tell students what they must do to succeed in your course. Do not let students struggle to find out what is expected of them. Convince students that they can do well in your course, and ask them what they must do to succeed. Say something to the effect that “If you can handle this problem in the sample sheet, you can pass the test. Those who have problems with these examples can request additional assistance for me.” Or instead of saying, “You are way behind,” tell students, “This is one way you can learn the material. How can I help you?”

Strengthen students’ self motivation. Avoid messages that reinforce your power as instructors emphasize important or reward. Rather than saying, “I ask,” “You should” or “you must” stress “I think you will find …” Or “I will be interested in your reaction.”

Avoid creating tight among the students. Competition produces restlessness, which can disrupt learning. Reduce student tendencies to compare themselves to one of the students who another. Reports attention more fully, a better display, produce more jobs, and better methods of teaching when they work cooperatively in groups rather than compete as individuals. Refrain from public criticism of student performance and comments from students hole or activities against each other.

Be enthusiastic about the subject. Instructor enthusiasm is an important factor in student motivation. If you become bored or apathetic, students will be too. Typically, an instructor’s enthusiasm comes from confidence, excitement about the content, and genuine pleasure in teaching. If you find out the material, think back to what you are interested in the field and to bring key aspects of their life for students. Or challenge yourself to get the most fun top resent material, however dull the material itself seems to you in May.

Structure of the course to motivate students

Working from the strengths and interests of students. Find out why students who are enrolled in your course, how they feel about the subject matter, and what they hope. Then try to design examples, case studies, or job-related course content to students’ interests and experiences. For example, a chemistry professor might devote some time to check the course to complete the chemical contribution to environmental problems. Explain how the content and goals of your course will help students achieve educational, professional, or personal goals.

If possible, let students have some say in choosing what will be discussed. Give students options on term papers or other tasks (but not on tests). Let students decide between two locations for the field trip, or the topics they choose to explore in more depth. If possible, include an alternative option or unit in the course.

Increasing the difficulty of the semester in progress. Give students the opportunity to work at the beginning of the semester. Once students feel that they can be successful, you can gradually increase the level of difficulty. If the tasks and tests, including easy and difficult questions, each student will have the opportunity to experience the successes and challenges.

Varying methods. Variety reawakens students’ involvement in the course and their motivation. Break the routine by entering the various activities and teaching methods in your course: role playing, debates, brainstorming, discussion, demonstrations, case studies, audiovisual presentations, guest speakers, or small group work.

De-emphasize the Grade

Emphasize learning and mastery of the teachers rated each task grades. One home and the home is counted as 30 percent of the students final grade. The two teachers to the students to stay at home spend their time (thirty minutes a night) and bring to class a question about a problem they can not be completed. Teacher is considered as a satisfactory home or unsatisfactory, gave students the opportunity to Redo their assignments, homework and is calculated as 10 percent of the value end. Although the house is a small part of the class only, the second is the more successful teachers in motivating students to turn in their homes. In the first class, some students give up low-risk evaluation of their ability. In both classes, students do not risk their own value-every time they do homework, but they have been trying to learn. An error has been seen as something that can be received and to learn from.

Researchers recommend de-emphasizing grading by eliminating complex credit points system, they also advise against trying to use the value for the nonacademic behavior (for example, to decrease the value of missed classes). Instead, assign ungraded written work, stress the personal satisfaction of doing, and help students measure their progress.

Design tests that encourage the type of student you want to achieve. Many students will learn what it takes to get the value they want. If you base your tests on memorizing details, students will focus on memorizing facts. If you emphasize test synthesis and evaluation of information, students will be motivated to practice their ability when they learn.

Avoid the use of values as a threat. Points out, the threat of low value in May prompted some students to work hard, but the other students in May resort to academic dishonesty, the reason for late work, and counterproductive behavior.

Students by Responding to motivate them to work

Provide feedback to students as soon as possible. Return tests and papers promptly, and reward success publicly and immediately. Give students some indication of how well they have done and how to improve. Gifts can be said as simple as a student’s response is good, with a good indication of why he, or the names of the contributors: “Cherry’s point about pollution synthesized ideas really have been talking about us.”

Rewards of success. Both positive and negative comments influence motivation, but research consistently shows that students who are more influenced by the positive feedback and success. Praised the students build self-confidence, competence, and self. Recognize sincere efforts even if the product is less than popular. If a student’s performance is weak, let the students know that you believe he can improve and succeed from time to time.

Introduce students to the good done by their colleagues. Sharing ideas, knowledge, and accomplishments of each student as a whole class:

* Pass out a list of research topics chosen by students so they will know whether other people who write the paper that interests them.

* Make available a copy of the best papers and essay exams.

* Provide time for students to read the paper or class assignment that is sent by classmates.

* Do students write a short critique of classmate’s paper.

* Schedule a brief talk with the students who have experience or who do research paper on a topic relevant to the study.

Be specific when giving negative feedback. Negative feedback is very powerful and can lead to a negative class atmosphere. Whenever you identify the student’s weaknesses, making it clear that your comments relate to a particular task or performance, not to the students as people. Try to cushion negative comments with a compliment about aspects of the task in a successful student.

Demeaning avoid comment. Many students in the class may be anxious about their performance and ability. Must be sensitive to how you phrase your comments and avoid offhand remarks that brutalize their feelings may lack.

Avoid giving to student pleas for “the best” for the home. If you just give struggling students the solution, you rob them the opportunity to think for themselves. Using a more productive approach:

* Ask the students for one possible approach to the problem.

* Gently brush aside concerns about students not getting the answer by refocusing their attention on this issue.

* Ask students to build on what they do know about the problem.

* Resist answering the question “is this right?” Suggest to the students the best way to check yourself.

* Praise the students for small, independent steps.

If you follow these steps, you will learn that all the students the right to not have the answers quickly. They will also learn to develop greater patience and to work at their own speed. And with the work through this problem, students will have a sense of achievement and confidence that will increase motivation to learn.

What motivates students to read

Select to read at least two previous sessions will be discussed. Give students adequate time to prepare for and try to nudge them about read: “This article is one of my favorite, and I will be interested to see what you think about it.”

Questions learning set. Distribute the study questions that alert students to the key points from the reading task. To provide additional incentive for students, tell them you will base exam questions on the study question.

If you are a small class, students have to return a short note on the day to read that they can be used during the test. At the start of each class, a professor in the physical sciences ask students to submit a 3 “x 5″ card with the outline, definitions, key ideas, or other materials on the day’s assigned reading. After class, he stamps and checking the card with their name. He returned the cards to the students in the class session before the midterm. Students can then add material to the card they want but can not submit additional card. Cards are returned to the faculty members who distribute them to students during the exam. Faculty members report that this number of students complete the reading jumped from 10 percent to 90 percent of the students and especially valuable is the “life card”.

Ask students to write a single word journal or one-one words sentence.The journal as follows: students are asked to choose one word that summarizes the reading and then writing a page or less explaining or justifying their choice of words. This task can be used as a basis for class discussion. A variation is reported ask students to write a complex sentence in answer to your question about the reading and provide three sources of supporting evidence: “In one sentence, identify the kinds of reasons to use Singer’s ethics in his article ‘Famine, wealth, and morality. Quotations-verse paragraph that discloses three types of ethical reasoning “

Ask nonthreatening questions about the reading. Initially the question does not make public the feelings of tension or resistance: “Please give me one or two items from the chapter that seem important?” “What part do you think the we should review?” “What item in the reading surprised you?” “What topics in this chapter can you apply for your own?”

Use time as a class period to read. If you try to lead the discussion and found that some students have completed the task of reading, ask students to consider the reading materials for the rest of the class time. They secretly have read or call on students to read and discuss the key points. Make it clear to students that you are reluctantly taking this unusual step because they have not completed the task.

Prepare a question on the reading test undiscussed. One faculty member of the class ask him whether they have read. If the answer does not, he said, “You must read the material on your own. Expect questions on the exam covers reading.” At the time he gives to, she reminds the class what happened last time, and students come to class prepared.

Give them the task of writing to students who have not finished reading. Some faculty ask at the beginning of the class who have finished reading. Students who have not read the written materials given task and dismissed. Those who have read the material live and participate in class discussion. The task of not only recognized but valued. This technique may not be used more than once in one term.

See more about the Other Lessons Plans :>>Motivate STUDENTS

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By. Mr. Teachers

Accounting principles have a reputation as a “hard and boring” course. Difficult to motivate students to invest time and effort needed to succeed in the course. To meet this challenge, we have compiled a list of eight simple rules to keep the students motivated and focused. This is not original, and they are not just for those of us who teach accounting classes. Indeed, most of the time the proposal applies to all honor students find it hard and boring, and makes us think that they apply broadly.

Rule 1: Emphasize the most critical concepts continuously. Repeated these concepts in lectures and tasks across the course. Including that related to important questions on each subject test, so useful for students to learn, maintain, and hopefully, applying this knowledge in different contexts.

Rule 2: Provide students with “visual aid” when possible to explain abstract concepts. A significant proportion of these students are visual learners. For students, a simple diagram or flowchart can truly more precious than a thousand words in the text or lecture.

Rule 3: rely on logic when applicable. Present information to students only “true” that must be remembered, and courses that are based on “logic.” To show students how to think logically has to learn and store new information. For example, in double entry bookkeeping system, “debit” the same “credit”, and the debit entries to increase assets. This is a “fact” or features of this system, they are not based on logic. However, when students receive the system, logic can be used to operate in the system. Continuing the example, if debit entries increase asset, it is logical that the credit will cause the input assets decreased.

Rule 4: Use in-class activities to reinforce the material presented. After a new concept or the subject has been presented through reading the text, lectures, or class discussion, allowing students to put the concept into action by completing a task in class. This task can be short, but they must be developed to ensure that students understand the concepts that are important new materials. Usually, the most learning occurs when students are allowed to work in small groups, to refer to the text and notes, and ask questions of the instructor while completing the task. If the class is part of the task of the course grading scheme, class attendance is also increasing.

Rule 5: Help students create a “link” when teaching something new. If the student can “link” to the new material already learned, the opportunity to learn the new material is increased. Example link may include: study materials before the program (for example, concepts that are described in Rule 1), the study material in prerequisite courses, and “real-life” experience for students outside the classroom.

Rule 6: Recognize the importance of vocabulary in a course. Students often struggle with new vocabulary in a variety of courses, especially the introduction. To succeed in this program, students must feel comfortable with the new terminology. As the subjects are presented, a new and / or confusing terms should be identified and introduced to the students. Present “real-world” definitions and alternative terminology, in addition to the book definition. One way to help students assimilate the course vocabulary is to create “living” glossary instructors on the website where new terminology is added, explained, and illustrated throughout the course.

Rule 7: Treat students with respect. Patronizing behavior can be expected of teachers in primary schools, and: drill sergeant “strategy may be effective in the military camp. However, most students will not respond well to this technique. Give students their dignity, and they will give the best effort.

Rule 8: Hold students to a high standard. If students are not required to maintain a certain level of learning and performance, only the most highly motivated students will devote time and effort required to learn. Instead, maintain a high standard will not only motivate students to learn, but also a feeling of achievement when students meet with people who default.

Each rule can help motivate the students even the most lazy, but Rule 7 and 8 is the most important. If the student is not treated with respect and held to a high standard, scrupulously following the rules will have the first six impact much less and may end as an exercise in failure

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Motivate STUDENTS>> 8 SIMPLE RULES FOR TEACHERS

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By. Mr. Teachers

There are no hard-and-fast rules about how best to grade. In fact, how big you are on the values, assumptions, and educational philosophy: if you view introductory courses as “weeder” class – to separate from the student who does not have the potential for success in the field – you may be to take a different approach to grading of someone who views introductory courses as teaching important skills that all students must master.

All faculty agree, however, the value that provides information about how well students learn. But the value also serve other purposes. Identified at least six functions of grading:

#To describe unambiguously the value, service, or the value of the work of development

#To improve students’ ability to identify the good, namely to increase the self-evaluation or discrimination skills with respect to the work submitted

#To stimulate and encourage both students

#To communicate with the teacher’s progress judgment students

#For information about what the teachers and students who have not learned

#To select people for rewards or continued education

For some students, the class is also a sign of approval or rejection, they take them very personal. Because of the importance of values, faculty need to communicate to students a clear reason and grading policies.

If you find a clear guide to assessing performance, you will find the grading process more efficient, and the important function of the value – to communicate the knowledge level students – will be easier. Furthermore, if you grade carefully and consistently, you can reduce the number of students who complain and ask you to maintain a class. The suggestions below are designed to help you develop clear and fair grading policy. For tips on the value end of the calculation, see “Calculating and Assigning Grades.”

A common strategy

Grade based on student mastery of knowledge and skills. Limit for the evaluation of academic performance. Eliminate other considerations, such as classroom behavior, effort, class participation, attendance, punctuality, attitude, personality traits, interests, or students in the course material, as the basis of class only. If you calculate this non-academic factors, you obscure the meaning of the class, as an indicator of what students have learned. For a discussion on why not to count class participation, see “Encouraging Student Participation in Discussion.”

Avoid grading systems that put students in competition with their classmates and limit the number of high value. Normative system, such as grading on the curve, working together towards a strategy of learning that has been shown to be effective in improving student learning. Normative grading produces desired consequences for many students, such as reducing the motivation to study, evaluate the debilitating anxiety, decrease the ability to use feedback to improve learning, and poor social relationships.

Try not to overemphasize the class. You explain to the class of meaning and values and the basic procedures used in the grading. At the beginning of the term, students inform, in writing (see “Training Syllabus”) how many tests, papers, homework, and final examination will be counted towards their final grade. Once you explain the policy, to avoid over-emphasize the value of or talk about values, which will only increase the student anxieties and decreased their motivation to do something for their own interests than to get an external reward such as grade.

Keep students on their progress throughout the term. For each paper, assignment, midterm, or projects that you grade, give students a sense of what their value means. Try to give total points of a letter grade. Letters tend to have emotional value of the total lack of association. Whether to display different point value and distribution, and shows the satisfactory level of performance. Information like that can motivate students to improve if they do bad things or to maintain their performance if they do well. Keep all student information by the term, you also prevent unpleasant surprises at the end.

Students’ Complaints About minimize grading

Clearly state grading procedures in the course syllabus, and more information on this class. Students want to know how their value will be determined, with the weight of the various examinations and assignments, and grading model that you will use to calculate the value of their class will be assessed on the standard curve or absolute? If you intend to make allowances for extra credit, the task of the end of, or revision of the paper, clearly state your policy.

Setting a policy at the end of the job. You will refuse to accept any late work? Reduce points according to how the work is submitted late? Working at the end of the handle case-by-case basis? Offers a grace period? See “Preparing or Revising a Course.”

Avoid changing your grading policy during the term. May Midcourse changes erode student confidence in the fairness, consistency, objectivity, and organizational skills. If you need to make changes, to give students a complete explanation.

Simply provide the opportunity for students to show what they know. By giving students many opportunities to show what they know, you will get a more accurate description of their ability and will avoid penalizing a student who has a day off during the test. So other than the end of the test, give one or two midterms and one or two short papers. For low-division courses, suggested to give a short test and a written task scheduling or some form of evaluation every two or three months.

Consider allowing students to choose between alternative tasks. The instructor presents a list of activities that are assigned to each of which points to the task ‘Motivational and educational value, difficulties, and the amount of effort required. Students are told that the number of points required for A, a B, or C, and they choose a combination of tasks that meet their desire for the class of the course. Here are some possible activities:

#Writing a case study

#Involved in the reports and experience in the field

#Leading the panel discussion

#Serving on the panel discussion

#Maintain a journal or log of course-related ideas

#Write a thoughtful evaluation on several university

#Create a study for the course (study guides, exam questions, or audiovisual materials) on a particular theme or concept

#Undertaking an original research project or research paper

#Reviewing the current research literature on the program of study related to the topic

#Maintain a reading log that includes brief abstracts of the readings and comments, the application, and criticisms

#Completing the task of problem-solving (such as designing experiments to test the hypothesis or make a test to measure something)

Stress to reflect the values that students work on specific tasks and not on the law. Remind students that the class teacher only piece of paper. You might also let students know, if appropriate, that research shows that the value bears little or no relationship with measures of adult settlement.

Encourages students who are performing poorly. If students have difficulty, what can you do to help them improve on the task or test. If they do well, take it at the time of this average with a low initial score a higher one later.

Relate directly to students who are angry or disappointed about their class. Request a confused student to take a day or more to cool. This is also useful to ask students to prepare in writing a complaint or justification to change the value. When you meet with students in the office, all the relevant material in the hands of: the test questions, answers, or the key criteria, and examples of good answers. Listen to student concerns or read the memos that are open to the thoughts and responses in a manner that is calm. Do not allow yourself to be antagonized, and does not antagonize students. Explain the key elements of the best, and show students how the response is incomplete or incorrect. Helping students understand the reasons for you to put the success of your doing. Take time to think about the students or the request to read the test again if necessary, but refused to change the value of pressure because of the personal needs of students (for a graduate school or maintaining the status on the dean’s list). If appropriate, to the value end of the course, offer to write a letter to the adviser to the student or others, that students work in detail and indicate any extenuating circumstances that may have been hurt a success.

Remain accurate from grade students. You can save the department a copy of the final report of the class, but it’s important for you to save a note of all the values are assigned throughout the semester, if a student who wants to contest, grade, finish an incomplete, or ask for a letter of recommendation.

Making Effective Use of grading Tactics

Return first considered the task before the test or add / drop time. Initial tasks to help students decide whether they are willing to take the class (Shea, 1990). Some faculty members give students the option of throwing this first test (Johnson, 1988). Students can receive a low score because they do not know what the instructor is needed or because they underestimated the level of preparation necessary for success.

Record results of a number of letters as a value, if possible. Exams, problem sets, homework, and so the best by those who note the value that is greater to ensure accuracy when calculating the value of the end.

Give students the opportunity to increase the value by their need to re-write the paper. Encourage faculty, but many do not have to rewrite the value of the paper is rewritten as the equivalent of a paper that has not been rewritten. See “Helping Students Write Better in All Courses.”

If many students are poorly on a test, scheduled on the same material a week or so later. To devote one class or more difficult to review the material. Provide in-class exercises, homework problems or questions, practice quizzes, group learning opportunities, and additional hours before you test the new management. Although the review and retesting May seem burdensome and time, usually have little in the resume when a new topic to many students who still struggle.

Evaluate your grading policy

Compare with the distribution of your grade for the course in the same department. The difference between value and distribution of your colleagues do not always mean that the method faulty. But the glaring difference should prompt you to reexamine your own.

Ask students about the grading policy at the end-of-course questionnaire. Here are some sample questions.

For what is:

#What is the procedure for grading fair?

#What is the grading procedures for the course with the obvious?

#Do you receive sufficient feedback about your performance?

#Is the request for regrading or check with the fair?

#What is the instructor evaluate your work in a meaningful way and be careful?

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Basic principles of motivation to learn is applicable in every situation.

By. Mr. Teachers

1. Environment can be used to focus on what students should learn.

Teachers who create warm and have not received a business like atmospheres persistent efforts to improve and better attitudes towards learning. This strategy will be successful in children and adults. Visual interest, such as books, posters, or practice equipment, motivate learners by capturing their attention and curiosity.

2. Incentives motivate learning.

Incentives including the rights and receive a compliment from the instructor. Instructors determine the incentives that will encourage each time. General situation in the study, self-motivation without rewards will not be successful. Students must find satisfaction in learning based on the understanding that the goals that are useful for them, or less common, based on the pure enjoyment of exploring new things.

3. Internal motivation is more durable and more than self-directive is external motivation, which must be repeatedly reinforced by praise or concrete rewards.

Some people – particularly children of certain ages, and some adults – have little internal capacity and motivation must always be guided and strengthened. The use of incentives based on the principle that learning occurs more effectively when students experience a feeling of satisfaction. Attention must be done outside the exchange, although they are not really needed. Their use may be followed by a decline in internal motivation.

4. Learning most effective when individuals are ready to learn, that is, when one would like to know something.

Sometimes students’ readiness to learn comes with time, and the instructor’s role is to encourage development. If the desired change in behavior that urgent, the instructor must be supervised directly to ensure that the desired behavior occurs. If the student is not ready to learn, he can not be relied upon in the instructions and therefore must be supervised and instructions repeated again and again.

5. Increased motivation to the way in which learning materials are organized.

In general, materials that are developed into information meaningful to the individual. One of the methods of organization, including new tasks related to the already known. Other ways to relay meaning are to determine whether the person is taught to understand the end results desired and instruct them to compare and contrast ideas.

There are no techniques that will generate sustainable motivation except that realistic goals for their students. Learn the basic principles involved are the more success can be predicted from a failure to motivate. Usually, people will choose between uncertainty than those that are difficult (little likelihood of success) or easy (high likelihood of success). For the purpose of high value have less tendency to choose more difficult conditions. Have helped the students in defining goals increases the likelihood that they will understand them and want to reach them. However, sometimes students who have unrealistic notions about what they can do. Perhaps they did not understand the precise skills that must be done or have a depth of knowledge to master some of the material. To identify realistic goals, instructors must be skilled in assessing the readiness of a student or student’s progress toward the goal.

1. Because the study requires a change in belief and behavior, usually result in higher light perturbation.

This is useful in motivating individuals. However, the perturbation is severe incapacitating. A high level of stress is inherent in some educational situations. If a severe perturbation, each of the perception of what is going on around him is very limited. Instructors must be able to recognize and understand the restlessness that affect learning. They also have a responsibility to avoid causing severe restlessness in students with ambiguous set of unrealistically high goals for them.

2. It is important to help each student to set goals and provide informative feedback regarding progress toward goal.

Define the purpose of showing the intention to achieve and learn from one day to the next. She also directs students to the goals and activities offer opportunities to experience success.

3. Second affiliation agreement and a strong motivators.

Finding other people with whom to compare their abilities, opinions, and emotions. Affiliates can also lead to a decrease in direct perturbation by social and only accept the existence of others. However, these motivators can also lead to conformity, competition, and behavior that may appear as a negative.

4. Many of the results from a combination of behavioral patterns.

It is recognized that no grand theory of motivation there. However, motivation is necessary for the learning strategy must be planned to set the continuous and dynamic interactive Motivational for maximum effectiveness. General principles of motivation. One teaching action can use many of them simultaneously.

Finally, it must be said that there is a big difference between knowing that learning must be encouraged and to identify specific components Motivational certain act. Instructors should focus on the pattern of motivation for an individual or group, with the realization that errors will occur.

Factors of Motivation and strategy, BY TIME PERIOD

Start, DURING, and ends

TIME

First: When learner enters and starts learning

Motivational Factors

Attitude: On the environment, teacher, subject, and independent

NEEDS: basic to learn in the study

Motivational Strategies

- Create conditions that surround the subject positive.

- Positive face the possibility that a belief, expectations, and assumptions that underlie the negative attitude of students.

- Reduce or remove components of the learning environment that leads to failure, or fear.

- Plan activities to allow students to meet the needs of self.

TIME

During: When learner is involved in the body or main content of the learning process.

Motivational Factors

Stimulation: stimulation affects the learning process on learning experience.

Affect: The emotional experience of learning while studying.

Motivational Strategies

- Change the style and content of learning activities.

- Make learner reaction and involvement of an important part of the learning process, namely problem solving, role playing, stimulation.

- Use learner concerns to manage content and develop themes and teaching procedures.

- Use a group cooperation goal to maximize the involvement of learning and sharing.

TIME

Ending: When the students are completing the process of learning.

Motivational Factors

Competence: the competency of value for students who are learning the behavior.

Strengthening: to strengthen the values inherent in the learning experience, for students.

Motivational Strategies

- Provide consistent feedback regarding mastery of learning.

- Acknowledge and affirm the learners’ responsibility in completing the task of learning.

- If the study has natural consequences, which will allow them congruently evident.

- Provide artificial reinforcement when it contributes to successful learning, and provide closure to the positive end.

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By. Mr. Teacher

Statement of Purpose

Ethics is a public statement by educators that determine the principles and expectations clear to guide practice and inspire professional excellence. Educators believe that generally held set of principles can help individuals in the exercise of professional judgment. This Code speaks to the core values of the profession. “Educator” as used throughout means all educators, schools that serve New York in a position that requires a certificate, including classroom teachers, school leaders and student personnel service providers.

Principle 1: Educators maintain intellectual, physical, emotional, social, and civic potential of each student.

Educators promote growth in all students through the integration of intellectual, physical, emotional, social, and civic learning. They respect the inherent dignity and worth of every individual. Educators help students to value their own identity, they learn more about the cultural heritage, and the practice of social responsibility and citizenship. They help students to reflect their own learning and to connect the experiences of their lives. Their students involved in various activities that encourage approach and solution to the problem, while providing a variety of ways for students to demonstrate their ability and learning. They encourage the development of students who can analyze, synthesize, evaluate and communicate information effectively.

Principle 2: Educators create, support, and maintain challenging learning environment for all.

Professional educators to apply their knowledge to improve student learning. They know the curriculum and utilize a variety of assessment strategies and to overcome the differences. Educators to develop and implement programs based on a strong understanding of human development and learning theory. They support the challenging learning environment. They advocate for the resources needed to teach for higher learning. They build and maintain the standards of behavior that clearly and decency. Educators are role models, showing a habit of mind and the work required to develop and apply knowledge while showing curiosity and enthusiasm for learning. They invite students to become active, inquisitive, intelligent and individuals who reflect upon and monitor their own learning.

Principle 3: Educators commit to their own learning in order to develop the practice.

Educators recognize that professional knowledge and development are the basics of their practice. They know the content, and they understand how students learn. Educators respect the reciprocal nature of learning educators and students. They are involved in a variety of individual and collaborative learning experiences essential to develop professionally and to improve student learning. They draw on and contribute to various forms of educational research to improve their own practices.

Principle 4: Educators collaborate with colleagues and other professionals in the interest of student learning.

Encourage educators and support their colleagues to build and maintain a high standard. They participate in decisions about curriculum, instruction and assessment design, and they share responsibility for government schools. They work with institutions in the use of community resources and building comprehensive services in support of students. Respect for fellow professionals and educators believe that all have the right to teach and learn in a professional environment and support. They participate in the induction and preparation of new educators and in professional development for all staff.

Principle 5: Educators collaborate with parents and the community, build trust and respect confidentiality.

Educators partner with parents and community members to improve school programs and to improve student learning. They also recognize how cultural heritage and language, gender, family and community shape experience and learning. Educators respect the private nature of special knowledge that they have about students and their families and use the knowledge that only the best students. They recommend to fair for all children.

Principle 6: Educators promote intellectual and ethical basis of society.

Educators recognize the obligations of the trust placed in them. They share responsibility for understanding what is known, pursuing further knowledge, contributing to the generation of knowledge, and translate the knowledge in comprehensible form. They help students understand the science that is often complex and sometimes paradoxical. Educators are confidantes, mentors and advocates for students’ growth and development. As a model for the younger generation and the general public, to realize their intellectual honesty, diplomacy, wisdom and justice.

This code will not be used as a basis for discipline by the employer and will not be used by the State Department of Education as the basis for further in Section 83 of the Regulations of the Commissioner, and does not serve as the basis for a decision on certification or employment in New York State. Instead, this code will not be interpreted or used to reduce the authority of a public school employer to evaluate or discipline any employee under the provisions of laws, regulations, or collective bargaining agreement.

Background on the Development Code

State Board of Regents, as part of the teaching reform initiatives outlined in the report, 1998, New York Commitment: Teaching to Higher Standards, referred to the State Board of Professional Standards and Practices for Teaching Ethics for Teachers. State of New York, the teacher is defined as the way to the necessary certificate for service in the State public schools. This includes classroom teachers, school administrators, students and personnel service provider.

Standard is a 28-member Board of the council who serve in advisory capacity to the Regents and Commissioner of Education. Membership is comprised of teachers, school administrators, higher education representatives, community members, teachers and education students. Board of work for more than a year to develop the concept of Ethics. Involved in the review process of the code developed by various professional organizations and other jurisdictions, both for the teaching profession and other professions. Individual Board members also consult with their colleagues in the field to inform the process.

A draft of the Regents Committee of Higher Education and Professional in October 2001 Board of Regents meeting. Following review by the beginning of Regents, the draft Code was released for public comment. Reactions and suggestions received from a broad spectrum as possible: the classroom, teachers, school administrators and student personnel professionals, members of the community schools, teacher education students, campus faculty, professional organizations, boards of education, parents and the general public.

State Standards and Practices Board to review all comments received and the final version of the code produced in June 2002. The New York State Ethics for Educators has been submitted to the Board of Regents meeting in July 2002, at which time the official release of Regents of the Code to the public.

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By. Mr. Teacher

Many school teachers this day will be moved to the past passive learning active learning, it is better to find a way to attract students in the learning process. But many teachers feel it necessary to assist in imagining what to do, in or out of class, which means it is a series of active learning activities.

Under this model offers a way of conceptualizing the process of learning how to help teachers in identifying meaningful forms of active learning.

A Model of Active Learning

Description of Components

This model indicates that all learning activities involve some type of experience or some type of dialogue. The two main types of dialogue is the “Dialogue with Self” and “Dialogue with the other.” Both types are the main “View” and “Doing.”

Enough with the dialogue:

This is what happens when a student to think reflectively about a topic, for example, ask them or what they think should be thinking, what they felt about the topic, and others is “thinking about my own thinking,” but that address a broader question than just an array of cognitive concerns. A teacher can ask students, in small scale, to keep journals only, or, on a larger scale, to develop a learning portfolio. In both cases, students can write about what they learned, how they learn, what role this knowledge or learn to play in the life of their own, it makes them feel, and others.

Dialog with others:

This does not and can come in many forms. In traditional teaching, when students read books or listen to lectures, they “hear” another person (teacher, book author). This may be seen as “some dialogue” but there is no back and forth exchange. A much more dynamic and active form of dialogue occurs when teachers create an intense small group discussion on a topic. Sometimes teachers can also find creative ways to involve students in dialogue with people other than the person (eg, practitioners, experts), either in class or outside class. Anyone with a dialog, may be done live, in writing, or via email.

See:

This occurs when a student watches or listens to other people “do” something related to what they learned. This may see things as one of the teachers to do something (for example, “This is how I critique a novel.”), Listen to other professionals (eg, musicians), or the study of phenomena (natural, social, cultural or ). Can see that the act “immediately” or “you.” A direct observation of students means that the action is real, directly, an observation I see is a simulation of real action. For example, poverty may be direct observation for the students to actually go to where the low-income people who live and work, and spend time observing the life there. A do or direct observation of the same topic may be to watch movies that involve the poor or to read stories written by or about them.

To:

This refers to learning activities where students do not actually exist: dam reservoir design (engineering), making a high school band (music education), design and / or experiment (natural and social sciences), critique the writing or the argument (in literature) , investigating the sources of local history (history), making oral presentations (communications), etc.

Once again, the “do” or you may direct. Case studies, role-play and simulation activities offer a way to attract students vicariously in “doing” process. To take one example mentioned above, if there is to try to learn how to make a high school band, direct “Doing” akan actually went to high school students and directing there. A I “do” to the same destination will simulate this with a student band to consist of a fellow student who acts like that (ie, role play) secondary school students. Or, in the course, doing this case study, in essence, a simulation of the decision making process of many courses that aim to teach.

Apply this model of Active Learning

So, what can be a teacher who would like to use this model to include more active learning in her teaching? I would recommend the following three suggestions, each involving more advanced use of active learning.

1. Extending Kinds of Learning Experiences Make your.

The most traditional teaching consists of little more than students who read text and listen to lectures, which is very limited and limiting form of dialogue with others. Considering the more dynamic form of dialogue with others and three other modes of learning. For example:

#Create a small group of students and they have to make decisions or answer questions focused on a regular basis,

#Find ways for students to engage in dialogue with the community than the original peer classmates who know something about the subject (on the web, email, or live),

#Are students keep journals or build a “portfolio of learning” about their own thoughts, learning, feeling, etc.,

#Discover how to help students observe (directly or vicariously) the subject or action they are trying to learn, and / or

#Find ways to allow students to actually do (directly, or vicariously with case studies, simulation or role play) in which they must learn to do so.

2. Taking advantage of the “Power of Interaction.”

Each study has a four-mode value, and only use more than they need to add variation and thus will be more interesting for students. However, when properly connected, the various learning activities can have impacts that are more than additional or cumulative, they can be interactive and thus multiply the educational impact.

For example, if students write their own thoughts about a topic (Dialogue with Self) before they engage in small group discussions (dialogue with Others), a group discussion should be richer and more interesting. If they can do both and then observe the phenomena or action (Observation), the observation should be richer and more interesting again. Then, if this is followed by the students involved in the action itself (Conducting), they will have a better sense of what they should do and what they need to do during the study. Finally, if, after performing, the students who have experienced this process by writing about this (Dialogue with Self) and / or discuss with others (Dialogue with the other), this will add more insight. Such as sequence learning activities will provide teachers and students with the advantage of the power of Interaction.

Alternatively, advocates of the Problem-Based Learning akan shows that teachers start with the “do” by the real problems for students to work, and then after consultation with each other students (Dialogue with Others) about the best way to find a way to continue to out for problems. The students will use a variety of learning options, including the Dialogue with Self and Viewing.

3. Create a Dialectic Between Experience and Dialogue.

One of the improvements from the Interaction Principle mentioned above is to create a dialectic between the two principle components of this model on Learning: Experience and Dialogue. Experience (whether that conduct or Viewing) the students have the potential to provide a new perspective about what is right (trust) and / or what is good (value) in the world. Dialog (either alone or with the Other) has the potential to help students build a variety of possible meanings from the experience and insight that come from them. A teacher can make a creative dialectic in the learning activities of students moving back and forth between having rich experience in new and interesting in, the dialogue, can maximize the likelihood that students will be significant and meaningful learning experience.

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By. Mr. Teachers

ADULT LEARNING

Various sources provide us with enough reliable body of knowledge about adult learning. This basic knowledge may be divided into three parts: the things we know about adult learners and their motivation, things we know about designing curriculum for adults, and things that we know about working with adults in the classroom.
Motivation to Learn

1. Explore the experience of adult learning to cope with specific life change events – for example, marriage, divorce, new job, promotion, being fired, retiring, losing a beloved, moving to a new city.

2. The more change the lives of adults find an event, the more likely he is to seek learning opportunities. Just as stress increases as life change events accumulate, the motivation to cope with the changes involved in the learning experience an increase.
3. Learning experiences of adults find themselves directly related – at least in their perception – to life-change events that triggered the search.

4. Adults are generally willing to engage in learning experiences before, after, or even on the actual life change event. Once convinced that the change is a certainty, adults will be involved in learning that promises to help them cope with the transition.
5. Adults are motivated to explore the learning experience do so primarily because they use to have the knowledge or skills you are looking for. Learning is a means to an end, does not end in itself.

Improve or maintain one’s sense of self-enjoyment and a strong secondary motivators for interesting experiences in learning.
Design curriculum

1. Adult learners tend to be less interested in, and enthralled by, survey courses. They tend to prefer a concept, a theory-that the course is very focused on the application of the concepts that are relevant to the problem. This tendency increased with age.
2. Adults should be able to combine new ideas with what they already know if they will keep – and use – the new information.

3. Information that conflicts sharply with what is already held to be true, and thus force the evaluation of the long back, is integrated more slowly.

4. The missing information “conceptual overlap” with what is already known that slow.

5. Fast moving, complex or unusual learning tasks interfere with the learning of concepts or data that is intended to teach or explain.

6. Adults tend to be slow compensation in some psychomotor tasks by learning a more accurate and less to make trial and error Ventures.

7. Adults tend to take errors personally and are more likely to let them affect self. Therefore, they tend to try-and-true solutions and take fewer risks.

8. The curriculum designer must know whether the concept or idea will be a concert or in conflict with the students. Some instruction must be designed to effect changes in belief and value system.

9. The program is designed to receive the necessary perspective from different people in different stages of life and values with “set.”

10. A concept must be “anchored” or explained from more than one set of values and appeal to more than one stage of life development.

11. More mature and self-directed learning through project designed group-learning experiences led by a professional, they select more than one medium to learn, and their desire to control the speed and start / stop time.

12. Non human media such as books, instruction and television programs have become popular among the adults in the last few years.

13. Any media, easy-way is the preferred content orientation. Adults need to cite for the application and how-to information as a primary motivation for the project early learning.
Self-direction does not mean isolation. Studies of self-directed study shows that projects that involve self directed an average of 10 other people as resources, guides, encouragers and the like. But even for self-famous, self-directed learner, lectures and short seminars get positive ratings, especially when these events provide face-to-face learner, one-to-one access to the specialist.
In class

1. Learning environment should be comfortable physically and psychologically; long lectures, periods sitting ongoing and the absence of practice opportunities rate high on the irritation scale.

2. Adults have something real to lose in a classroom situation. Self and ego are on the line when they are asked to risk trying a new behavior in front of colleagues and cohorts. Bad experiences in traditional education, feelings about authority and the preoccupation with events outside the classroom affect in-class experience.

3. Adults have expectations, and it is important to take time to explain in the beginning and articulate all expectations before getting into content. The instructor can assume responsibility only for its own expectations, not for students.

4. Adults bring a wealth of experience in the classroom to life, a valuable asset that will be acknowledged, tapped and used. Adults can learn well and much – from dialogue with respected peers.

5. Instructors who have a tendency to hold forth rather than facilitate can hold that tendency in check – or compensate for it – by concentrating on the use of open-ended questions that are relevant to students’ knowledge and experience.

6. New knowledge must be integrated with previous knowledge, students must participate actively in the learning experience. The learner is dependent on the instructor to submit feedback on skills practice, the instructor is dependent on the students for feedback about curriculum and performance in class.

7. The instructor is a key control role. Instructors must balance the presentation of new material, debate and discussion, students share the relevant experience, and hours. Ironically, it seems that instructors are best able to build control risk when they give up. When they shelve egos and stifle the tendency will be threatened by challenge to plans and methods, they get the kind of facilitative control needed to effect adult learning.

8. Instructors must protect minority opinion, keep disagreements civil and unheated, make connections between various opinions and ideas, and keep reminding the group of possible solutions to various problems. Instructors of less than orchestrator advocate.
9. Integration of new knowledge and skills of transition takes time and effort focused on the application.

10. Learning and teaching theories function as a source of power is better than as a Rosetta stone. A job-skills training can take many of the behavioral approach, for example, while personal growth-center subjects seem interesting gainfully from humanistic concepts. An eclectic, rather than a theory-based approach to develop strategies and procedures, it is recommended to learn the task in accordance with the instructions.
Next five years will exceed the last fifty in terms of data production on adult learning. For now, we must realize that they want to have to learn adult oriented issues, personal and they need to accept self-direction and personal responsibility.

See more about the Other Lessons Plans :>>30 Things WE KNOW FOR SURE ABOUT ADULT LEARNING

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