Online innovative showcase
Transcript of Online innovative showcase
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Cindy HindsAdjunct Psychology Instructor
Ozarks Technical Community College
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I have a _____ with Standards requiring me to teach higher level critical thinking skills to students? ◦ A) Department/Division
◦ B) College/University
◦ C) Professional Association
◦ D) More than one of the above
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I have students who: ◦ A) already know how to think and write critically.
◦ B) who are somewhat prepared to engage in critical thinking work.
◦ C) who are not prepared to engage in critical thinking work, but show some promise.
◦ D) who are not prepared and show no foundation to begin the process of critical thinking.
◦ E) All of the above
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Knowledge is constructed through interactions with adults or more advanced peers.
Learners do best when information is provided within their „zone of proximal development‟ through a process called
Scaffolding
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Early in the Semester weekly Response Posts can be worth up to 5 possible points.
Later in the Semester weekly Response Posts can be worth up to 10possible points.
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I like to receive recognition for hard work?◦ A) True
◦ B) False
The result of the recognition you receive for your hard work makes you:◦ A) work a little less
◦ B) work a little more
◦ C) coast along
◦ D) work much harder
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What student reactions have you had to the movement away from traditional forms of teaching and learning?
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Do you think this methodology goes far enough in creating collaboration?◦ A) Yes
◦ B) No
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Creates a better discussion board response post. Keeps students “on task”
Requires students to critically think about the material
Creates a nascent community of learners
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APA, Principles for Quality Undergraduate Education in Psychology. www.apa.org
Borthick, A.F., Jones, D.R., & Wakai, S. (2003). Designing Learning Experiences within Learners‟ Zones of Proximal Development (ZPDs): Enabling Collaborative Learning On-Site and Online. Journal of Information Systems. 17 (1): 107-134.
Elbaum, B., McIntyre, C., & Smith, A (2002) Essential Elements. Atwood Publishing: Madison, WI
Reed, S. (2010). A Model for Scaffolding Writing Instruction: IMSCI. The Reading Teacher. 64 (1) 47-52.
Tsai, A. (2011). A Hybrid E-Learning Model Incorporating Some of the Principal Learning Theories. Social Behavior and Personality 39 (2) 145-152.
Van de Pol, J., Volman, M., & Beishuizen, J. (2010) Scaffolding in Teacher-Student Interaction: A Decade of Research. Educational Psychology Review. 22: 271-296.