Showing 1184 posts tagged faculty
The prevailing enthusiasm for personalized learning has obscured a fundamental question: How should it be defined?
Institutions can undertake several specific actions in order to foster academic integrity across campus. Create campus-wide definitions and decision processes, including an academic integrity policy and consistent definitions and penalties for infractions. Such documents should contain input from all campus stakeholders (e.g., faculty, students, and support areas).
Set up regular communication among faculty who teach the same students, and consider creating an academic integrity reporting/review board for handling cases in a formal way.
There are also several course-level best practices…
image via flickr:CC | giulia.forsythe
In the era of “big data,” it can be easy to forget the importance of the human connection in certain enterprises, including the education of children. School reformers have set up funding programs that are competitive rather than collaborative, and evaluation systems don’t pay attention to collaboration and school culture. In the face of all of this, here is a post that talks about the importance of relationships between teachers and between teachers and administrators. After all, these connections are really what hold a school together.
image via flickr:CC | Sam_Catch
Where do teachers go when the 3 p.m. bell rings?
When you’re a kid, you don’t really think they go anywhere. Except home, maybe, to grade papers and plan lessons and think up pop quizzes.
But of course teachers go off and do all sorts of things: They write books and run for office and start businesses and so much more.
Today we begin our new project, The Secret Lives of Teachers, to collect the stories of teachers’ lives after the students leave for the day.
Tell us about the Secret Lives of Teachers – share your own story or tell us about a teacher you know. You can tag your stories on social media with #secretteachers or drop an email to NPREd@npr.org.
Caption: For Mathias “Spider” Schergen, his Secret Life plays out in a one-car garage out back of his house in Southwest Chicago.
He turned it into a studio, a crowded place full of lumber and wood and paint and scrap metal and odd things like shoes and fabric. Stuff that he fashions into art.
Photo credit: Elissa Nadworny/NPR
Illustration credit: LA Johnson/NPR
#whyIrefuse are tweets from parents, teachers and others about why they don’t want their children or students to take high-stakes standardized tests.
- Setup a dedicated class account
- Don’t make joining mandatory
- Establish a hashtag
- Follows are student-friendly
- Get permission to post pictures
- Vary your tweets
image via flickr:CC | mallix
I have a friend that was talking about Common Core and she said that all they are now teaching children to do is “regurgitate facts” and not think for themselves. It’s true, my new mantra now is “Where’s the evidence?”, “Where’s the evidence?” I am not sure how many times a day I say it.
Assignments are a terribly important part of the teaching and learning equation. They aren’t just random activities that faculty ask students to complete for points and grades; they are the vehicles through which students learn course content. By studying for exams and engaging with content as they write their papers, students deepen their understanding of key concepts and build learning connections. In short, assignments represent learning experiences for students and, as Dee Fink reminds us, we want those learning experiences to be “significant.”
Is that how you’d describe your most often-used assignments?
Are they the only ways students could encounter and explore course content?
As an eLearning professional, you are in a unique position to facilitate learning transfer by:
- Encouraging learners to see how they can use the course materials in a real-world context
- Be sure to include plenty of practice into your eLearning courses—practices makes perfect! Incorporating a variety of real-world scenarios and examples in eLearning design
- Remember, it’s not about what people know—it’s about what they can do with what they know!
A fight or flight reaction may be useful in some situations, but it is highly detrimental in the classroom. Whether anxiety stems from test taking or from an unstable home environment, the brains of students experiencing high levels of stress look different than those who are not — and those brains behave differently, too. In this article, we’ll take a look at the neural and hormonal responses that underpin a student’s stress response, and make a few suggestions for continuing to teach through the challenges it presents.
As a teacher, you will certainly be the recipient of some negative feedback, solicited or otherwise. The comments may focus in on your teaching style, how well you communicate, whether a child likes you, etc. Even if the remark was delivered with constructive intent, you may resent the experience and develop a negative view of a parent, child or administrator.
It is important to remember that there is nothing to be gained from harboring negative thoughts. Almost every form of criticism can teach us something powerful about ourselves. The next time that someone approaches you with some unwanted feedback consider doing the following…
image via flickr:CC | banlon1964
The tragedies of Trayvon Martin, Jordan Davis, and Michael Brown remind me of what young people in places like the youth center in Jacksonville have been saying for years. They remind me that distorted racial representations in popular culture can influence a culture of punishment toward black males.
As a challenge to educators, I offer the following questions: How do we weigh hip-hop youth culture in relation to the punishment of young people’s identity? Where do we, as educators, learn the stereotypes, prejudices, and biases toward students that need to be unlearned? What proactive, practical strategies might we as educators take in writing new scripts for how we think about African-American males, different from what the mainstream media tell us? What is the role and critical awareness of cultural context in relation to lessening punitive practices against African-American males in K-12 schools?
image via flickr:CC | stevendepolo