Course Hero’s Post

Enquiry-based learning should be the new normal in every academic engagement. This approach has become inevitable in my lecture delivery. Almost always I begin every important point with a question. This technique has several benefits. Firstly, it engages the students and facilitates understanding of the subject matter. Secondly, enquiries have a way of making your delivery easier as it aligns students to the information you are about to deliver. More so, it awakens their thinking capacity and boost their confidence as supposed to just being a passive observer or listener. Finally, helps bring both student and teacher on the same page so that the teacher does not over estimate or under estimate his students. Asking the right questions can change a boring lecture into an unforgettable experience.

Looking for an example of an Open Pedagogical Lesson? Check out this example (and short video overview) from my talented colleague Jeff Newby.

As the science of reading continues to inform educational practices, it is important to understand what the science says about foundational reading skills. One of those skills is word recognition and decoding, which are pivotal for comprehension and academic success. 🎓 In this webinar, hear from literacy leaders on how to center instruction on word recognition and decoding practices that lead to successful reading comprehension for adolescent readers. Gain valuable insights and practical strategies to implement in your classroom or educational setting. 📚 Transform your instructional approaches to teach word analysis skills that support older readers in being able to decode academic, multisyllabic words effectively. Equip yourself with the tools and techniques necessary to empower your students to become proficient readers. 📝 📍Wednesday, April 17th | 3-4 PM EST. Register now🔗: https://lnkd.in/eWGTWKTH #cognitiveflexibility #capti #VocabularyEnrichment #sentenceprocessing #languageprocessing #middleschool #semantics #decodingthreshold #readingintervention #webinar #languagestructures #wordorder #teaching #educationtechnology #education #basicclauses #basicphrases

Excellent article from Jonathan Kay. Another example of expecting teachers to do the unnecessary rather than the useful. Particularly important points relating to post-16 English and maths about: - time wasted using mock exams to identify gaps in knowledge (I see this so often in functional skills) - time spent teaching topics without identifying gaps in knowledge at start of course. Time is precious in FE. Use it well.

My new semester syllabi are written with deliberate space for co-designing aspects of our courses, aligned to a host of standards, and uploaded to the LMS. But, I'm going to revise them now to include / cite these core set of pedagogical #values and #commitments to my undergraduate students developed by Remi Kalir, PhD. See the list in his post below. Many of these are an intentional part of my practice, but I appreciate the opportunity to share them in writing with my students. Which values are part of your teaching practice? Andrea Riquetti, M. Ed, Melinda L., Beth McBride Pinheiro, PhD, Karen Capraro, Natasha Feinberg, Ed.D.

As an academic, you're a lifelong learner.  And that personality trait is exactly what makes creating a business centered around self-hosted learning experiences a perfect fit for an academic interested in expanding their impact and increasing their income. Here are 5 reasons professors *like you* are uniquely suited to create self-hosted learning experiences: 1️⃣ Passion for teaching Many professors are passionate about teaching and genuinely want to help others learn. Your enthusiasm translates into more effective and engaging course content. 2️⃣ Effective teaching skills There are many professors who are skilled educators and understand how to convey complex ideas in a structured and comprehensible manner. You can create well-organized and engaging course content. Unfortunately, this is something that is lacking in the digital course creation industry. 3️⃣ Credibility and Trust Professors are respected figures in their fields. Learners are more likely to trust courses created by professors, knowing that the content is reliable and accurate. This will make selling your learning experience a lighter lift. 4️⃣ Hidden Academic Curriculum Academics often observe skill gaps in their students’ education that aren’t covered by the traditional curriculum. These skills might be crucial for success but are rarely taught in a formal academic setting. Self-hosted learning experiences can allow you to bridge this gap by creating courses that address these specific needs 5️⃣ Lifelong learning Academics are lifelong learners. You continued schooling when most of your peers had had enough! The process of creating and selling a self-hosted learning experience opens up a new world of education that I’ve personally found to be exciting and fulfilling. There has never been a better time for academics to take their talents to the internet and make an impact through teaching self-hosted learning experiences. The additional income can create a much needed freedom and independence from the traditional and sometimes toxic hamster wheel of tenure and promotion. Take the Independent Professor Teaching Style Quiz to find the type of self-hosted learning experience that is a perfect fit for your personality: 

Loving this article from Thomas Guskey on teacher efficacy. When teachers see evidence of their impact, they become more confident in their ability to make a positive difference for our students. "An old adage says, "The first step in making a difference is believing that you can." In education, we refer to that belief as teacher efficacy. Among teacher qualities that contribute to success with students, teacher efficacy has been shown to be one of the most powerful (Kim & Seo, 2018)." ~ Guskey https://lnkd.in/g7UGMCHY

Bloom’s Taxonomy is a classification of levels of thinking. This taxonomy is useful if and when educators can find practical applications to their classroom instruction. There are six levels of thinking within the taxonomy that are divided into two categories: low and high levels. Low-level thinking guides students to high-level thinking. Low-level thinking builds a foundation of understanding. High-level thinking develops a deeper understanding of content. High-level thinking is necessary to solve problems.  Learn more about how you can effectively use this concept in your classroom by clicking this link; https://lnkd.in/dpSr_2Fs   ________________________________________________ You can also take advantage of our Affordable Course Content which is available to any educator across the world. Click on the link below to start learning: https://lnkd.in/d3d5bXcd #teacher #teacherprofessionaldevelopment #learning #moreeffectiveteacher

REPORT RESPONSE (Part C): Part B response to the report https://lnkd.in/gvQ7MvEZ on the content issue continues here. For content related to Science skills it acknowledges that AC skills are equivalent and that complexity increases across year levels, but incorrectly states they are presented separately and “isolated” from content (by which they mean topics) p. 17, when in fact the AC clearly articulates the what (content) to be taught and explains how it should be taught and learnt by bringing skills and understandings together -as described in the achievement standards, and in the document About the Learning Area “the 3 strands of Science should be taught in an integrated way...” with more detailed explication. The examples of comparative content pp22-24, 29, do not take account of the AC content elaborations (misrepresented as optional content p.30), which although not mandatory provide further detail of the core content descriptions and serve to guide teachers on what to teach. Further, stating there is poor sequencing by comparing sequences of content or topics taught in other curricula to the AC’s sequence of learning outcomes (skills and understanding) foregrounded in the achievement standards, is not valid.

WONDERFUL ELL Teaching Strategy SWIRL! (I thought the same thing when I first heard the term 😜.) Here's what it is and how it can benefit you and your ELLs.