General Information about Learning How to Learn courses

From KNILT
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Title: Effective Use of Self-paced Learning in the Classroom Environment

Author: Roger Wista

Abstract: The course introduces instructors to combine self-paced learning activities with traditional instruction methods in classroom teaching.

Course Objective: Learners will be able to incorporate more self-paced learning activities into their classes, and can create effective units that leverage the best practice of self-paced learning in both content creation and assessment.

Tag(s): self-paced learning, classroom


Title: Developing Student Skills for the Constructivist Classroom

Author: Colleen DePuy

Abstract: The first part of the course is designed to explain the purpose for using student-centered model of instruction as well as provide the teacher with information on ways to anticipate and respond to student objection; the second part of the course is designed to help students develop the major skills needed to work productively as an independent and collaborative learner when working in a student-centered classroom.

Course Objective: Teachers will be able to able to use student-centered classroom instruction as a teaching model and students will be able to acquire the skills to learn effectively in such a classroom setting.

Tag(s): student-centered instruction


Title: Preparing Students for Self-Directed Learning

Author: Scott Jill

Abstract: The purpose of this mini-course is to explore ways instructional designers and instructors can enhance the skills learners need for successful self-directed learning.

Course Objective: Instructional designers will understanding the characteristics of self-directed learning and learn how to foster the skills needed for successful self-directed learning and how we to prepare successful self-directed learners.

Tag(s): instructional designer, self-directed learning


Title: ARCS Model of Motivation Design

Author: Julia Kelley

Abstract: This course will provide the learner with a better understanding of motivation, motivation design, and the four major components of John Kellers model of motivation design.

Course Objective: Upon completion of this course the learner should be able to demonstrate an understanding of ARCS model of motivation design by providing examples of its use and strategies to better promote effective student learning in the classroom.

Tag(s): motivation, motivation design


Title: Utilizing Graphic Organizers

Author: Anthony Traina

Abstract: The course teaches the importance and the use of graphic organizers in classroom settings for enhance students’ understanding of their learning content .

Course Objective: Upon completion of this course, participants will be able to understand what a graphic organizer is, create various types of graphic organizers, and understand how to utilize graphic organizers in the classroom.

Tag(s): graphic organizer


Title: Advance Organizers

Author: Kelly Fernandez

Abstract: This course teaches the concept and the use of advance organizers.

Course Objective: By the end of this course, you will be able to: 1. Define what an advance organizer is 2. Identify the purpose of advance organizers 3. Discriminate between advance organizers and graphic organizers 4. Identify the various ways in which advance organizers can be utilized 5. Utilize advance organizers to enhance student learning 6. Critique a lesson sample and reflect upon the use of an advance organizer 7. Develop a lesson plan that exhibits the proper use of advance organizers

Tag(s): advance organizer


Title: Reducing Student Stress Through Instructional Practice

Author: James Ranni

Abstract: There are three units in this course. The first unit provides the background knowledge of stress and its effects on students. The second unit elicits instructional practices that may reduce a stressful situation example. The last unit talks about evaluation of instructional practices being used to reduce stress.

Course Objective: Teachers will acknowledge that student stress can be a problem, evaluate the level of stress students are currently experiencing in their classes, analyze their instructional practices, and change instruction methodologies to reduce student stress and potentially increase student performance in the courses in which they teach.

Tag(s): Student stress, instructional methodologies, instructional practice


Title: Understanding and Integrating Interactive Student Notebooks in the Secondary Classroom

Author: Laura Bartlett

Abstract: This course seeks to help secondary content area teachers understand what Interactive Student Notebooks (ISNs) are, how they might be used in their classrooms, and what benefits they can offer student learning across the curriculum.

Course Objective: By the end of this course, learners should be familiar enough with ISNs to be able to create and implement them in your own classrooms.

Tag(s): ISN, secondary classroom


Title: Before You Copy

Author: Hend Elsantaricy

Abstract: This course is designed for both teachers and students (8 to 12 years old) to take it together. The course brings in hand the type of information that is concise and focused on what they need to know while working with information resources inside the classroom.

Course Objective: Taking this course will help learners how to respect others work and at the same time protect your own work.

Tag(s): Copyright, plagiarizing


Title: Student_Driven_Community_Service

Author: Teresa Dobler

Abstract: This course is designed to increase teacher comfort with developing and including a student driven community service project within the classroom. This course will provide teachers with knowledge of the steps involved in a student driven community service project and will also provide resources for teachers to adopt or adapt for their own use.

Course Objective: Learners will choose to include student driven community service projects, as evidenced by incorporating them in their own classrooms, and classify projects as examples or non-examples of student driven community service projects using a self-generated list of criteria by labeling them. Learners will state in typed writing how student driven community service projects fit in to the Common Core Standards by citing specific standard connections. In their own classrooms, learners will demonstrate knowledge of a model for student driven civic engagement by incorporating it in to the classroom.

Tag(s): students driven, community service, classroom,