Difference between revisions of "Unit One: Understanding the Learning Community and Online Discourse"

From KNILT
 
(68 intermediate revisions by the same user not shown)
Line 1: Line 1:
==Overview of Unit 1==
+
[[File:blog.jpg ]]
 +
==Study Guide(5/30-6/4)==
 +
[[Unit 1 Study Guide]]
  
Learners will be able to identify the meaning, goals, and construction of differentiated instruction.
+
==Activities==
  
==Study Guide==
+
===You Tube===
* State meaning and benefits of differentiated instruction
+
Watch the following videos and respond to questions.
* Generate a list of goals differentiated instruction is intended to help
 
* Identify the steps or procedures involved in planning for and executing differentiated instruction in the classroom
 
  
==Activities==
+
Rethinking Education[[http://www.youtube.com/watch?v=5Xb5spS8pmE]]
===You Tube===
 
Rethinking Education
 
  
 +
[[Respond to these questions]]
  
First, write down a few ideas you already have about differentiated instruction (DI) - use your knowledge from previous coursework, professional development sessions, your own classroom experiences, etc. Your response may be in the form of a paragraph, bulleted list, graphic organizer, or however else you see fit!
+
===Reading===
  
===Readung===
 
  
 +
Now, read these articles about the Online Learning Community and share your thought in Discussion.
  
Now, read these articles about differentiated instruction.  
+
*[[Media:Unit_1-a.pdf]] "Critical inquiry in a text-based environment: computer conferencing in higher education" (200l) by Garrison, D. R., Anderson, T., & Archer, W.  
  
*[[Media:Unit_1-a.pdf]] "Differentiation: Lessons from Master Teachers" (2007) by Jennifer Carolan and Abigail Guinn. This article introduces teachers to the idea of DI and addresses some issues as to why some teachers may be hesitant to try DI in their classrooms. Carolan and Guinn (2007) observed classrooms in which DI was occurring and recognized four common features: 1) offering personalized scaffolding; 2) using flexible means to reach defined ends; 3) mining subject-area expertise; and 4) creating a caring classroom in which differences are seen as assets.  
+
*[[Media:Unit_1-b.pdf‎]] "Collaborative learning as a collective competence when students use the potential of meaning in asynchronous dialogues" (2009) by Amhag, L. & Jakobsson, A.
  
*[[Media:Unit_1-b.pdf‎]] "Meeting the Needs of All Students Through Differentiated Instruction: Helping Every Child Reach and Exceed Standards" (2008) by Holli M. Levy. This article addresses the connection between DI and national and state standards. Levy (2008) states, “The core of differentiated instruction is flexibility in content, process, and product based on student strengths, needs, and learning styles” (p. 162). Levy (2008) also addresses assessments, student grouping, and tiered assignments (see examples in Unit 4) in terms of DI.
+
===[[Discussion]]===
 +
Consider the following questions:
  
Respond to these questions:
+
1. The Community of Inquiry Model provide the idea that we can create the processes that are important in traditional learning environments in online environments. What are the strengths of the model? What, if anything, is weakness?
  
:1. What ideas about DI were you already familiar with? What ideas were new to you?
+
2. How do you think these changes in social interaction affect cognitive learning processes and outcomes? What roles does the teacher should play in facilitating a learning community ?  
:2. How is DI useful in today's classrooms?  
 
  
Again, your response may be in the form of a paragraph, bulleted list, graphic organizer, or any other thoughtful representation.
 
  
===Discussion===
 
  
  
Think about how you would respond to the following questions. Then, use the discussion area to exchange ideas about differentiated instruction with other participants.
 
  
How would you define differentiated instruction? What do you already do that is considered DI and how do you envision a more differentiated classroom?
+
[[File:Discussion_1-1.jpg]]
  
 
==References and Resources==
 
==References and Resources==
 +
Amhag, L. & Jakobsson, A. (2009). Collaborative learning as a collective competence when students use the potential of meaning in
 +
asynchronous dialogues. Computers & Education 52 ,656–667
  
 +
Anderson, T. D., & Garrison, D. R. (1995). Critical thinking in distance education:Developing critical communities in an audio teleconference context. Higher Education,29, 183 - 199.
  
 +
Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001). Assessing Teaching presence in a Computer Conference Environment, Journal of Distance Education, 14(3), 51-70.
  
 +
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical Thinking and Computer Conferencing:A Model and Tool to Assess Cognitive Presence. American Journal of Distance Education
  
 +
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical inquiry in a text-based environment: computer conferencing in higher education. The Internet and Higher Education 2(2-3), 87-105
  
 +
Resnick, M. (1991). Xylophones, Hamsters, and Fireworks: The Role of Diversity in Constructionist Activities. Constructionism, eds. Idit Harel and Seymour Papert.
  
 +
Rourke, L., Anderson, T. Garrison, D. R., & Archer, W. (2001). Assessing social presence in asynchronous, text-based computer conferencing. Journal of Distance Education, 14(3),50-70.
  
 +
Lippman, M. (1991). Thinking in Education. Chapter 1. Cambridge University Press.
  
 +
Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
  
 
+
== Navigation ==
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
== Navigation: ==
 
  
 
[[Sun Hee Seo's Portfolio Page]]
 
[[Sun Hee Seo's Portfolio Page]]
Line 68: Line 60:
 
Return to [[Essential Guild to Online Teaching ]]
 
Return to [[Essential Guild to Online Teaching ]]
  
Unit 1: Understanding the Learning Community and Online Discussion
+
Unit One: Understanding the Learning Community and Online Discussion
  
[[Unit 2: Identifying Useful Communication Tips]]
+
[[Unit Two: Identifying Facilitating Discourse Tips]].
  
[[Unit 3: Implementing Class Management Plan]]
+
[[Unit Three: Implementing Class Management Plan]]

Latest revision as of 11:49, 4 May 2011

Blog.jpg

Study Guide(5/30-6/4)

Unit 1 Study Guide

Activities

You Tube

Watch the following videos and respond to questions.

Rethinking Education[[1]]

Respond to these questions

Reading

Now, read these articles about the Online Learning Community and share your thought in Discussion.

  • Media:Unit_1-a.pdf "Critical inquiry in a text-based environment: computer conferencing in higher education" (200l) by Garrison, D. R., Anderson, T., & Archer, W.
  • Media:Unit_1-b.pdf‎ "Collaborative learning as a collective competence when students use the potential of meaning in asynchronous dialogues" (2009) by Amhag, L. & Jakobsson, A.

Discussion

Consider the following questions:

1. The Community of Inquiry Model provide the idea that we can create the processes that are important in traditional learning environments in online environments. What are the strengths of the model? What, if anything, is weakness?

2. How do you think these changes in social interaction affect cognitive learning processes and outcomes? What roles does the teacher should play in facilitating a learning community ?



Discussion 1-1.jpg

References and Resources

Amhag, L. & Jakobsson, A. (2009). Collaborative learning as a collective competence when students use the potential of meaning in asynchronous dialogues. Computers & Education 52 ,656–667

Anderson, T. D., & Garrison, D. R. (1995). Critical thinking in distance education:Developing critical communities in an audio teleconference context. Higher Education,29, 183 - 199.

Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001). Assessing Teaching presence in a Computer Conference Environment, Journal of Distance Education, 14(3), 51-70.

Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical Thinking and Computer Conferencing:A Model and Tool to Assess Cognitive Presence. American Journal of Distance Education

Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical inquiry in a text-based environment: computer conferencing in higher education. The Internet and Higher Education 2(2-3), 87-105

Resnick, M. (1991). Xylophones, Hamsters, and Fireworks: The Role of Diversity in Constructionist Activities. Constructionism, eds. Idit Harel and Seymour Papert.

Rourke, L., Anderson, T. Garrison, D. R., & Archer, W. (2001). Assessing social presence in asynchronous, text-based computer conferencing. Journal of Distance Education, 14(3),50-70.

Lippman, M. (1991). Thinking in Education. Chapter 1. Cambridge University Press.

Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.

Navigation

Sun Hee Seo's Portfolio Page

Return to Essential Guild to Online Teaching

Unit One: Understanding the Learning Community and Online Discussion

Unit Two: Identifying Facilitating Discourse Tips.

Unit Three: Implementing Class Management Plan