This blog post accompanies my session, Maximizing Learning, Implementation, and Reflection with Creative Professional Learning Models, presented at the 2018 Teachers’ Convention of the North American Division of the Seventh-day Adventist Church.
PPT: Maximizing Learning, Implementation, and Reflection
Models of Online Professional Learning
- Mentoring via videoconference
- 123 VC: Jazzing Up Your Curriculum with Videoconferencing workshop model
- Streaming or recorded video, plus supported interaction
- Multiple simultaneous webinars such as the Global Education Conference
- “Just in time” learning – self-paced modules
- Personal Learning Networks
- Massive Open Online Courses
Scaffolding for Success with Large Scale
- Cheat sheets: simple instructions with screen shots for each tool used
- Phone numbers: who to call? tiered level of support
- Facilitators for large groups
- Mechanism for smalls schools to interact
- PDF agenda, resources, instructions, handbook. Printed ahead of time.
This blog post accompanies my session, Flipping Your Classroom, Personalizing Learning: Practical Strategies & Ideas, presented at the 2018 Teachers’ Convention of the North American Division of the Seventh-day Adventist Church.
PPT: Flipping Your Classroom, Personalizing Learning
- KnowledgeWorks: What is Personalized Learning?
- Lim, J. (2016). Predicting successful completion using student delay indicators in undergraduate self-paced online courses. Distance Education, 37(3) , 317-332. doi:10.1080/01587919.2016.1233050
- Lim, J. (2016). The relationship between successful completion and sequential movement in self-paced distance courses. International Review of Research in Open and Distributed Learning, 17(1). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/2167
- Self-Directed Learning Habits
- 4 Steps to Successful Self-Directed Learning (from a university center of teaching)
- Universal Design for Learning
- Lin Hsiao, J. W. D. (1998). The impact of reflective facilitation on middle school students’ self-regulated learning and their academic achievement in a computer-supported collaborative learning environment. (Ph.D.), The University of Texas at Austin, United States — Texas. ProQuest Digital Dissertation database.
- Mager, R. F., & Clark, C. (1963). Explorations in student-controlled instruction. Psychological Reports, 13(1), 71-76.
- Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. http://doi.org/10.3389/fpsyg.2017.00422
- Schraw, G., Crippen, K., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111-139. Retrieved from doi:10.1007/s11165-005-3917-8
Open Courses and Resources
Recording and Hosting Videos
Assessments at the Door
Resources for Teaching, Active Learning, and Engagement
For Further Reading
This blog post accompanies my session, 20 Tools for Significant Learning and Student Engagement, presented at the 2018 Teachers’ Convention of the North American Division of the Seventh-day Adventist Church.
Updated PPT: 20 Tools for Significant Learning and Student Engagement (updated 8/8/18)
Note: 8/8/18 Additional links added to Learning how to Learn; and Caring
Note that I have deliberately not included tons of sites and ideas because I wanted this to be simple and not too overwhelming. To pique interest.
Learn about Designing Significant Learning Experiences
Learning How to Learn
- Evaluating and selecting content sources, i.e. YouTube, TedEd, books!
- Teach students to subscribe to the journal’s feeds i.e. ALT or Community of Inquiry
- Using project based learning and makerspaces for student-designed projects
- Teach students to monitor their own understanding (print flashcards, Quizlet), and mind map knowledge, identifying areas to learn more, selecting and pursuing
- Reflection on their own blog, like UMW does with A Domain of One’s One
- Showcasing and extending learning with job portfolios: i.e. via Mahara or other portfolio tools
- Blog or discuss ways in which one’s personal life affects and is affected by the subject via WordPress, VoiceThread, Weebly, Edublogs.
- Be an ethical, responsible member of a team serving others; tools to support groups: GoogleDrive and similar tools to support collaborative learning.
- Observation of real-life human experiences related to the content; report back to the class.
- Analyze and critique an issue or case study, and organize and present it via Padlet.
- Apply the skills in context; document ability with video via YouTube, Videoscribe, FlipGrid, or Animoto.
- Create a recommendation for a corporation in a real-world problem/situation, build and present on GoogleSites or PowToon.
Online Tools and References
Fink Taxonomy and Tools v2 PDF Handout – Permission granted to reprint freely. Please share any adaptations.
What would you add? Feel free to comment and share.