1/18/2024 0 Comments Dingtalk classroomHuang Xiaoqing, Guo Xueqian, Li Shanshan, Huang Juying, Xue Yanli, Zhang Haixia.Ĭourse process assessment scheme based on Rain Classroom platform Liu Jinqiang, Zhang Rui, Zhou Wei, Ji Gang, Hong Liu.ĭilemma of and solution to online clinical teachingĭuring hospital closed-loop management. When these factors are considered, Soranno notes a wealth of positive outcomes-better participation (which means better student talk, as opposed to excessive teacher talk), greater student motivation to learn beyond what is expected, consistent student preparation, and that students demonstrated a higher investment in their own learning.吕洁丽,张来宾,白素平,等. She suggests structure for student-led discussions, how to select discussion items (like literature or other sources), setting discussion goals, setting clear assessment criteria, and how to evaluate the effectiveness of the discussion. In this research, Soranno describes ways to conduct productive student-led discussions. Furthermore, student-led discussions often fall prey to the two most common problems in any discussion-that hardly anyone participates, or, one individual monopolizes the conversation. However, good discussions take work and effective facilitation, and not all students are ready to lead discussions. Student-led discussions can provide an active learning environment and even increase retention in learning. Improving student discussions in graduate and undergraduate courses: Transforming the discussion leader. Also, set the tone of discussion and participation expectations early in the school year so all students have time to transition to a more collaborative learning environment. Student-driven projects, lessons around problem-solving, and student input on learning plans are all ways to increase both student engagement and student talk in a standards-driven classroom. In fact, “some feel that a standards-driven curriculum stifles creativity” (Ripp, 2012, p. With the advent of Common Core, teacher face the challenge of meeting standards without minimizing student participation. Cultivating Passionate Learners in Common Core Classrooms. Before, during, and after, the students are able to set and assess goals related to speaking and listening. What is important is that the text or item can generate several layers of questioning, usually prompted by the teacher, who serves as a facilitator. In Paideia discussions the text can also be an artifact or other source document. Successful whole class discussions include “three important features: text selection, questioning strategies, and ongoing assessment of speaking and listening skills” (Billings & Roberts, 2014, p. Using the Paideia model is one way teachers can effectively increase the amount of meaningful student talk in classrooms. This gives students the chance to speak, and more importantly, “impose their own prior achievement, understanding, sequencing, and questions” (p. To combat classrooms dominated by teacher talk, more listening is necessary.The research shows that “when highly effective and other teachers were compared, the former had more general class talk and less directive talk” (p. Teacher effectiveness and teacher talk are inversely linked.Only “5-10 per cent of teacher talk triggers more conversation or dialogue engaging the student” (p.Student engagement is higher when teachers talk less, this is especially true for at-risk students (p.“Teachers talk between 70 and 80 percent of class time, ” and “teachers’ talking increases as the year level rises and as the class size decreases” (p.In the meta-analysis, here are a few things Hattie’s work has revealed: Hattie (2012) says that teachers talk far too much and that “the proportion of talk to listening needs to change to far less talk and much more listening” (p. 80).
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