Los niños y niñas se están desarrollando en un mundo muy diferente al que a nosotros nos correspondió crecer, por tal razón, se hace necesario que los educadores y profesionales afines cuenten con espacios para ...
Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner.
For many teachers across the country, annual evaluations are mysterious. Every state, every district uses a different tool to determine teacher effectiveness and rate their teachers on different scales. Sometimes teachers are unsure as to why they are rated the way they are. I've seen many a tear in the teachers' lounge during evaluation season. There is incredible anxiety inherent in this process, especially for new teachers who are still trying to get their "teaching legs" under them. They have the knowledge, they are gaining the skills, but putting it all together is no easy feat. (...)
An overview of the experience of the opening two years of an institution-wide project in introducing electronic voting equipment for lectures is presented. Eight different departments and a wide range of group size (up to 300) saw some use. An important aspect of this is the organizational one of addressing the whole institution, rather than a narrower disciplinary base. The mobility of the equipment, the generality of the educational analysis, and the technical support provided contributed to this. Evaluations of each use identified (formatively) the weakest spots and the most common benefits, and also (summatively) showed that learners almost always saw this as providing a net benefit to them. Various empirical indications support the theoretical view that learning benefits depend upon putting the pedagogy (not the technology) at the focus of attention in each use. Perceived benefits tended to increase as lecturers became more experienced in exploiting the approach. The most promising pedagogical approaches appear to be Interactive Engagement (launching peer discussions), and Contingent Teaching – designing sessions not as fixed scripts but to zero in on using diagnostic questions on the points that the particular audience most needs on this occasion.
Calidad y evaluación de los aprendizajes: ¿es posible contemplar el software social? 2 julio, 2012 lgaretio. See on Scoop.it – Educación a Distancia (EaD). El próximo 5 de julio, en el marco del Encuentro Internacional de Educación 2012- ...
El Consejo Ejecutivo de la Unión de Universidades de América Latina y el Caribe (UDUAL) se comprometió a fortalecer la calidad de la educación superior en sus dimensiones universitaria, social y cultural.
Cuando se realiza una clasificación de métodos suele hacerse de manera muy personal, de acuerdo a experiencias e investigaciones propias. En este texto, he preferido valerme de clasificaciones tradicionales, fundamentalmente por la utilización del lenguaje y la terminología, de todos conocida. No obstante, me he permitido variar la nomenclatura en algún momento, con el fin de adaptarla mejor a los tiempos, los avances en el conocimiento del aprendizaje y la relación con las nuevas tecnologías en la educación.
En esencia, el proyecto consiste en dotar a los alumnos de unos mandos de respuesta, en un intento de hacer una enseñanza interactiva, en la que el profesor, a lo largo de la clase, solicitará respuestas a las cuestiones colaterales que pudieran surgir en la exposición de cada uno de los temas de la materia, así como las opiniones que les merecen los diferentes planteamientos que el citado profesor establezca
This paper reports on the use of an electronic voting system (EVS) in a first-year computing science subject. Previous investigations suggest that students' use of an EVS would be positively associated with their learning outcomes. However, no research has established this relationship empirically. This study sought to establish whether there was an association between students' use of an EVS over one semester and their performance in the subject's assessment tasks. The results from two stages of analysis are broadly consistent in showing a positive association between EVS usage and learning outcomes for students who are, relative to their class, more correct in their EVS responses. Potential explanations for this finding are discussed as well as modifications and future directions of this program of research.
There has been considerable recent effort to improve introductory physics courses, especially after 1985 when Halloun and Hestenes1 published a careful study using massive pre- and postcourse testing of students in both calculus and non-calculus-based introductory physics courses at Arizona State University. Their conclusions were: (1) "....the student’s initial qualitative, common-sense beliefs about motion and....(its).... causes have a large effect on performance in physics, but conventional instruction induces only a small change in those beliefs."
In the popular TV programme Who can ask the audience to help picks up its handsets and votes anonymous and show up as a bar different answers. Essentially thereof in a statistics course taught that is central to this article.
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