archive-ie.com » IE » U » UCDOER.IE

Total: 813

Choose link from "Titles, links and description words view":

Or switch to "Titles and links view".
  • Methods and Techniques for Use in Small and Large Group Teaching - UCD - CTAG
    be noted without comment either positive or negative no one should say That wouldn t work because or That s the best idea we ve heard yet while the brainstorm is in progress as this might make people feel foolish about their contributions Participants should piggyback on each other s ideas if they set off a train of thought logic circuits should be disengaged allowing for a freewheeling approach The ideas thus generated can then be used as a basis for either a further problem solving task or a tutor exposition Syndicates This is the term used to describe activities undertaken by groups of students working to a brief under their own direction They can be asked to undertake internet or literature searches debate an issue explore a piece of text prepare an argument design an artefact or many other tasks To achieve productively they will need an explicit brief appropriate resources and clear outcomes Specialist accommodation is not always necessary syndicates can work in groups spread out in a large room or where facilities permit go away and use other classrooms etc If the task is substantial the tutor may wish to move from group to group or may be available on a help desk at a central location Outcomes may be in the form of assessed work from the group or produced at a plenary as described above Snowballing Also Known As Pyramiding Start by giving students an individual task of a fairly simple nature such as listing features noting questions identifying problems summarising the main points of their last lecture Then ask them to work in pairs on a slightly more complex task such as prioritising issues or suggesting strategies Thirdly ask then to come together in larger groups fours or sixes for example and undertake a task involving perhaps synthesis assimilation or evaluation Ask them to draw up guidelines perhaps or produce an action plan or to assess the impact of a particular course of action They can then feed back to the whole group if required You may also wish to try reverse pyramiding Fishbowls Ask for a small group of up to half a dozen or so volunteers to sit in the middle of a larger circle comprising the rest of the group Give them a task to undertake that involves discussion with the group around the outside acting as observers Make the task you give the inner circle sufficiently simple in the first instance to give them the confidence to get started This can be enhanced once students have had practice and become more confident This method can be useful for managing students who are dominating a group because it gives them permission to be the centre of attention for a period of time After a suitable interval you can ask others from the outer circle to replace them thus giving the less vocal ones the opportunity for undisturbed air time Fishbowls can also be useful ways of getting representatives from buzz groups

    Original URL path: http://www.ucdoer.ie/index.php?title=Methods_and_Techniques_for_Use_in_Small_and_Large_Group_Teaching (2016-02-14)
    Open archived version from archive


  • Preparing to look for critical thinking in the work of your students - UCD - CTAG
    four category schema for coding and assessing the level of reflection in written work Effectively this presents a protocol that can be used to assess student work as being in one four categories viz Non reflective The work shows no evidence of any attempt to reach an understanding of the concept or theory which underpins the subject matter Material has been placed without the author demonstrating that he she has tried to interpret it The piece is largely a reproduction with or without adaptation of the work of others Showing Basic Understanding Evidence of understanding of a concept or topic is present Material is confined to theory or largely so The material predominantly relies on description of an event or on what has already been published Theory is not related to personal experience Showing Reflection Theory is applied to practical situations Situations encountered in practice are considered and discussed in relationship to the topic under discussion There will be personal insights which go beyond book theory Showing Critical Reflection Evidence of a change in perspective over a fundamental belief of a key concept or phenomenon is presented Critical Reflection is unlikely to occur frequently Intermediate categories are permitted Back to

    Original URL path: http://www.ucdoer.ie/index.php?title=Preparing_to_look_for_critical_thinking_in_the_work_of_your_students (2016-02-14)
    Open archived version from archive

  • Preparing to look for critical thinking in the work of your students/Active Learning Template - UCD - CTAG
    of the your session plans Lecturer s Name School Unit Number of students in the session Stage Year Topic Present Method New Method to Encourage Active Learning Challenges Submit your answers Back to Preparing to look for critical thinking in the work of your students Engaging Students SocialRewardingMostViewedArticles show true SocialRewardingMostViewedArticles Retrieved from http www ucdoer ie index php title Preparing to look for critical thinking in the work of

    Original URL path: http://www.ucdoer.ie/index.php?title=Preparing_to_look_for_critical_thinking_in_the_work_of_your_students/Active_Learning_Template (2016-02-14)
    Open archived version from archive

  • Student Centred Approaches - UCD - CTAG
    endeavours etc A tutor facilitator should gather information about the learners under their guidance in return they should openly provide information about their own endeavours Suggested Student Details Tutor Facilitator Details Educational background Research and publication areas Their goals for the course Teaching and institutional experience Preferred style of learning Teaching philosophy The support they may require The support role that you and colleagues will supply contact details Another way of providing flexible access and supporting student engagement is to personalise your large group sessions This may be done by a number of simple initiatives that will make all the difference Be accessible at the start of session for queries notes etc Get students to introduce themselves to each other share queries etc Lecture from and to all points of the room and try to stand in front of the lectern When asking questions start with the personal then the abstract Provide topical references Ask and answer questions at the end of a class Back to Engaging Students Continue to To Lecture to Communicate to Collaborate Retrieved from http www ucdoer ie index php title Student Centred Approaches oldid 2468 Page tools Printable version A Z glossary of terms Who

    Original URL path: http://www.ucdoer.ie/index.php?title=Student_Centred_Approaches (2016-02-14)
    Open archived version from archive

  • The Art of Engagement - UCD - CTAG
    to past experiences apply it to their daily lives They must make what they learn part of themselves Arthur W Chickering and Zelda F Gamson Active learning put simply is not passive preferably not didactic not mere note taking etc Ideally it provides a shift from the teacher or facilitator doing to the student doing This may take any number of forms motor or physically active sensory perceptually active or activated verbal actions cognitive activity collaborative or co operative engagement activity etc How do we engage students in the teaching and learning process The Cone of Learning supports the assumption that as one actively engages in the process of learning it has a direct impact on the participants ability to not only recall but to be able to apply and evaluate the context within which the materials are presented As a direct consequence the student may be able to relate and adapt what they have learned to subsequent real world events demonstrating their ability to analyze and synthesize information and propose alternative solutions Back to Engaging Students Continue to Flexible Learning Defined Retrieved from http www ucdoer ie index php title The Art of Engagement oldid 2465 Page tools Printable

    Original URL path: http://www.ucdoer.ie/index.php?title=The_Art_of_Engagement (2016-02-14)
    Open archived version from archive

  • The Elements of Active and Engaging Learning - UCD - CTAG
    Defined Definition of Small Group Teaching Learning Contracts Student Centred Approaches To Lecture to Communicate to Collaborate Back to the Homepage Retrieved from http www ucdoer ie index php title The Elements of Active and Engaging Learning oldid 865 Page tools Printable version A Z glossary of terms Who s online Most recent additions Your account 91 105 69 17 Talk for this IP address Log in create account Bookmark

    Original URL path: http://www.ucdoer.ie/index.php?title=The_Elements_of_Active_and_Engaging_Learning (2016-02-14)
    Open archived version from archive

  • The Processes for Active and Engaging Learning - UCD - CTAG
    for Use in Small and Large Group Teaching Learning Opportunities for Active Engagement Active Notes Back to the Homepage Retrieved from http www ucdoer ie index php title The Processes for Active and Engaging Learning oldid 2469 Page tools Printable version A Z glossary of terms Who s online Most recent additions Your account 91 105 69 17 Talk for this IP address Log in create account Bookmark and share

    Original URL path: http://www.ucdoer.ie/index.php?title=The_Processes_for_Active_and_Engaging_Learning (2016-02-14)
    Open archived version from archive

  • To Lecture, to Communicate, to Collaborate - UCD - CTAG
    aggregate and synthesize information It provides an opportunity to explain concepts problems and issues It enables the facilitator to help make links between new material and the knowledge and experience of students often tailoring material to meet their needs It may provide a stimulus to students to question their beliefs and attitude and to encourage further inquiry It provides an opportunity for the facilitator to express their enthusiasm for a topic It may be the only viable solution in dealing with large numbers venue issues etc Most people tire of a lecture in 10 mins clever people in 5 Sensible people never go to lectures at all Leacock S in Sherin 1995 Exercise Suggest a number of responses to deal with the following challenges in introducing active learning in the lecture process Challenge Response Interaction reduces the time for content delivery Students just want a good set of lecture notes to learn later The lecture is our opportunity to tell the student things The students will hate it and will not wish to take any part The students don t know enough to be able to talk about it yet They may end up discussing last nights football or looking

    Original URL path: http://www.ucdoer.ie/index.php?title=To_Lecture,_to_Communicate,_to_Collaborate (2016-02-14)
    Open archived version from archive