EDUC 6470 Week 9 - Revision history

Shawn at 19:16, 31 March 2010

2010-03-31T19:16:46Z

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	;Learning Science and the Science of Learning by Joseph Novak<bibref>Mintzes.etal:2006</bibref>		;Learning Science and the Science of Learning by Joseph Novak<bibref>Mintzes.etal:2006</bibref>
	Novak's piece starts out like a philosophy of the study of teaching science, then re-focuses on what work he's been involved in in making teaching science meaningful. I've used the CMap Tools that he cites in the article, so I created a quick example of a concept map about electronic components: [[media:ElectronicsComponentsCmap.pdf]]		Novak's piece starts out like a philosophy of the study of teaching science, then re-focuses on what work he's been involved in in making teaching science meaningful. I've used the CMap Tools that he cites in the article, so I created a quick example of a concept map about electronic components: [[media:ElectronicsComponentsCmap.pdf]]
	;Motivation to Learn in College Science by Shawn M. Glynn and Thomas R. Koballa</bibref>Mintzes.etal:2006</bibref>		;Motivation to Learn in College Science by Shawn M. Glynn and Thomas R. Koballa<bibref>Mintzes.etal:2006</bibref>
	My interest is (intrinically) piqued by the citation of Garcia and Pintrich, who studied students who were allowed to select their own readings. Is this the beginning of studies in student-directed curriculum?		My interest is (intrinically) piqued by the citation of Garcia and Pintrich, who studied students who were allowed to select their own readings. Is this the beginning of studies in student-directed curriculum?
	I would use the motivational questionnaire in my classes. I often find myself assuming to much about such issues with students.		I would use the motivational questionnaire in my classes. I often find myself assuming to much about such issues with students.

	<bibreferences />		<bibreferences />

Shawn: Glynn and Koballa

2010-03-31T19:16:24Z

Glynn and Koballa

← Older revision		Revision as of 11:16, 31 March 2010
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	;Learning Science and the Science of Learning by Joseph Novak<bibref>Mintzes.etal:2006</bibref>		;Learning Science and the Science of Learning by Joseph Novak<bibref>Mintzes.etal:2006</bibref>
	Novak's piece starts out like a philosophy of the study of teaching science, then re-focuses on what work he's been involved in in making teaching science meaningful. I've used the CMap Tools that he cites in the article, so I created a quick example of a concept map about electronic components: [[media:ElectronicsComponentsCmap.pdf]]		Novak's piece starts out like a philosophy of the study of teaching science, then re-focuses on what work he's been involved in in making teaching science meaningful. I've used the CMap Tools that he cites in the article, so I created a quick example of a concept map about electronic components: [[media:ElectronicsComponentsCmap.pdf]]
			;Motivation to Learn in College Science by Shawn M. Glynn and Thomas R. Koballa</bibref>Mintzes.etal:2006</bibref>
			My interest is (intrinically) piqued by the citation of Garcia and Pintrich, who studied students who were allowed to select their own readings. Is this the beginning of studies in student-directed curriculum?
			I would use the motivational questionnaire in my classes. I often find myself assuming to much about such issues with students.

	<bibreferences />		<bibreferences />

Shawn at 18:49, 31 March 2010

2010-03-31T18:49:21Z

← Older revision		Revision as of 10:49, 31 March 2010
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	;Concept Mapping in College Science by Joel J. Mintzes<bibref>Mintzes.etal:2006</bibref>		;Concept Mapping in College Science by Joel J. Mintzes<bibref>Mintzes.etal:2006</bibref>
	I will add concept maps to the list of innovations to consider for this class. See [[Pedagogical components]].		I will add concept maps to the list of innovations to consider for this class. See [[Pedagogical components]].
			;Learning Science and the Science of Learning by Joseph Novak<bibref>Mintzes.etal:2006</bibref>
			Novak's piece starts out like a philosophy of the study of teaching science, then re-focuses on what work he's been involved in in making teaching science meaningful. I've used the CMap Tools that he cites in the article, so I created a quick example of a concept map about electronic components: [[media:ElectronicsComponentsCmap.pdf]]
	<bibreferences />		<bibreferences />

Shawn at 18:05, 31 March 2010

2010-03-31T18:05:43Z

← Older revision		Revision as of 10:05, 31 March 2010
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	Heady uses the Student Assessment of Learning Gains, http://www.wcer.wisc.edu/salgains/instructor , to test numerically student responses to innovations in her biology classroom. Heady invited a sociology professor to her biology class to tell the students how valuable he found working in groups was. This might explain their more positive responses to SALG questions about their group work. Was this socialization just tautological, or did it have an impact outside of this self-congratulatory circle? Heady only posits that it "might indicate that functioning groups helped the students to gain greater understanding..."(p. 60)		Heady uses the Student Assessment of Learning Gains, http://www.wcer.wisc.edu/salgains/instructor , to test numerically student responses to innovations in her biology classroom. Heady invited a sociology professor to her biology class to tell the students how valuable he found working in groups was. This might explain their more positive responses to SALG questions about their group work. Was this socialization just tautological, or did it have an impact outside of this self-congratulatory circle? Heady only posits that it "might indicate that functioning groups helped the students to gain greater understanding..."(p. 60)
	I'm setting up a SALG-based course survey for my electronics course, which I may study for my [[EDUC 6470 Final Project]].		I'm setting up a SALG-based course survey for my electronics course, which I may study for my [[EDUC 6470 Final Project]].
			;Concept Mapping in College Science by Joel J. Mintzes<bibref>Mintzes.etal:2006</bibref>
			I will add concept maps to the list of innovations to consider for this class. See [[Pedagogical components]].

	<bibreferences />		<bibreferences />

Shawn: /* Readings */

2010-03-31T17:15:49Z

Readings

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	Readings and ideas for [[EDUC 6470]].		Readings and ideas for [[EDUC 6470]].
	===Readings===		===Readings===
	;Gauging Students' Learning in the Classroom by Judith E. Heady		;Gauging Students' Learning in the Classroom by Judith E. Heady<bibref>Heady:2002Gauging-StudentAA</bibref>
	Heady uses the Student Assessment of Learning Gains, http://www.wcer.wisc.edu/salgains/instructor , to test numerically student responses to innovations in her biology classroom.		Heady uses the Student Assessment of Learning Gains, http://www.wcer.wisc.edu/salgains/instructor , to test numerically student responses to innovations in her biology classroom. Heady invited a sociology professor to her biology class to tell the students how valuable he found working in groups was. This might explain their more positive responses to SALG questions about their group work. Was this socialization just tautological, or did it have an impact outside of this self-congratulatory circle? Heady only posits that it "might indicate that functioning groups helped the students to gain greater understanding..."(p. 60)
	I'm setting up a SALG-based course survey for my electronics course, which I may study for my [[EDUC 6470 Final Project]].		I'm setting up a SALG-based course survey for my electronics course, which I may study for my [[EDUC 6470 Final Project]].

			<bibreferences />

Shawn at 16:20, 31 March 2010

2010-03-31T16:20:09Z

← Older revision		Revision as of 08:20, 31 March 2010
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	;Gauging Students' Learning in the Classroom by Judith E. Heady		;Gauging Students' Learning in the Classroom by Judith E. Heady
	Heady uses the Student Assessment of Learning Gains, http://www.wcer.wisc.edu/salgains/instructor , to test numerically student responses to innovations in her biology classroom.		Heady uses the Student Assessment of Learning Gains, http://www.wcer.wisc.edu/salgains/instructor , to test numerically student responses to innovations in her biology classroom.
			I'm setting up a SALG-based course survey for my electronics course, which I may study for my [[EDUC 6470 Final Project]].

Shawn: Created page with 'Readings and ideas for EDUC 6470. ===Readings=== ;Gauging Students' Learning in the Classroom by Judith E. Heady Heady uses the Student Assessment of Learning Gains, http://w…'

2010-03-31T15:46:17Z

Created page with 'Readings and ideas for EDUC 6470. ===Readings=== ;Gauging Students' Learning in the Classroom by Judith E. Heady Heady uses the Student Assessment of Learning Gains, http://w…'

New page

Readings and ideas for [[EDUC 6470]].
===Readings===
;Gauging Students' Learning in the Classroom by Judith E. Heady
Heady uses the Student Assessment of Learning Gains, http://www.wcer.wisc.edu/salgains/instructor , to test numerically student responses to innovations in her biology classroom.