Search

This teaching guide is aimed at British teachers, especially those at the entry level, who are delivering and assessing key skill programs to help students become independent learners. The document has seven sections dealing with these topics of effective learning and performance: (1) a theoretical overview of the skill itself including its application to the curriculum and student learning styles; (2) arrangement of independent learning units across four grade levels; (3) initial student assessment; (4) how students can set targets and make plans; (5) how students can follow a plan and find support; (6) how students can review their progress and learn from experience; and (7) guidelines for student portfolio preparation. Throughout the guide there are teaching tips, classroom activities, and sample units. There are ten figures, a glossary of terms, and a list of 18 resources. (AJ)

This course workbook is designed to help students understand the principles of active learning, student assessment, and team training used in Arizona State University's core engineering curriculum. Eight sections focus on: (1) active learning, teaching and learning styles, and cooperative learning; (2) student assessment, levels of learning, and degrees of internalization, (3) a guide to self-evaluation and the documentation of educational states; (4) the use of teams; (5) team dynamics and effectiveness; (6) communication skills and teamwork; (7) tools for effective team decision-making; and (8) competency matrices for student self-evaluation. (MDM)

This guide is designed to help college students understand educational states, portfolio assessment, competency matrices, and self-evaluation as it relates to the presentation of technical materials in the engineering sciences. Part 1 discusses definitions of education and learning, the concept of lifelong learning, and educational states (cognitive, affective, and psychomotor domains). Part 2 addresses the presentation of technical work, focusing on techniques to present homework, graphical material, analytical models, computer models, and spreadsheets. Part 3 discusses the creation of portfolios and matrices, focusing on portfolio structure, filling the portfolio, creating an index, and appropriate matrix columns. Part 4 explores the self-evaluation process, focusing on various documentation instruments that are used for recording and storing assignments, including portfolio notebooks, competency matrices, work logs, run charts, and reflection logs. It also outlines a self-evaluation process for use with portfolios and competency matrices. Two appendixes present activities at various cognitive levels of learning and affective degrees of internalization, as well as a sample competency matrix, a reflection log template, a work log template, and a sample run chart. (MDM)

This document consists of a workshop presentation on curriculum development, design, specification, and assessment in the engineering classroom. Ten sessions focus on: (1) the format and purpose of the workshop, which is designed to help instructors develop an understanding of the basic principles of curriculum and instruction and the ability to apply these principles to the development, design, specification, and assessment of a curriculum or course; (2) cognitive aspects of learning science; (3) the state of instruction in the engineering sciences and definitions of learning; (4) the elements of learning systems, learning styles, and taxonomies of learning; (5) educational states evaluation exercises; (6) educational goals and competencies; (7) past, present, and future classroom structures; (8) the classification of outcomes and competencies, as well as curriculum and course design; (9) the transformation of goals and outcomes into competencies; and (10) sequencing competencies. An appendix contains outlines of various cognitive models. A supplementary volume contains sample competency matrices, a guide to self-evaluation and documentation of educational states, a guide to the documentation of technical work, learning structures for students, excerpts from "Cognitive Aspects of Learning Science" (Jose Mestre), a collection of information on change in education, and four papers on intellectual development and student assessment. (MDM)

This document consists of a workshop presentation on active learning in the engineering classroom. Eight sessions focus on: (1) the format and purpose of the workshop, which is designed to help instructors use active learning principles in the classroom; (2) the state of instruction in the engineering sciences; (3) the stages of knowledge and learning and the use of competency matrices in student evaluation; (4) the essential elements of active learning, including positive interdependence, individual accountability, group processing, and face-to-face interaction; (5) a proposed learning culture and the effectiveness of various learning and teaching styles; (6) the roles of team leaders, facilitators, and members in team-based active learning; (7) the structure and design of active learning exercises and homework problems; and (8) student evaluation. An appendix contains notes on change in the learning environment, the process of change, and levels of learning. (MDM)

Uses various games and sports to illustrate how to develop key net/wall game concepts. This multi-activity approach assumes that transfer of learning across a range of activities can be achieved among most students through teachers' explicit direct analogies within the net/wall game category. The article notes that teachers must remember that children learn games through playing games, so game-time must be paramount within each lesson. (SM)

Describes a matrix that can illustrate the educational relationship between a course's learning activities and learning objectives. Discusses the development of the matrix in the context of a first-year engineering design course, and gives alternative applications of the matrix, such as using it in course articulation and using it as part of the Engineering Criteria 2000 accreditation process. (Contains 13 references.) (WRM)

The two papers represent the result of a four-week 7th and 8th grade unit entitled the Caesar Unit. Organized using primary sources, the basic materials were a selection of Cicero's letters and Caesar's Commentary on the Civil War. The first paper, by the classroom teacher of the unit, contains brief factual information about the materials, children, and classroom conditions, and records the author's impressions. Six children selected from public and parochial schools in the Cambridge, Massachusetts area participated in the daily one-hour classes. The classes concentrated on sources of and reasons for conflicts in the accounts of Caesar and Cicero. The author's evaluation of the course centers around difficulties in translations, the need for background information, and relevant materials. The second paper records events from the point of view of a linguist and offers suggestions about the relation of linguistic skills to the ability to read, study, and write history. The necessary skill of critical reading is discussed in terms of the students' ability to infer information from written material. The author reports results of a test given students in which they were asked to point out the ambiguities in selected quotations. The difference between students interacting with each other as opposed to interacting with the material is also discussed. (Author/KC)

Discusses multiple symbols for zero and the long-count system which were used by the Maya. (KHR)

On the 9th page, 1st paragraph of the article, the original phrase 'Prevalence of anxiety and depression in our study should be considered against a prevalence of 25%reported in Europe32', should be corrected to: 'Prevalence of anxiety and depression in our study should be considered against a prevalence of anxiety and depression of 4.3%and 5.1%, respectively, reported in Europe in 201532'. © 2019 International Society for the Prevention of Tobacco Induced Diseases. All rights reserved.