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Speed dating with Eritrean teacher educators – a dive into learning-centeredness
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Did I say unusual? Maybe because our technology showcase has been likened to a speed dating session. You know the one where you meet someone, chat for 10 minutes then move on to the next person, chat and move on etc. In our scenario, participants select a technology of interest from the menu, head to the relevant POD or table and take part in the showcase session of 20 minutes.
At each POD a learning technologist introduces one learning technology, shows some examples of how it can be used and directs participants to resources or next steps towards implementation. Over the 2 hour session, participants get a flavour of four different learning technologies from a choice of twelve and leave with plenty of ideas and possibilities for how they can innovate their teaching with technology. They could then contact their Faculty Learning Technologist for a consultation and one-to-one help where necessary.
The drive-home overarching message from all of the presenters is of course to ensure pedagogy leads technology and not the other way around. Start with a learning outcome and find the most suitable technology to help you achieve that. The resources for all of the technologies showcased in the session are available here.
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Abstract : Information systems IS pedagogy research supports the use of collaborative learning strategies that are based on the belief that learning increases when students work together to solve problems and develop cooperative learning skills. In this paper, we present an empirical comparison of two classroom design approaches – a ‘speed dating‘ method and a traditional presentation format. We collected and analysed data from student questionnaire-based surveys and in-class researcher observations of student engagement in an undergraduate senior capstone course entitled, ‘Innovation in Information Systems’.
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Professor Taylor took over co-ordination of the class for academic year As the class content and modes of assessment had not changed for several years, it was decided to undertake a thorough revision. While maintaining the theoretical emphasis that had characterised the module and was an undoubted strength, innovation involved a lecture programme more focused on the application of theory to the empirical domain. At this session, six trade union officers and reps were invited to attend.
Students then visit another table and so on. On the basis of the notes taken, students were obliged to complete a report which answered that general question. This report constituted the final assessed assignment of the class.
Teaching Technology Speed Dating: Finding Digital Tools to Use in Teaching
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Why is it Important? Active learning improves student success. Students learn the material and perform better on exams and are times less.
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Launch into Active Learning
It is often difficult for educators to teach a kinesiology and applied anatomy KAA course due to the vast amount of information that students are required to learn. In this study, a convenient sample of students class A from one section of a KAA course played the speed muscle introduction and matching game, which is loosely based off the premise of the adult game of “speed dating. The experimental group class A played the game at two time points throughout the semester after a series of lectures focusing on the body’s muscles.
A control group class B from another section of the KAA course still received the series of lectures but did not play the games throughout the semester. A postgame questionnaire given to class A revealed the following scores: 1 overall perception of the game score: 4. Overall, the game was well received by class A.
conference, for a fun “speed- date” to experience and discuss five immediately applicable instructional methods for active student learning.
This session is designed to bring participants together to kick off the workshop, reflect on how things are going in the classroom, and introduce the theme for the day. This is a place to check in on specific lessons that people have already taught, as well as pacing and teaching practices that were modeled or discussed in the previous workshop. It is common to surface concerns during this session that can be revisited and addressed throughout the workshop. In the last workshop, we used an anchor chart to reflect on the role of the teacher theme.
During this workshop we will do something similar using a different tool. The purpose of using a different tool here is to model the idea that the same objective can be met using a variety of different tools and strategies. The tool we will be using is Padlet. The template includes the three prompts that will be used throughout the day.
You might prefer to delete the second two prompts and add them back when you are ready to use them with the group. How can you check in on those concerns here? Discussion Goal.
Changing the Classroom Game at YSN
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Freeman, S., et al. (). “Prescribed Active Learning Increases Performance in Introductory premise of the adult game of “speed dating.” The game involves.
Are you using active learning strategies in your classroom? It is no great secret that students who are actively engaged in learning learn more and create fewer behavior management problems. We love active learning strategies that can be used in any curriculum area and across different grade levels. Here are four of our favorite active learning strategies. Each strategy can be completed in minutes. This strategy works as a strategy to get students ready to learn new content or as a way to review what they have read or discussed.
It is a good warm-up and generally takes minutes. Which mammals have you seen in person? Why do you think slaves joined the confederate army? How do you think you would have reacted to finding an abused dog? What are some different ways to great someone in Spanish 1 st year Spanish. Gather large pieces of paper. Place one question on each sheet. Place the sheets on the walls around the room.
Speed Dating with Technology
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I used a speed dating concept from the whole school INSET day delivered on the board with a buzzer sound signifying the end of the learning ‘date’. This entry was posted in Speed Dating and tagged Active Learning by.
This strategy was shared by Jenni Lodwick at the last Breakfast Bring and Brag, as a way to make revision more fun, but without losing the challenge. Over to Jenni…. It is a different way to get students engaged in revision while allowing me to see who has done some revision and who needs a gentle reminder. Then each couple rolls two dice to get a number from 2 to Each of these numbers corresponds to a question or part of the syllabus which I display on the board. Half an hour is about the right length of time otherwise they start to get bored.
It appeals to their competitive nature while allowing some talking and interaction with others. This works well in languages. The students ask each other the same question over and over again, as many times as possible in 3 minutes. Then I ring a bell and they move and they ask the next person question 2 for 3 minutes.
Active Learning Toolkit
Teaching and Online Instruction. The truth is, we learn more effectively when we learn with more than just our ears and eyes — active learning strategies in the classroom allow students to form educational memories that are linked with their bodies, their emotions, and their social skills. Learning can happen in many ways, but when we give students the opportunity to learn in different contexts, we give them a long-term advantage in their educational pursuits.
Active Learning Classrooms at Stony Brook feature modular furniture, expanded AV equipment that allows for multiple device connectivity, and collaboration-centered equipment such as moveable white boards and work stations. Students are more successful in active learning classrooms.
Speed Dating (Inside/Outside Circles or Parallel Line-Ups). This activity can be used as an anticipatory set, activity in the middle of a session.
Last week the staff at Upton shared their good practice through the medium of speed dating. Due to confidence issues I find some students are reluctant to engage in practical tasks such as drawing. By allowing use of the app it is a virtual kiln where students can add pattern and colour etc , students are dealing with an interface they are familiar with virtuality.
The quick and effective results they achieve on the app used as a starter. Gives the students the confidence to move from the virtual to the physical process of making and problem solving. Miss French: I use a minimum work list which boys in particular really like and promotes independence. Click this link to download: Minimum Work List I use this with yrs Pupils are given 2 laminated hands at the start of the lesson. The hands can be cashed into the teacher for help during the lesson.
However the aim is for pupils to keep both hands, and work with more confidence, read the recipe and help each other, which results in them earning a merit. The pupils seem to enjoy it and often request the hands now. See below:.