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Learning Activities

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Shandi Floyd

on 30 May 2014

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Transcript of Learning Activities

Learning Objectives
Course Readings
Learning Activities
Learning Objectives
Additional Readings:
1. Conrad & Donaldson
2. Tiantong, M., & Teemuangsai, S. (2013). The four scaffolding modules for collaborative problem-based learning through the computer network on moodle LMS for the computer programming course.
International Education Studies
, 6(5), 47-55. (Note: The pdf file is located in this week's folder.)
Stavredes’ Ch. 7-10
Learning Activities
As your team will design and facilitate Week Six learning activities, Dr. Kang will schedule to have a 45-minute Zoom session with you this week. Please consult "Appendix C: Guidelines for Team Teaching Activity" to prepare for this Zoom session.
Week 4 Study Guide
EDACE 824: Teaching Online in
Adult Education

Cognitive Strategies to Support
Learners' Thinking

Required Readings:
By the end of this lesson, students should be able to illustrate:

• Procedural scaffolds to support learners as they begin a course to understand how to navigate the course environment and become familiar with the tools available to support them throughout the learning process

• Metacognitive scaffolds to help develop learners' thinking skills to effectively plan, monitor, and evaluate their learning throughout the course

• Conceptual scaffolds that help learners understand difficult concepts and ideas presented in the course

Mid Term Course Evaluation
The link to the mid-term course evaluation will be available from June 2 ~ 8, 2014. Please express your true impression about the course so that Dr. Kang will know what he needs to do to make the following weeks more beneficial to you. The survey is anonymous.
Discussion Activities (Pick
to Complete):
Learning Journal
Team Teaching Preparation Activities:
Gamma Team!
Alpha Team Only!

Team Teaching Evaluation
You need to keep your learning journal on a weekly basis (At least one entry per week). But you do not need to submit for review this week.
Evaluations and Surveys
Evaluate Your Contribution to This Week's Discussion Activity:
After you are done with all the required learning activities for this week, please complete the "Evaluate Your Discussion Contribution in Week 4" self-assessment quiz located in the
Files and Content
folder. The purpose is to help Dr. Kang and yourself evaluate your own contribution to this week's discussion activities.

If there seems to be a disparity between what Dr. Kang saw and what you saw, he may contact you for clarification to make sure you receive the score that you deserve.
Discussion Activities Cont.
As said in the syllabus, this assignment has both an individual grade and a group grade. Your individual grade accounts for two thirds of your total grade for this assignment and your group grade one third.
Alpha Team
, please complete "Alpha Team Teaching Self-Evaluation (Alpha Team Use Only)" form on or before
• Strategic scaffolds that support individual learners in their zone of proximal development and provide just-in-time help throughout the course.
Using the Conceptual Scaffolding Techniques discussed in Chapter 9, create a study guide covering
section (Planning, Monitoring, or Evaluating) of Chapter 8 Metacognitive Scaffolding. (An example study guide can be found on page 96 of the
Effective Online Teaching
textbook.) Feel free to create charts, outlines, or diagrams. You may want to utilize the mind map creation tool at
Make sure you reference page numbers and key terms
(at least 1)
in your study guide.

Paste, upload, or attach your study guide to a discussion thread within this message board
on or before Wednesday (CDT)
. Then, review the study guides of others and provide feedback for at least
peer study guide
on or before Sunday (CDT)
To develop a deeper understanding of the scaffolding material presented this week, please participate in this Insight, Resource, and Application (IRA) activity.

For this activity, please:

of Stavredes' assigned chapters (7-10) to evaluate.
Insights (I): List
bullet points that represent new understandings about the meaning or nature of material discussed in your selected chapter.
Resource (R): Cite
additional resource (peer-reviewed article) that has similar thoughts, ideas, or themes that amplify material covered in your selected chapter, and briefly discuss how the resource relates to the assigned reading.
Application (A): Relate the assigned reading to
at least one
example from your current or past academic experiences.

Post your answers to this discussion board
on or before Wednesday (CDT)
. Then, review the IRAs of others and reply to at least

on or before Sunday (CDT)
In regards to Strategic Scaffolding teachers must gauge where students are in a class, what they are not understanding, and where they need help. Stephen D. Brookfield (2006) outlines a variety of techniques one can use to assess students' comprehension in his book “The Skillful Teacher.” One of these assessment techniques is “The Muddiest Point” exercise where learners are asked to jot down what was the muddiest point they encountered in the material covered (Brookfield, 2006). Another assessment technique Brookfield (2006) suggests is the “One Minute Paper” where students spend one minute writing a response to a specific question about the subject matter. These assessment techniques provide the teacher with an indication of the learners' level of comprehension and help them better tailor the course to the specific needs of learners (Brookfield, 2006).

For this activity, discuss what strategic scaffolding techniques you have used, experienced, or plan to incorporate into your instructional plan. You may also discuss any strategic scaffolding that an instructor has asked you to participate in. These activities may be similar to the “Muddiest Point” or the “One Minute Paper” to evaluate a student’s understanding. Explain why these techniques are or are not effective methods of "just in time" strategic scaffolding.

Post your answers to this discussion board
on or before Wednesday (CDT)
. Then, review the entries of others and reply to at least

on or before Sunday (CDT)
Activity 3
Activity 1
Activity 2
Brookfield, S. D. (2006).
The skillful teacher
(2nd ed.). San Francisco, CA: Jossey-Bass.
Full transcript