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Cindy Hinds Building Discussion Quality with "Virtual Gold Stars"
- 1. Cindy Hinds Adjunct Psychology Instructor Ozarks Technical Community College
- 2. I have a _____ with Standards requiring me to teach higher level critical thinking skills to students. ◦ A) Department/Division ◦ B) College/University ◦ C) Professional association ◦ D) More than one of the above
- 3. I have students who: ◦ A) already know how to think and write critically. ◦ B) are somewhat prepared to engage in critical thinking work. ◦ C) are not prepared to engage in critical thinking work, but show some promise. ◦ D) are not prepared and show no foundation to begin the process of critical thinking. ◦ E) All of the above
- 5. Knowledge is constructed through interactions with adults or more advanced peers. Scaffolding Learners do best when information is provided within their „zone of proximal development‟ through a process called
- 8. Early in the Semester weekly Later in the Semester weekly Response Response Posts can be worth up to Posts can be worth up to 10 5 possible points. possible points.
- 9. I like to receive recognition for hard work. ◦ A) True ◦ B) False The result of the recognition you receive for your hard work makes you: ◦ A) work a little less ◦ B) coast along ◦ C) work a little more ◦ D) work much harder
- 11. What student reactions have you had to the movement away from traditional forms of teaching and learning?
- 12. Do you think this methodology goes far enough in creating collaboration? ◦ A) Yes ◦ B) No
- 13. Creates a better discussion board response post. Keeps students “on task” Requires students to critically think about the material Creates a nascent community of learners
- 14. APA, Principles for Quality Undergraduate Education in Psychology. www.apa.org Borthick, A.F., Jones, D.R., & Wakai, S. (2003). Designing Learning Experiences within Learners‟ Zones of Proximal Development (ZPDs): Enabling Collaborative Learning On-Site and Online. Journal of Information Systems. 17 (1): 107-134. Elbaum, B., McIntyre, C., & Smith, A (2002) Essential Elements. Atwood Publishing: Madison, WI Reed, S. (2010). A Model for Scaffolding Writing Instruction: IMSCI. The Reading Teacher. 64 (1) 47-52. Tsai, A. (2011). A Hybrid E-Learning Model Incorporating Some of the Principal Learning Theories. Social Behavior and Personality 39 (2) 145-152. Van de Pol, J., Volman, M., & Beishuizen, J. (2010) Scaffolding in Teacher-Student Interaction: A Decade of Research. Educational Psychology Review. 22: 271-296.
- 15. hindsc@otc.edu
Notes de l'éditeur
- American Psychological Association (APA) has a newly revised and adopted set of standards. One of the elements of principle two states: “Faculty understand and apply a variety of learning principles and modes of learning such as spaced practice, generation of responses, active engagement by students, group exercises and explaining as a way of understanding, among others.”
- Knowing their ZPD is likely below my expectations for a good response post, I know I must work really hard in the first few weeks. Feedback, Modeling and Praise are the tools I use to expand their knowledge and therefore their ZPD.
- “Essential Element 15:Facilitate discussions in a way that keeps students on-task, promotes full participation, and encourages peer collaboration” (p 81). Elbaum, McIntyre & Smith.