# data[].attributes.attachment_link.title
TECHNOLOGY TOOLS THAT I USE & MY EXTRACURRICULAR INVOLVEMENT

# data[].attributes.headline
Classroom management & Teaching strategies

# data[].attributes.subject
Classroom management & Teaching strategies

# data[].attributes.headline
Students carrying out a survey as a group

# data[].attributes.subject
Students carrying out a survey as a group

# data[].attributes.headline
Students leading and engaging in whole group discussion

# data[].attributes.subject
Students leading and engaging in whole group discussion

# data[].attributes.headline
Students working individually and collaboratively as they choose

# data[].attributes.subject
Students working individually and collaboratively as they choose

# data[].attributes.headline
CURRICULUM DEVELOPMENT AND IMPLEMENTATION: CHALLENGES FORNIGERIAN EDUCATION SYSTEM by Iboro Ukpong and Nsidibe S. Udoh

# data[].attributes.subject
CURRICULUM DEVELOPMENT AND IMPLEMENTATION: CHALLENGES FORNIGERIAN EDUCATION SYSTEM by Iboro Ukpong and Nsidibe S. Udoh

# data[].attributes.body
https://www.globalacademicgroup.com/journals/nact/CURRICULUM%20DEVELOPMENT%20AND%20IMPLEMENTATION%20CHALLENGES%20FOR%20NIG.pdf

I particularly archived this material because it aptly points out  and addresses the issues surrounding curriculum development in my milieu - Nigeria

# data[].attributes.headline
UNIT PLAN (DOCUMENT BY English educator, Dr. Todd Blake Finley, PhD 

# data[].attributes.subject
UNIT PLAN (DOCUMENT BY English educator, Dr. Todd Blake Finley, PhD 

# data[].attributes.body
https://www.edutopia.org/pdfs/blogs/edutopia-finley-planning-curric-unit.pdf

This brief document provides 8 steps to planning a curriculum, that actually serve as a checklist, to promote the development of student-centered curricula.
The eight steps according to "7 Strategies for Developing Your Own Curriculum as a New Teacher" by Teachers, Study.com, are:

Describe your vision, focus, objectives, and student needs.

Identify resources.

Develop experiences that meet your objectives.

Collect and devise materials.

Lock down the specifics of your task.

Develop plans, methods, and processes.

Create your students' experience.

# data[].attributes.headline
PRINCIPLES AND THEORIES IN CURRICULUM DEVELOPMENTCOMPILED BY Dr. P. KARTHIKEYAN

# data[].attributes.subject
PRINCIPLES AND THEORIES IN CURRICULUM DEVELOPMENTCOMPILED BY Dr. P. KARTHIKEYAN

# data[].attributes.body
https://www.annamalaiuniversity.ac.in/studport/download/edu/phyedu/resources/MPEC402.pdf

This  material interestingly describes the relationships between The Five Traditional Philosophies (Idealism , Realism , Naturalism , Pragmatism and Existentialism), and 1) curricular focus 2) The body 3) The teacher  4)  Objectives  5) Methodology  and 6) Evaluation

# data[].attributes.headline
Staff, T. (2022, January 28). 20 ways to provide effective feedback for learning. TeachThought.  (Staff, 2022)

# data[].attributes.subject
Staff, T. (2022, January 28). 20 ways to provide effective feedback for learning. TeachThought.  (Staff, 2022)

# data[].attributes.body
https://www.teachthought.com/pedagogy/20-ways-to-provide-effective-feedback-for-learning/

This resource is a great reminder on the different ways that I as a teacher, can give productive, constructive and relevant feedback to my students.

# data[].attributes.attachment_link.readable_text
contributed by Laura Reynolds

While assessment gets all the press, we often misunderstand effective feedback for learning.

When feedback is predominately negative, studies have shown that it can discourage student effort and achievement (Hattie & Timperley, 2007, Dinham). In my experience, the only thing I knew is that I hated public speaking and I would do anything possible to get out of it. As a teacher, most of the time it is easy to give encouraging, positive feedback.

However, it is in the other times that we have to dig deep to find an appropriate feedback response that will not discourage a student's learning. This is where the good teachers, the ones students remember forever in a positive light, separate themselves from the others.

A teacher has the distinct responsibility to nurture a student's learning and to provide feedback in such a manner that the student does not leave the classroom feeling defeated. Here you will find 20 ideas and techniques on how to give effective learning feedback that will leave your students with the feeling they can conquer the world.

20 Ways to Provide Effective Feedback

1. Feedback should be educative in nature.

Providing feedback means giving students an explanation of what they are doing correctly and incorrectly. However, the focus of the feedback should be based essentially on what the students is doing right. It is most productive to a student's learning when they are provided with an explanation and example as to what is accurate and inaccurate about their work.

Consider using the concept of a 'feedback sandwich' to guide your feedback: Compliment, Correct, Compliment.

2. Feedback should be given in a timely manner.

When feedback is given immediately after showing proof of learning, the student responds positively and remembers the experience about what is being learned in a confident manner. If we wait too long to give feedback, the moment is lost and the student might not connect the feedback with the action.

3. Be sensitive to the individual needs of the student.

It is vital that we take into consideration each student individually when giving feedback. Our classrooms are full of diverse learners. Some students need to be nudged to achieve at a higher level and others need to be handled very gently so as not to discourage learning and damage self-esteem. A balance between not wanting to hurt a student's feelings and providing proper encouragement is essential.

4. Ask the 4 questions.

Studies of effective teaching and learning (Dinham, 2002, 2007a; 2007b) have shown that learners want to know where they stand in regards to their work. Providing answers to the following four questions on a regular basis will help provide quality feedback. These four questions are also helpful when providing feedback to parents:

What can the student do?

What can't the student do?

How does the student's work compare with that of others?

How can the student do better?

5. Feedback should reference a skill or specific knowledge.

This is when rubrics become a useful tool (single-point rubrics, for example). A rubric is an instrument to communicate expectations for an assignment and a useful way to provide effective feedback for learning. Effective rubrics provide students with very specific information about their performance, compared to an established range of standards. For younger students, try highlighting rubric items that the student is meeting or try using a sticker chart.

6. Give feedback to keep students 'on target' for achievement.

Regular 'check-ins' with students let them know where they stand in the classroom and with you. Utilize the '4 questions' to guide your feedback.

7. Host a one-on-one conference.

Providing a one-on-one meeting with a student is one of the most effective means of providing feedback. The student will look forward to having the attention and allows the opportunity to ask necessary questions. A one-on-one conference should be generally optimistic, as this will encourage the student to look forward to the next meeting.

As with all aspects of teaching, this strategy requires good time management. Try meeting with a student while the other students are working independently. Time the meetings so that they last no longer than 10 minutes.

8. Feedback can be given verbally, non-verbally, or in written form.

Be sure to keep your frowns in check. It is imperative that we examine our non-verbal cues. Facial expressions and gestures are also means of delivering feedback. This means that when you hand back that English paper, it is best not to scowl.

9. Concentrate on one ability or skill.

It makes a far greater impact on the student when only one skill is critiqued versus the entire paper being the focus of everything that is wrong.

For example, when I taught Writer's Workshop at the elementary level, I would let students know that for that day I was going to be checking on the indentation of paragraphs within their writing. When I conferenced with a student, that was my focus instead of all the other aspects of their writing. The next day would feature a new focus.

Utilize this strategy when grading papers or tests to provide effective feedback for learning. This strategy allows you the necessary time to provide quality, written feedback. This can also include using a rotation chart for students to conference with at a deeper more meaningful level. Students will also know when it is their turn to meet with you and are more likely to bring questions of their own to the conference.

11. Educate students on how to give feedback to each other.

Model for students what appropriate feedback looks like and sounds like. As an elementary teacher, we call this 'peer conferencing.' Train students to give each other constructive feedback in a way that is positive and helpful. Encourage students to use post-it notes to record the given feedback.

12. Ask another adult to give feedback.

The principal at the school I taught at would often volunteer to grade history tests or read student's writing pieces. You can imagine how the student's quality of work increased tenfold! If the principal is too busy (and most are), invite a 'guest' teacher or student teacher to critique work.

13. Have the student take notes.

During a conference over a test, paper, or a general 'check-in,' have the student do the writing while you do the talking. The student can use a notebook to jot down notes as you provide verbal feedback.

14. Use a notebook to keep track of student progress.

Keep a section of a notebook for each student. Write daily or weekly, dated comments about each student as necessary. Keep track of good questions the student asks, behavior issues, areas for improvement, test scores, etc. Of course, this requires a lot of essential time management but when it is time to conference with a student or parent, you are ready to go.

Returning papers and tests at the beginning of class, rather than at the end, allows students to ask necessary questions and to hold a relevant discussion.

16. Use Post-It notes.

Sometimes seeing a comment written out is more effective than just hearing it aloud. During independent work time, try writing feedback comments on a post-it note. Place the note on the student's desk the feedback is meant for. One of my former students had a difficult time staying on task but he would get frustrated and embarrassed when I called him out on his inattentive behaviors in front of the class.

He would then shut down and refused to do any work because he was mad that I humiliated him. I resorted to using post-it notes to point out when he was on task or not. Although it was not the most effective use of my time, it really worked for him as a way to provide effective feedback for learning.

17. Give genuine praise.

Students are quick to figure out which teachers use meaningless praise to win approval. If you are constantly telling your students 'Good Job' or 'Nice Work' then, over time, these words become meaningless. Make a big deal out of a student's A+ on that vocabulary test. If you are thrilled with a student's recent on-task behaviors, go above and beyond with the encouragement and praise.

Make a phone call home to let mom or dad know how thrilled you are with the student's behavior. Comments and suggestions within genuine feedback should also be 'focused, practical, and based on an assessment of what the student can do and is capable of achieving' (Dinham).

18. "I noticed...."

Make an effort to notice a student's behavior or effort at a task. For example; "I noticed when you regrouped correctly in the hundreds column, you got the problem right." "I noticed you arrived on time to class this entire week." Acknowledging a student and the efforts they are making goes a long way to positively influence academic performance.

19. Provide a model or example.

Communicate with your students the purpose of an assessment and/or feedback. Demonstrate to students what you are looking for by giving them an example of what an A+ paper looks like. Provide a contrast of what a C- paper looks like. This is especially important at the upper learning levels.

20. Invite students to give you feedback.

Remember when you finished a class in college and you were given the chance to 'grade' the professor? How nice was it to finally tell the professor that the reading material was so incredibly boring without worrying about it affecting your grade? Why not let students give you feedback on how you are doing as a teacher?

Make it so that they can do it anonymously. What did they like about your class? What didn't they like? If they were teaching the class, what would they do differently? What did they learn the most from you as a teacher? If we are open to it, we will quickly learn a few things about ourselves as educators.

Remember that feedback goes both ways and as teachers, it is wise to never stop improving and honing our skills as teachers.
20 Ways To Provide Effective Feedback For Learning; A version of this post first appeared on opencolleges.edu.au;

# data[].attributes.attachment_link.title
20 Ways To Provide Effective Feedback For Learning

# data[].attributes.attachment_link.description
One way to provide effective feedback for learning is a 'feedback sandwich' to structure your feedback: Compliment, Correct, Compliment.

# data[].attributes.headline
51 Constructive Feedback Examples for Students (2022)51 Constructive Feedback Examples For Students By Chris Drew, PhD / July 5, 2022

# data[].attributes.subject
51 Constructive Feedback Examples for Students (2022)51 Constructive Feedback Examples For Students By Chris Drew, PhD / July 5, 2022

# data[].attributes.body
https://helpfulprofessor.com/constructive-feedback-examples/

This is a material that could come handy when I'm out of ideas when giving students appropriate and suitable written feedback

# data[].attributes.attachment_link.readable_text
Even though it highlights students' weaknesses, it is not negative feedback because it has a purpose. It is designed to help them identify areas for improvement.

It serves both as an example of positive reinforcement and a reminder that there is always room for further improvement. Studies show that students generally like feedback that points them in the right direction and helps them to improve. It can also increase motivation for students.

Why Give Constructive Feedback?
Constructive feedback is given to help students improve. It can help people develop a growth mindset by helping them understand what they need to do to improve.
It can also help people to see that their efforts are paying off and that they can continue to grow and improve with continued effort.

Additionally, constructive feedback helps people to feel supported and motivated to keep working hard. It shows that we believe in their ability to grow and succeed and that we are willing to help them along the way.

How to Give Constructive Feedback

Generally, when giving feedback, it's best to:

Make your feedback specific to the student's work

Point out areas where the student showed effort and where they did well

Offer clear examples of how to improve

Be positive about the student's prospects if they put in the hard work to improve

Encourage the student to ask questions if they don't understand your feedback

Furthermore, it is best to follow up with students to see if they have managed to implement the feedback provided.

General Constructive Feedback Examples for Students

The below examples are general templates that need to be edited so they are specific to the student's work.

1. You are on the right track. By starting to study for the exam earlier, you may be able to retain more knowledge on exam day.

2. I have seen your improvement over time. As a next step, it is a good idea to...

3. You have improved a lot and should start to look towards taking on harder tasks for the future to achieve more self-development.

4. You have potential and should work on your weaknesses to achieve better outcomes. One area for improvement is...

5. Keep up the good work! You will see better results in the future if you make the effort to attend our study groups more regularly.

6. You are doing well, but there is always room for improvement. Try these tips to get better results: ...

7. You have made some good progress, but it would be good to see you focusing harder on the assignment question so you don't misinterpret it next time.

8. Your efforts are commendable, but you could still do better if you provide more specific examples in your explanations.

9. You have done well so far, but don't become complacent - there is always room for improvement! I have noticed several errors in your notes, including...

10. It is great that you are trying your best, but don't stop here - keep pushing yourself to get even better results. It would be good to see you editing your work to remove the small errors creeping into your work...

11. You have put in a lot of hard work, and it is starting to show. One area for improvement is your tone of voice, which sometimes comes across too soft. Don't be afraid to project your voice next time.

12. You are making good progress, but don't forget to focus on your weaknesses too. One weakness to focus on is...

13. Your efforts are commendable, but it would have been good to have seen you focus throughout as your performance waned towards the end of the session.

15. While your work is good, I feel you are becoming complacent - keep looking for ways to improve. For example, it would be good to see you concentrating harder on providing critique of the ideas explored in the class.

16. It is great that you are trying your best, but don't stop here - keep pushing yourself to get even better results! Try to improve your handwriting by slowing down and focusing on every single letter.

17. You have put in a lot of hard work, and it is starting to show. Keep up the good work and you will see your grades slowly grow more and more. I'd like to see you improving your vocabulary for future pieces.

18. You are making good progress, but don't forget to focus on your weaknesses too. One weakness to focus on is...

19. You have potential and should work on your using more appropriate sources to achieve better outcomes. As a next step, it is a good idea to...

Constructive Feedback for an Essay

1. Your writing style is good but you need to use more academic references in your paragraphs.

2. While you have reached the required word count, it would be good to focus on making sure every paragraph addresses the essay question.

3. You have a good structure for your essay, but you could improve your grammar and spelling.

4. You have made some good points, but you could develop them further by using more examples.

5. Your essay is well-written, but it would be helpful to provide more analysis of the topic.

6. You have answered the question well, but you could improve your writing style by being more concise.

7. Excellent job! You have covered all the key points and your writing is clear and concise.

8. There are a few errors in your essay, but overall it is well-written and easy to understand.

9. There are some mistakes in terms of grammar and spelling, but you have some good ideas worth expanding on.

10. Your essay is well-written, but it needs more development in terms of academic research and evidence.

11. You have done a great job with what you wrote, but you missed a key part of the essay question.

12. The examples you used were interesting, but you could have elaborated more on their relevance to the essay.

13. There are a few errors in terms of grammar and spelling, but your essay is overall well-constructed.

14. Your essay is easy to understand and covers all the key points, but you could use more evaluative language to strengthen your argument.

15. You have provided a good thesis statement, but the examples seem overly theoretical. Are there some practical examples that you could provide?

Constructive Feedback for Student Reports

1. You have worked very hard this semester. Next semester, work on being more consistent with your homework.

2. You have improved a lot this semester, but you need to focus on not procrastinating.

3. You are doing well in most subjects, but you could improve your grades by paying more attention in class and completing all your homework.

4. You are doing well in most subjects, but you could still improve your grades by studying more and asking for help when you don't understand something.

5. You have shown great improvement this semester, keep up the good work! However, you might want to focus on improving your test scores by practicing more.

6. You have made some good progress this semester, but you need to continue working hard if you want to get good grades next year when the standards will rise again.

7. Next semester, focus on completing all your homework on time and paying more attention in class.

8. You have worked hard this semester, but you could still improve your grades by taking your time rather than racing through the work.

9. Next semester, focus on completing all your homework in advance so you have time to check it over before submission.

10. While you usually understand the instructions, don't forget to ask for help when you don't understand something rather than guessing.

11. You have shown great improvement this semester, but you need to focus some more on being self-motivated rather than relying on me to keep you on task.

Constructive feedback on Homework

1. While most of your homework is great, you missed a few points in your rush to complete it. Next time, slow down and make sure your work is thorough.

2. You put a lot of effort into your homework, and it shows. However, make sure to proofread your work for grammar and spelling mistakes.

3. You did a great job on this assignment, but try to be more concise in your writing for future assignments.

4. This homework is well-done, but you could have benefited from more time spent on research.

5. You have a good understanding of the material, but try to use more examples in your future assignments.

6. You completed the assignment on time and with great accuracy. I noticed you didn't do the extension tasks. I'd like to see you challenging yourself in the future.

Related Articles

Conclusion

Giving and receiving feedback is an important part of any learning process. All feedback needs to not only grade work, but give advice on next steps so students can learn to be lifelong learners. By providing constructive feedback, we can help our students to iteratively improve over time. It can be challenging to provide useful feedback, but by following the simple guidelines and examples outlined in this article, I hope you can provide comments that are helpful and meaningful.

# data[].attributes.attachment_link.title
51 Constructive Feedback Examples for Students (2023)

# data[].attributes.attachment_link.description
Constructive feedback is feedback that helps students learn and grow.

# data[].attributes.body
https://tll.mit.edu/teaching-resources/assess-learning/how-to-give-feedback/

This material offers some great hints on ways teachers can give effective feedback to students

# data[].attributes.attachment_link.title
How to Give Feedback | Teaching + Learning Lab

# data[].attributes.attachment_link.description
Feedback has been known to be an important part of the learning process. Especially when coupled with deliberate practice, feedback can help students spend their time mastering aspects that they need to focus on most rather than practicing what they already know. Effective feedback works as a map to guide students by letting them know where they are now and what to work on in order to get to their goal. Without good feedback, students may carry misconceptions that they did not even realize they had while learning the material and walk aimlessly towards a goal without being sure how they can get there.

# data[].attributes.body
https://youtu.be/5c-SHvqRjwg

# data[].attributes.attachment_link.title
Student Feedback: Effective Strategies & Tips

# data[].attributes.headline
Photos of my classroom reflecting flexibility with different sitting arrangements

# data[].attributes.subject
Photos of my classroom reflecting flexibility with different sitting arrangements

# data[].attributes.headline
Photos of my students working on some tasks collaboratively

# data[].attributes.subject
Photos of my students working on some tasks collaboratively

# data[].attributes.body
http://www.schoolofeducators.com/wp-content/uploads/2011/12/EXPERIENCE-EDUCATION-JOHN-DEWEY.pdf

Great material condemning both traditional and progressive education as "isms" that are not sufficient in themselves. Rather, he promotes education that is contextually relevant.

# data[].attributes.headline
What Are The Best Collaborative Learning Tips And Strategies For Teachers?

# data[].attributes.subject
What Are The Best Collaborative Learning Tips And Strategies For Teachers?

# data[].attributes.body
https://www.teachthought.com/pedagogy/collaborative-learning-tips/

This tool contains about 20 collaborative Learning Tips and Strategies that a teacher can use to foster collaborative learning among their students

# data[].attributes.attachment_link.readable_text
contributed by Miriam Clifford

There is an age-old adage that says, "two heads are better than one."

Consider collaboration in recent history: Watson and Crick or Page and Brin (Founders of Google). But did you know it was a collaborative Computer Club about basic programming at a middle school that brought together two minds that would change the future of computing?

Yes, those two were, of course, Bill Gates and Paul Allen, the founders of Microsoft.

Collaborative learning teams are said to attain higher-level thinking and preserve information for longer times than students working individually. Why?

Groups tend to learn through "discussion, clarification of ideas, and evaluation of other's ideas." Perhaps information that is discussed is retained in long-term memory. Research by Webb suggests that students who worked collaboratively on math computational problems earned significantly higher scores than those who worked alone. Plus, students who demonstrated lower levels of achievement improved when working in diverse groups.

Collaborative learning teams are said to attain higher level thinking and preserve information for longer times than students working individually.

Many consider Vygotsky the father of 'social learning.' Vygotsky was an education rebel in many ways. He controversially argued for educators to assess students' ability to solve problems rather than merely acquire knowledge. The idea of collaborative learning has a lot to do with Vygotsky's idea of the "zone of proximal development." It considers what a student can do if aided by peers and adults. By considering this model for learning, we might consider collaboration to increase students' awareness of other concepts.

What are some ways to include best practices for collaborative learning in our classroom?
20 Collaborative Learning Tips And Strategies For Teachers 1. Establish clear group goals
Effective collaborative learning involves the establishment of group goals, as well as individual accountability. This keeps the group on task and establishes an unambiguous purpose. Before beginning an assignment, it is best to define goals and objectives to save time.
2. Keep groups midsized
Small groups of three or fewer usually lack enough diversity and may not allow divergent thinking to occur. Groups that are too large create 'freeloading' where not all members participate. A moderate size group of four or five is ideal.
3. Establish flexible group norms
Research suggests that collaborative learning is influenced by the quality of interactions. Interactivity and negotiation are important in group learning. In the 1960's studies by Jacobs and Campbell suggested that norms are pervasive, even deviant norms were handed down and not questioned.

If you notice a deviant norm, you can do two things: rotate group members or assist in using outside information to develop a new norm. You may want to establish rules for group interactions for younger students. Older students might create their own norms. But remember, given their durable nature, it is best to have flexible norms. Norms should change with situations so that groups do not become rigid and intolerant or develop sub-groups.
4. Build trust and promote open communication
Successful interpersonal communication must exist in teams. Building trust is essential. Deal with emotional issues that arise immediately and any interpersonal problems before moving on. Assignments should encourage team members to explain concepts thoroughly to each other.Studies found that students who provide and receive intricate explanations gain most from collaborative learning. Open communication is key.
5. For larger tasks, create group roles
Decomposing a difficult task into parts to saves time. You can then assign different roles. A great example in my own classroom was in the science lab, fifth grade students assumed different roles of group leader, recorder, reporter, and fact-checker. The students might have turns to choose their own role and alternate roles by sections of the assignment or classes.
6. Create a pre-test and post-test
A good way to ensure the group learns together would be to engage in a pre and post-test. In fact, many researchers use this method to see if groups are learning. An assessment gives the team a goal to work towards and ensures learning is a priority. It also allows instructors to gauge the effectiveness of the group. Changes can be made if differences are seen in the assessments over time. Plus, you can use Bloom's taxonomy to further hone in on specific skills.

Individuals should also complete surveys evaluating how well the group functioned. 'Debriefing' is an important component of the learning process and allows individuals to reflect on the process of group learning.
7. Consider the learning process itself as part of assessment
Many studies such as those by Robert Slavin at Johns Hopkins have considered how cooperative learning helps children develop social and interpersonal skills. Experts have argued that the social and psychological effects on self-esteem and personal development are just as important as the learning itself.

In terms of assessment, it may be beneficial to grade students on the quality of discussion, student engagement, and adherence to group norms. Praise younger groups for the following (for digital collaborative learning, for example) standards. This type of learning is a process and needs explicit instruction in beginning stages. Assessing the process itself provides motivation for students to learn how to behave in groups. It shows students that you value meaningful group interactions and adhering to norms.
8. Consider using different strategies, like the Jigsaw technique.
The jigsaw strategy is said to improve social interactions in learning and support diversity. The workplace is often like a jigsaw. It involves separating an assignment into subtasks, where individuals research their assigned area. Students with the same topic from different groups might meet together to discuss ideas between groups.

This type of collaboration allows students to become 'experts' in their assigned topic. Students then return to their primary group to educate others. Strategies here include using clusters, buzz groups, round-robin, leaning cells, or fishbowl discussions.
9. Allow groups to reduce anxiety
When tackling difficult concepts, group learning may provide a source of support. Groups often use humor and create a more relaxed learning atmosphere that allows for positive learning experiences. Allow groups to use some stress-reducing strategies as long as they stay on task.
10. Establish group interactions
The quality of discussions is a predictor of the achievement of the group. Instructors should provide a model of how a successful group functions. Shared leadership is often useful here. Students should work together on the task and maintenance functions of a group. Roles are important in group development. Task functions include:

Initiating Discussions

Clarifying points

Summarizing

Challenging assumptions/devil's advocate

Providing or researching information

Reaching a consensus

Maintenance involves the harmony and emotional well-being of a group. Maintenance includes roles such as sensing group feelings, harmonizing, compromising and encouraging, time-keeping, relieving tension, bringing people into the discussion, and more.
11. Use real-world problems
Experts suggest that project-based learning using open-ended questions can be very engaging. Rather than spending a lot of time designing an artificial scenario, use inspiration from everyday problems. Real world problems can be used to facilitate project-based learning and often have the right scope for collaborative learning.
12. Focus on enhancing problem-solving and critical thinking skills
Design assignments that allow room for varied interpretations. Different types of problems might focus on categorizing, planning, taking multiple perspectives, or forming solutions. Try to use a step-by step procedure for problem-solving. Mark Alexander explains one generally accepted problem-solving procedure:

1. Identify the objective

2. Set criteria or goals

3. Gather data

4. Generate options or courses of action

5. Evaluate the options using data and objectives

6. Reach a decision

7. Implement the decision

13. Keep in mind the diversity of groups
Mixed groups that include a range of talents, backgrounds, learning styles, ideas, and experiences are best. Studies have found that mixed aptitude groups tend to learn more from each other and increase achievement of low performers. Rotate groups so students have a chance to learn from others.
14. Consider demographics
Equally, balanced gender groups were found to be most effective.

Some research suggests that boys were more likely to receive and give elaborate explanations and their stances were more easily accepted by the group. In majority male groups girls were ignored. In majority girl groups, girls tended to direct questions to the boy who often ignored them. You may also want to specifically discuss or establish gender equality as a norm. This may seem obvious, but it is often missed. It may be an issue you may want to discuss with older students.

15. Use scaffolding or diminished responsibility as students begin to understand concepts.

At the beginning of a project, you may want to give more direction than the end. Serve as a facilitator, such as by gauging group interactions or at first, providing a list of questions to consider. Allow groups to grow in responsibility as times goes on. In your classroom, this may mean allowing teams to develop their own topics or products as time goes on.

After all, increased responsibility over learning is a goal in collaborative learning.
16. Include different types of learning scenarios
Studies suggests that collaborative learning that focuses on rich contexts and challenging questions produces higher-order reasoning. Assignments can include laboratory work, study teams, debates, writing projects, problem-solving, and collaborative writing.
17. Technology makes collaborative learning easier
Collaboration had the same results via technology as in person, increased learning opportunities. Try incorporating free savvy tools for online collaboration such as Stixy, an online shared whiteboard space, Google groups, or Mikogo for online meetings. Be aware that some research suggests that more exchanges related to planning rather than challenging viewpoints occurred more frequently through online interactions.

This may be because the research used students that did not know one another. If this is your scenario, you may want to start by having students get to know each other's backgrounds and ideas beforehand on a blog or chat-board.
18. Avoid 'bad group work'
As with any learning strategy, it's important to have a balanced approach. Cynics usually have a valid point. A New York Times article, cites some criticism of collaboration for not allowing enough time for individual, creative thinking. You may allow some individual time to write notes before the groups begin. This may be a great way to assess an individual grade.

19. Be wary of 'group think '

While collaborative learning is a great tool, it is always important to consider a balanced approach. At times, group harmony can override the necessity for more critical perspectives. Some research suggests that groups favored the more confident members. Changing up groups can help counter this problem.
20. Value diversity
Collaborative learning relies on some buy-in. Students need to respect and appreciate each other's viewpoints for it to work. For instance, class discussions can emphasize the need for different perspectives. Create a classroom environment that encourages independent thinking. Teach students the value of multiplicity in thought. You may want to give historical or social examples where people working together were able to reach complex solutions.

By definition, learning is social in nature. Using different mediums, whether it be books, discussions, technology or projects we study and develop new ideas. We impart ideas and share perspectives with others. Collaboration is a learned process. If managed correctly, it is a powerful tool that can allow educators to tap into new ideas and information.
This is a cross-post from opencolleges.edu.au; image attribution flickr user flickeringbrad

# data[].attributes.attachment_link.title
20 Collaborative Learning Tips And Strategies For Teachers

# data[].attributes.attachment_link.description
There is an age-old adage that says, "two heads are better than one." Here are 20 collaborative learning tips and strategies for teachers.

# data[].attributes.headline
10 Strategies to Build on Student Collaboration in the Classroom

# data[].attributes.subject
10 Strategies to Build on Student Collaboration in the Classroom

# data[].attributes.body
https://gsehd.gwu.edu/articles/10-strategies-build-student-collaboration-classroom

Collaborative learning – the practice of breaking students into small groups to answer questions, work on projects and learn from one another – has become one of the strongest core philosophies operating in classrooms today.

The concept is not new; much of the early research on collaborative learning (also called cooperative learning) was done in the 1980s and 1990s when most classrooms favored the traditional teacher lectures and individual student work. But with the growth of technology and the increasing value society places on the ability to work in teams, collaborative learning has become more common. Here are 10 strategies for encouraging the success of collaborative learning:

# data[].attributes.attachment_link.provider_name
The Graduate School of Education and Human Development

# data[].attributes.attachment_link.readable_text
Collaborative learning - the practice of breaking students into small groups to answer questions, work on projects and learn from one another - has become one of the strongest core philosophies operating in classrooms today.

The concept is not new; much of the early research on collaborative learning (also called cooperative learning) was done in the 1980s and 1990s when most classrooms favored the traditional teacher lectures and individual student work. But with the growth of technology and the increasing value society places on the ability to work in teams, collaborative learning has become more common. Here are 10 strategies for encouraging the success of collaborative learning:

1. Deliberately select which students will work together

Left to their own devices, students will sort themselves into groups of friends who share common bonds. However, when a teacher creates the groupings, he or she can match students by strengths and weaknesses, deliberately mixing ability, diversity and social capability.

2. Size the groups for maximum effectiveness

If a group is too small, ideas and discussion may not be diverse or energetic enough; if too large, some students won't get involved. Optimum group size tends to be four to five.

3. Teach your students how to listen to one another

Among young learners, active listening isn't a natural skill. Taking time to discuss and practice listening skills with your students - teaching them to make eye contact, avoid interruption and repeat important points - has both short and long term benefits.

4. Set the rules of language and collaboration

There will always be one or two students in each group who will be more likely to take the lead - or take over. Take the time to teach students how to clarify issues, how to paraphrase, how to disagree constructively and how to build on what others have contributed.

5. Make goals and expectations clear

Specific goals and expectations are important. If students are not clear on the goals they are expected to meet, group work has the potential to trail off into socialization or apathy.

6. Assign roles to the members of each group

With roles delineated, students are able to better understand what is expected of them. With roles like leader (directs the group's actions for the day), recorder (takes notes and does all writing), encourager (enables discussion and gives positive feedback) and checker (checks the work and hands it in), its clear how each student needs to fulfill his or her responsibilities.

7. Use real-world problems, not imaginary ones

With practical, real-world assignments, students find information through research and forming real opinions. If you find a scenario that they feel involved in - an environmental issue, a recent Supreme Court case, a complicated social issue - they will take more ownership of the project. Even better, select a problem from the students' own community and challenge them to solve it.

8. Consider giving each group a different task

Delegating tasks gives each group a sense of importance and emphasizes the fact that large problems are solved by people working together. By solving different pieces of an issue, your student groups will have a more personalized learning experience and will better refrain from ill-spirited competition or "borrowing" each other's work.

9. Play a game to get students warmed up

This is particularly helpful for younger students, who may not be sure of their roles in the group or the classroom. Cooperative games require children to use the same skills that they do in collaborative schoolwork, and they can see results quickly. For example, Teach Hub offers cooperative classroom games that are appropriate for grades 1-3, grades 4-6 and grades 7-8.

10. Evaluate each group on its own merit

If you judge groups in relation to each other, students will feel like their success or failure is not entirely in their own hands. Try a system where you can give grades per how well each group met its goals, and/or how each student performed the duties of their assigned role. You can also reward by category, as in best discussions, best research or most original solution.

The Changing Trends of Education

Collaborative learning is just one of the countless ways in which education is changing today. To learn more about how you can develop your leadership potential and enhance your career with a Master's in Educational Leadership and Administration, Education Specialist (EdS) and Post-Master's Certificate from the George Washington University, request information or call 202-994-9283.

# data[].attributes.attachment_link.title
10 Strategies to Build on Student Collaboration in the Classroom | The Graduate School of Education and Human Development | The George Washington University

# data[].attributes.attachment_link.description
Collaborative learning, breaking students into groups to work on projects and learn from one another, has become ! of the core philosophies in classrooms today.

# data[].attributes.headline
5 examples of Universal Design for Learning in the classroom

# data[].attributes.subject
5 examples of Universal Design for Learning in the classroom

# data[].attributes.body
https://www.understood.org/en/articles/5-examples-of-universal-design-for-learning-in-the-classroom

# data[].attributes.attachment_link.readable_text
Universal Design for Learning (UDL) is an approach to teaching aimed at meeting the needs of every student in a classroom. It can be helpful for all kids, including kids with learning and thinking differences. But UDL takes careful planning by teachers. Here are just a few examples of how UDL can work in a classroom.

1. Posted lesson goals

Having goals helps students know what they're working to achieve. That's why goals are always made apparent in a UDL classroom. One example of this is posting goals for specific lessons in the classroom. Students might also write down or insert lesson goals in their notebooks. The teacher refers to lesson goals during the lesson itself.

2. Assignment options

In a traditional classroom, there may be only one way for a student to complete an assignment. This might be an essay or a worksheet. With UDL, there are multiple options. For instance, students may be able to create a podcast or a video to show what they know. They may even be allowed to draw a comic strip. There are tons of possibilities for completing assignments, as long as students meet the lesson goals.

3. Flexible work spaces

UDL promotes flexibility in the learning environment. That's why in a UDL classroom, there are flexible work spaces for students. This includes spaces for quiet individual work, small and large group work, and group instruction. If students need to tune out noise, they can choose to wear earbuds or headphones during independent work.

4. Regular feedback

With UDL, students get feedback - often every day - on how they're doing. At the end of a lesson, teachers may talk with individual students about lesson goals. Students are encouraged to reflect on the choices they made in class and whether they met the goals. If they didn't meet the goals, they're encouraged to think about what might have helped them do so.

5. Digital and audio text

UDL recognizes that if students can't access information, they can't learn it. So in a UDL classroom, materials are accessible for all types of learners. Students have many options for reading, including print, digital, text-to-speech and audiobooks. For digital text, there are also options for text enlargement, along with choices for screen color and contrast. Videos have captions, and there are transcripts for audio.

# data[].attributes.attachment_link.title
5 examples of Universal Design for Learning in the classroom

# data[].attributes.attachment_link.description
How does Universal Design for Learning (UDL) work at school? Here are five examples of UDL in the classroom.

# data[].attributes.body
https://www.ispringsolutions.com/blog/barriers-to-learning

This article explains how to recognize and address learning barriers in order to prevent these barriers from stoppin our students/learners from developing.

# data[].attributes.attachment_link.title
Top 10 Barriers to Learning and How to Overcome Them

# data[].attributes.attachment_link.description
We’ve all been there: a class in high school or college that bored us to death. We felt disengaged and had a hard time finishing strong. Boredom is a typical barrier to learning. These are the barriers that demotivate people and deprive them of the opportunity to know what they…

# data[].attributes.body
https://sites.lsa.umich.edu/inclusive-teaching/activity-main-page/

This (section)/web link archives a wide range of activities/tools, that are appropriate for different classroom settings. Each activity includes the overview, goals, and instructions for a successful implementation of the activity, and includes suggestions on how to best utilize it. Several resources fit into more than one category, so they may appear in different tabs.

# data[].attributes.body
https://www.readingrockets.org/article/10-things-you-can-do-make-your-class-socially-inclusive#:~:text=Provide%20opportunities%2Fplaces%20for%20students,materials%20to%20create%20welcoming%20spaces.

This material from Reading Rocket blog site, on ways that a teacher can create and maintain Inclusive Classrooms

# data[].attributes.attachment_link.title
10 Things You Can Do to Make Your Class Socially Inclusive

# data[].attributes.attachment_link.description
The social curriculum conveys the values, belief systems, and expectations of behavior in school. It is just as important as the academic curriculum, but is often “hidden” for children with learning challenges. Here you’ll find some effective strategies to intentionally facilitate social inclusion i…

# data[].attributes.body
https://www.researchgate.net/publication/327433965_TEACHING_STRATEGIES

I particularly love this resource because it briefly but comprehensively covers vital aspects of Teaching Strategies - The Definition of Teaching Strategy
- The Position of Teaching Strategy in Curriculum Development
- Designing Teaching Strategies
- Characteristics and types of Teaching Strategies

# data[].attributes.attachment_link.description
www.researchgate.net needs to review the security of your connection before proceeding.

# data[].attributes.headline
Instructional Strategies: The Ultimate Guide for Professors [+ Free List of 25 Activities]

# data[].attributes.subject
Instructional Strategies: The Ultimate Guide for Professors [+ Free List of 25 Activities]

# data[].attributes.body
https://tophat.com/blog/instructional-strategies/

This is a great resource by Christine Persaud, which contains a lot of classroom activities that will empower any teacher to help students become actively involved in the learning process and they also allow teachers to make the learning experience more fun and practical and can also encourage students to take more of an active role in their education.

# data[].attributes.attachment_link.readable_text
Instructional strategies refer to the techniques instructors use to deliver their lessons. Effective instructional strategies-also known as teaching strategies-help students become actively involved in the learning process. When done right, instructional strategies also support students in reaching their learning objectives.

By reading the guide below ( our downloading this free list of instructional strategies), you'll gain a solid understanding of the various types of teaching strategies, why they're important and how they can be applied to the learning process to benefit both professors and students.

In this guide, you'll:

Learn what instructional strategies are, and the various strategies educators can use to teach more effectively

Gain a deeper understanding of how instructional strategies for teachers-including formal and informal assessments, case studies, debates, flipped classrooms and more-play into the overall student learning experience

Get equipped to implement instructional strategies that are appropriate for your course in order to become more effective at teaching and engaging students

Get access to a free instructional strategies list, packed with 25 easy-to-implement exercises for your next course

With this collection of teaching strategies, you'll be ready to guide students towards success in any classroom setting. Plus, putting a few of these techniques into practice will ensure students come to class prepared to engage with the material, with their peers and with you.

1. What are instructional strategies?

Instructional strategies encompass any type of learning technique a teacher uses to help students learn or gain a better understanding of the course material. They allow teachers to make the learning experience more fun and practical and can also encourage students to take more of an active role in their education. The objective of using instructional strategies beyond subject comprehension is to create students who are independent, strategic learners. The hope is, with time and practice, students will be able to select the right strategies on their own and use them effectively to complete tasks.

There are various instructional strategy examples that can be used effectively at all levels and subject areas, with a wide range of learning styles. These learning strategies motivate students by improving their engagement, capturing their attention and encouraging them to focus on not only remembering course material, but truly understanding it.

Educators who use instructional strategies allow students to make meaningful connections between concepts learned in class and real-life situations. They offer an opportunity for students to demonstrate their knowledge and course correct on their own when needed. Teachers also benefit from using instructional strategies because they're able to better monitor and assess student performance through different methods of evaluation.

2. What's the difference between instructional strategies, teaching strategies, teaching techniques and teaching practices?

In the dynamic landscape of higher education, understanding the nuances between instructional strategies, teaching strategies, teaching techniques, and teaching practices is crucial for educators aiming to enhance their pedagogical approach. Instructional strategies encompass a broader framework, outlining the overarching plans and methods employed to facilitate learning. These strategies guide the selection of teaching methods and techniques, serving as the foundation for effective educational practices. On the other hand, teaching strategies delve into the specific approaches instructors use to convey information and engage students. These strategies act as the vehicles through which instructional goals are achieved, embracing diverse methodologies such as collaborative learning, active participation, and technology integration.

Zooming in further, teaching techniques are the tactical tools and methods employed within a specific teaching strategy. These are the hands-on practices educators implement to deliver content, foster understanding, and promote critical thinking. Examples include case studies, role-playing, and interactive discussions. Finally, teaching practices encompass the comprehensive application of instructional, teaching, and technical strategies in the classroom. It reflects the amalgamation of various methods tailored to the unique needs of learners and the subject matter. By dissecting these components, higher education professors can refine their pedagogical repertoire, fostering a rich and dynamic learning environment for their students.

3. Types of instructional or teaching strategies

There are far too many types of instructional or teaching strategies to catalog in one place. And there's no single, specific way to group them together. While the categories below are by no means exhaustive, instructional strategies often fall under general groupings. These include: active learning, assessment-based, group-based, advanced strategies, organizational (or classroom management) and tiered.

4. Active learning instructional strategies and teaching strategy examples

4.1. Exit tickets

Before students leave your learning environment, ask them to answer a question related to a key concept discussed in the lesson that day. They can write it down on a piece of paper or index card. Questions can be simple, like asking students what they found most interesting about the lesson. Or, they can be more complex, such as having them draw a sketch that demonstrates what they learned, or asking them to connect the key concept they learned to a real-life situation. Have students hand the 'tickets' to you as they exit (or have them submit a response to your discussion board), then review the responses.

The feedback can help educators determine which students need additional teaching in specific areas. Using this approach, teachers gain a quick understanding of how the whole class is grasping and reacting to the material.

Use the information from the exit tickets to form groups in the class that follows. Place students at similar levels of understanding, or who have similar views on a topic, together. Conversely, group students with opposing views together in order to foster debate and conversation. Learn more about the types of exit tickets you can use in your next course-download an exit ticket template here.

4.2. Flipped classrooms

Regardless of where you teach, flipping your classroom is one of the most popular forms of active learning and among the most well-known instructional strategies. Instead of using classroom time for lecturing, educators provide students with a pre-recorded lecture to watch prior to class. They're often concise, posted to sites like YouTube, or presented in the form of a podcast that students can listen to at home or during their commute. Educators can then use classroom time to engage students in learning activities related to the lecture they've already seen or heard.

Flipped classrooms are an effective teaching technique because they allow students to review and learn concepts on their own time. Students are then free to complete more interactive and collaborative work in class, including discussions and tasks with their peers and teacher. They can also collaborate and discuss material online, via forum discussions with peers and subject matter experts. In class, students can actively apply concepts via peer learning, group work, and presentations.

Flipped learning helps keep students continuously engaged in class instead of just passively listening. And it makes good use of downtime by allowing students to combine a workout or commute time with further learning, when it's most convenient for them. Built to enable this strategy, Top Hat makes it simple to adopt a flipped classroom -simply run quizzes prior to your lecture and create interactive discussions for students to collaborate during class time.
Looking for more? Get 25 additional instructional strategies in this free guide.
4.3. Journals and learning logs

This instructional strategy lets students record their thoughts, feelings and reflections on a variety of topics. Journal entries could refer to something discussed in your lecture, or they can allow students to reflect on a relevant newspaper article or piece of media they came across. Journals can also be used for getting students to think critically about the course material and how it can be applied to the real world. This activity lets students make predictions, brainstorm ideas, connect ideas and even identify solutions to problems presented in class.

You might consider using the following prompts in advance of a journaling assignment to promote higher-level thinking. At the start of a lesson, you might ask, "What questions do you have from yesterday?" During the middle of a lesson, ask, "What do you want to know more about?" At the end of your lesson, ask, "How could you use these findings outside of class?" Encourage students to note any thoughts that come to mind at these three points. At the end of the semester, their journal can form the foundation of a more comprehensive study guide.

4.4. Minute papers

Pose a question about the day's teaching, and give students a moment to reflect before writing down their answer on their own or in pairs. The responses can provide valuable insight into student comprehension of the material.

Minute papers can be presented in a number of ways, but the easiest is a "ticket out," whereby educators wrap up class a few minutes early. (We saw this earlier in our instructional strategies list, under 'exit ticket'). They then ask students to answer what the most important thing they learned today was and what questions they still have. The first question requires students to think quickly, recall class material, decide on the main points, and put it into their own words. For the second, they must think further about what they've understood thus far.

Teachers can use the responses to determine how well students understand the material. Minute papers can also help students understand where their own learning gaps are. Once this is realized, both students and teachers can identify and address weaknesses.

4.5. Muddiest point

The 'muddiest point' is another active learning instructional strategy. This activity asks students to use index cards (or an app), to anonymously submit what part(s) of the course material they're having the most difficulty with. Educators can then use the responses to determine where extra instruction is needed and adjust lessons accordingly.

Alternatively, these topics can be addressed during student review sessions. Ask students to identify topics they feel they need clarification on and consolidate these into a list. Then get each student to select a term from the list they feel they can explain to the rest of the class.

Cross it off the list, and move on to the next. By the end, it will be easy to see which concepts students are having the most issues with by process of elimination. And if terms haven't been selected, they are being avoided for a reason. Naturally, students will pick the terms they are most comfortable with.

Use that information to devise more instructor-led sessions on the concepts that most students are confused about, or that require more clarification, to eventually complete the entire list.

4.6. Reflection

Hand out blank index cards or a pre-designed worksheet at the end of a class session and ask students to use them to submit a response to a question about the day's lesson. Alternatively, ask students to submit a discussion board response. The reflection prompt could be simple, like asking what they learned, or what they found the most interesting. Or, you can make your prompt more application-based, like asking them to connect what they learned to a real-life situation, or telling them to explain why what they learned is important.

The purpose of reflection is to encourage students to consider what they have learned. Like a number of other instructional strategies in this list, it also gives the teacher an idea of where students stand on a topic or issue so they can use this information to help better prepare for the next lesson. The added benefit is that having students express these thoughts on paper can result in better memory retention.

To drive this strategy in higher education, Top Hat's interactive discussions make it easy for students to reflect on what was covered in class. Allow students to discuss concepts with their peers, with the ability to grade discussions as desired.

4.7. Think-pair-share

This active learning technique is another of the best-known instructional strategies. After presenting a lesson, pause the lecture for a moment to ask students to pair up with a partner. Have them discuss the material they just learned. Prepare questions, and, once they've had some time to discuss with their partner(s), get students to take turns presenting their observations to the rest of the class.

Make the question challenging, such that it could spark debate between the grouped or paired students. Give them just a few minutes to talk amongst themselves and come to a collective conclusion.

Think-pair-share can work especially well for the first few lessons of a class, keeping students on their toes and interested in the material that is to come. But it can also help recapture student enthusiasm near the middle of a term, reminding students that they aren't alone in their learning and that others share their views or concerns, and that there are different perspectives to support an issue that are worth considering beyond their own.

5. Assessment-based instructional strategies

5.1. Assessment

One of the most used instructional strategies, assessments are considered any graded test, quiz, project, or exam. Informal checks of student progress throughout the year, such as discussions or presentations, can be included too. There are many different assessment-based instructional strategies (and a few follow in this group).

In general, there are various ways to run assessments and different ways to adapt them to class time. These include: asking certain groups of students to only complete specific parts of a test, allowing students to respond orally versus in writing, or asking students to demonstrate what they've learned in a more hands-on way, like building something or drawing a diagram.

The most critical thing to remember with assessments is to try and stay focused on evaluating the concept that's most important for the student to grasp. This might mean your assessments have to be more practical. Asking a student to put the learning to work and actually do something can be a far better indicator of what they know than simple written or oral answers.

One tip is to include test or quiz questions that vary in complexity, and focus on different aspects of a concept. You could include one question mandatory for responding, but allow students to choose which ones they want to answer among the remaining ones.
→ Download Now: 25 Free Instructional Strategies
5.2. Cubing

"Cubing" is a version of the above. It involves writing a command or question on each of the six sides of a cube, then having students roll the cube like a die and respond to the question or command accordingly.

The questions can relate to describing, comparing, contrasting, applying, predicting or imagining concepts. Get students even more involved in this cooperative learning activity by having them come up with their own questions that they then exchange with classmates, taking turns to answer.

Take it to another level by creating multiple cubes with questions of varying levels of complexity. Assign students to work in groups-have each group of students write or dictate their answers to the questions on their cube. Use the data to determine which students should work on which concepts come assignment time.

5.3. Grade as you go

This instructional strategy is ideal for subjects that involve repetitive practices and rote memorization, such as mathematics and language. Have students work on assignments either alone or in pairs, checking and marking their work.

This teaching technique is motivational because students instantly know if they're on the right track, allowing them to gauge their achievement level. But it also helps students immediately correct something they're doing wrong. Once they identify the mistakes, they can translate that learning to subsequent questions, instead of completing the entire assignment incorrectly.

Instructional strategies such as 'Grade As You Go' also help educators pinpoint students who have a superior grasp of the material, allowing them to move on to a more challenging assignment.

By the time the assignment is completed, it's far more likely that the entire class will be ready to move on to the next concept or skill. And since grades have already been given, it reduces after-class grading time for teachers. Put this strategy into practice this fall by relying on the Top Hat Gradebook. This comprehensive tool lets you view attendance, participation and completion data in one place and makes it easy to retroactively adjust grade weights as needed.

5.4. Homework practice

The purpose of homework, as one of the numerous assessment-based instructional strategies, is to extend learning beyond the classroom setting. Homework gives students extra time to master concepts studied in class and further refine their learning. To use this effectively, assign homework based on the student's skill level, ensuring it aligns with the areas they need more practice in.

The amount and complexity of homework varies depending on subject and level. Students should be able to complete homework independently, with minimal involvement from tutors or peers. If they can't, it should serve as a red flag to both the student and educator.

Built to enable this strategy, Top Hat makes it easy to create, personalize and assign interactive homework assignments. Choose from a variety of question types including fill-in-the-blank or multiple choice and embed discussion questions throughout your assessments.

5.5. Questions and quizzes

Question-asking is among the simplest of the instructional strategies, but it can still be strategically complex. The simplest way to gauge student understanding of course material is to ask them questions about it. During group discussions, pose several questions of varying complexity so that everyone has a chance to respond, including both those who are experiencing difficulties with the class, as well as those who are mastering the concepts. Strategically adjust the questions you ask based on who you plan to call upon. This helps build student confidence and ensures the class runs smoothly.

Timing is important, too. When the class starts, or there's a pause between concepts or topics, you can administer a quick quiz or poll to get an understanding of how far along students are in their learning. In order to effectively assess comprehension, it's best to not attach a grade to this activity. Students will inevitably worry if the quiz is going to impact their overall grade for the class. Platforms like can be used to facilitate informal games or trivia sessions at the start of class, setting the stage for what's to follow in your lecture.

Use technology like clickers to administer things like multiple choice quizzes that can be tabulated immediately for large classes, with questions that challenge or check an assumption before a lecture begins. Then, administer the same or a similar quiz at the end of class, and compare the results.

Educators can determine how effective the lesson was and see if they need to revisit the subject matter again, or can confidently move on to the next topic.

6. Group teaching techniques

6.1. Case studies

Case studies, as instructional strategies or teaching techniques, are more spontaneous than structured group projects. But this is a good thing. It helps prepare students for when they enter the workforce, where problem solving on the fly is an essential skill. In a practical work environment, students can't just do what they're told and expect to succeed. Case studies can help prepare them for life after college or university.

To use case studies, put students into groups and task them with finding a way to apply the knowledge they've acquired from reading course materials and listening to lectures into real-world scenarios that match your assigned content area(s).

In a classroom setting, working on case studies encourages students to think critically about what they've learned, not just recite points back to the class.

6.2. Debates

Instructional strategies like these work as a structured form of argumentation. Debates require students to research concepts and think critically in order to present their positions in a convincing and justifiable way.

Most fitting for concepts with opposing points of view, debates help students develop listening and presentation skills. Once presented in class, having a debate can also introduce new perspectives on topics, and convince students to conduct further research in order to build stronger arguments, or intelligently counter those of the opposing side.

6.3. Peer instruction

With the teacher's guidance, students can prepare and present course material in class, encouraging interaction with peers. Try to do this without the use of slides as an aid, so students have to communicate more with classmates and discover more creative ways to present the material.

It's best to do these kinds of student-led instructional strategies at the beginning of a class, so students can teach one another about what they know, sharing their knowledge and experiences that relate to course material.

6.4. Role play

The use of simulations and games in your instructional toolkit can give you a deeper look at the impact of learning, as well as demonstrate how students can invent and experiment with learned concepts. Role playing also offers students a chance to practice their interpersonal skills in an environment in which they are comfortable and familiar.

Having the opportunity to visualize, model or role play in dynamic situations promotes curiosity, exploration and problem solving. It can aid students in working towards a greater understanding of the material. The more ways that students have of representing the knowledge they've acquired beyond writing and oral explanation, the better their comprehension and recall of the information will be.

In math and science fields, for example, students can experiment with simulated projects that would otherwise be difficult or cost-prohibitive to do in real settings. Examples include: designing a model of a roller coaster to understand slopes, angles and speed; using a hard-boiled egg to demonstrate Newton's Law of Motion; or building a model volcano to understand what makes them erupt.

7. Teaching strategies examples for advanced students

7.1. Curriculum compacting

These instructional strategies encourage educators to identify students who already have advanced knowledge of a subject, skill or concept so they can spend less time on these areas. Curriculum compacting frees students up to focus more on the areas where they need to develop a greater understanding, versus concepts with which they're already proficient. It's ideal when working with individual students or small groups.

7.2. Independent study project

If students appear to be ahead of the class, assign them independent study projects. These projects should allow them to focus on a single concept around material discussed in class. They can also work on a separate but related topic for which they've expressed an interest or passion, making this an inquiry-based learning exercise.

Once the project is completed, the student can share what he or she learned with the class, demonstrating their mastery of the concept, and further educating the rest of the class on a specific area or example.

Independent study projects usually run anywhere from three to four weeks.

8. Organizational instructional strategies

8.1. Agendas

An agenda sets out a comprehensive list of the assignments, activities, projects and tests students are responsible for working on and completing throughout the year, along with a timeline for each. Students can decide how they want to complete the work and in what order. Do they want to focus on one area of learning for an entire week? Do they want to tackle the subject matter they're most comfortable with first, or start with more difficult concepts? In addition to encouraging students to come up with a structure they can follow, agendas help them practice time management skills.

To get going, provide each student with a blank calendar to fill in with their own schedule, ensuring they've organized work in order to meet assignment and project due dates. If different students are working on the same part of an assignment at the same time, consider allowing them to work together during class. Take on the role of a facilitator here, helping students set reasonable deadlines according to their needs.

8.2. Anchor activities

Also referred to as 'sponge' activities, anchor activities are assignments that students must work on immediately in order to maximize instruction time. They can complete these activities at the beginning of every class or right after, but the idea is to keep the learning and educational process going.

Anchor activities might include the student revisiting a question posed in the previous day's class and composing a response to it, or presenting and discussing an answer out loud to a partner. Another option could be drawing a picture to represent a concept they just learned, or writing down an opinion about a key issue. This instructional strategy for teachers can also be used to provide students with notes as a reference when they're studying for exams.

Be mindful of anchor activities that are simply 'busy work' to pass the time. Just as a sponge soaks up water, the goal of anchor activities is to help students soak up a better understanding of a concept or skill.

8.3. Knowledge charts

Before delving into a new topic or concept, have students submit what they already know, what they want to know and what they've learned already. Then, assess their prior knowledge on the subject, and get a feel for how interested they are in a topic.

Knowledge charts, as instructional tools, can also be used at various times to see how students are progressing, and if their interest in the topic is waning or growing. In filling out these graphic organizers, teachers can get an idea of where students are at academically. Students themselves can gauge their own progress and see where more work is needed.

8.4. Learning contracts

Another one of the several instructional strategies aimed at more advanced students is the learning contract. Use it to help students who need to be challenged by providing a specific assignment and list of directives that they must complete within a set period of time. Work with the student to set out the requirements of the contract, and provide a blank calendar they can use to devise a doable timeline, determining what dates and times they need in order to complete different parts of the assignment.

This is an effective instructional strategy to help students set their own learning goals and practice time management skills-both of which are useful in the working world. Once the contract and timeline are set, encourage students who are working on the same parts of the assignment at the same time to work together.

8.5. Portfolio development

Portfolios allow students to gather, organize and illustrate examples of their learning and academic achievements. Portfolio development is the process of creating, collecting, reflecting on and selecting work samples that best showcase students' understanding of a given concept. Once students select their top pieces that best represent their learning outcomes, they can then use a binder or scrapbook to organize their work.

Work samples kept in a portfolio might include notes from an interview, a diagram, storyboards, essays, infographics and more. Portfolio development is a necessary and effective process for most humanities and STEM majors. Art students can use a portfolio to curate their top pieces-whether paintings, drawings or photographs-at the end of the semester. Alternatively, students in architecture or engineering courses can use a portfolio to house mockups and wireframes of a new building or the parts of an engine. No two students' portfolios will include the same work since these differ based on discipline and course.

9. Tiered instructional strategies

9.1. Tiered activities

Set up three or four activities of varying complexity for students to participate in. Each should have the same common goal of helping students understand a specific element of the subject material. For example, it might be different experiments that all explain the basic concept of physics.

Start with a mid-level activity that would apply to most students in the class, then include one that's a step-up in difficulty to challenge students with a better understanding of the material. Alternatively, offer a simplified version for students who are still working to gain a full understanding of the concept.

Place students in groups based on their perceived level, or give a brief description of each of the assignments and let them choose which level they feel most comfortable working in. Once completed, discuss and compare the results.

By the end of this collaborative exercise, each group will have a greater understanding of the material. If students are able to choose which group they join, the teacher will also get a feel for the comfort level of each student.

9.2. Tiered rubrics

Present a couple of rubrics (scoring guides) to students, based on their current level, so they have the skills needed in order to better focus and be successful in class.

The rubrics should all contain the same basic categories, but the point value or required elements should be adjusted based on the student's readiness. For students equipped to take on greater challenges, add more categories or requirements. Conversely, remove some requirements and/or categories for students who need more assistance, or haven't quite grasped the material just yet.

10. Conclusion

In exploring various types of instructional strategies, you'll find that there's something to suit every type of student level, subject and lecture format. When applied effectively, instructional strategies for teaching can help students gain a deeper understanding of course material and encourage critical thinking, beyond basic retention and surface understanding. Educators, too, can benefit by using different teaching methods throughout the semester to determine the efficacy of lesson plans, and how every student is progressing through each concept.

instructional strategies guide , filled with 25 effective activities and best practices to use in any college course.

# data[].attributes.attachment_link.title
Instructional Strategies: The Ultimate Guide for Professors

# data[].attributes.attachment_link.description
Engage, assess and motivate students with these 25 easy-to-use teaching strategies for any discipline. Get started today!

# data[].attributes.headline
20 Differentiated Instruction Strategies and Examples

# data[].attributes.subject
20 Differentiated Instruction Strategies and Examples

# data[].attributes.body
https://www.prodigygame.com/main-en/blog/differentiated-instruction-strategies-examples-download/

This is a very practical material that I discovered which offers various tools that I can use as a teacher to create that positive and engaging learning environment that will ultimately enhance the teaching and learning process.

# data[].attributes.attachment_link.title
20 Differentiated Instruction Strategies and Examples [+ Downloadable List]

# data[].attributes.attachment_link.description
As students with diverse learning styles fill the classroom, many teachers don't always have the time, or spend additional hours to plan lessons that use differentiated instruction (DI) to suit students' unique aptitudes.

# data[].attributes.headline
The Importance of Emotional Intelligence in 21st Century Teacher Training (BLOG)

# data[].attributes.subject
The Importance of Emotional Intelligence in 21st Century Teacher Training (BLOG)

# data[].attributes.body
https://www.asiancollegeofteachers.com/blogs/284-The-Importance-of-Emotional-Intelligence-in-21st-Century-Teacher-Training-blog.php

I decided to archive this blog post because it describes in simple and concise terms, what Emotional Intelligence entails.

# data[].attributes.attachment_link.title
The Importance of Emotional Intelligence in 21st Century Teacher Training

# data[].attributes.attachment_link.description
The blog explains the need for emotional intelligence in an effective way both academically and collectively by shaping the lives of students.

# data[].attributes.headline
Being an Emotionally Intelligent Teacher: Need, Qualities and Ways

# data[].attributes.subject
Being an Emotionally Intelligent Teacher: Need, Qualities and Ways

# data[].attributes.body
https://www.researchgate.net/publication/349054927_Being_an_Emotional_Intelligent_Teacher_Need_Qualities_and_Ways

I archived this material which I intentionally searched out after a professional development training tha was organised for teachers in my school. i did this because that training opened my eyes to the importance of emotional intelligence for me as a one who is in the profession of constantly involved in social interaction.

# data[].attributes.body
https://youtu.be/4cscJcRKYxA

# data[].attributes.attachment_link.title
Flexible Classrooms: Providing the Learning Environment That Kids Need

# data[].attributes.body
https://youtu.be/uUisTKQFDho

# data[].attributes.attachment_link.title
Innovative Learning Spaces for the Next Generation: Centerview Elementary School

# data[].attributes.body
https://youtu.be/O_x4OLsfReQ

# data[].attributes.headline
Some Major Theories of Child Development

# data[].attributes.subject
Some Major Theories of Child Development

# data[].attributes.body
https://www.onlinepsychologydegree.info/lists/5-theories-of-child-development/

1) Piaget’s Cognitive Developmental Theory:
Essentially, this theory divided the child life into four separate categories, or stages, each of which carries its own important qualities and vulnerabilities:

Sensorimotor stage: Birth to two years

Preoperational stage: 2 to 7 years

Concrete operational stage: 7 to 11 years

Formal operational stage: ages 12 and up

2) Erikson’s Psychosocial Developmental Theory
As it became known, Erikson’s Psychosocial Developmental Theory produced a framework for organizing human growth, through all stages of life, into eight distinct stages:

Stage 1: Trust vs. Mistrust

Stage 2: Autonomy vs. Shame and Doubt

Stage 3: Initiative vs. Guilt

Stage 4: Industry vs. Inferiority

Stage 5: Identity vs. Role Confusion

Stage 6: Intimacy vs. Isolation

Stage 7: Generativity vs. Stagnation

Stage 8: Integrity vs. Despair

3) Bandura’s Social Learning Theory:

This theory states that while much child learning and child development does come from direct experience, much also comes from modeling and simple observations of people around you.
This theory takes into account both cognitive and environmental factors in determining how children learn and learn to behave.

4) Bowlby’s Attachment Theory:
Bowlby was a psychoanalyst like Freud, and as such, he placed a lot of importance on early childhood and how experiences during that period of life could determine whether or not a child would grow up to have significant mental health problems.

# data[].attributes.attachment_link.readable_text
What affects child development?

At which ages is development most susceptible to external effects?

What can be done to maximize child growth and minimize detriments to it?

Of course, this is just a sampling of what researchers wonder about when they consider the processes of child development. But because there are so many factors that influence the development of a child and so many questions about what influences child development, many different theories about this subject have been postulated over the years. Genetic and environmental factors can encourage healthy development as well as cause developmental delays. There has been a great deal of research done by national institutes that can help us understand child development and the factor's that contribute to this during a child's life.

However, some theories of child development are more widely known, accepted, and used to describe how children learn and grow than others. Five of these theories are explored in detail below.

Related Resource: 5 Great TED Talks About Child Development

Erikson's Psychosocial Developmental Theory

Erik Erikson was an important figure in the fields of psychoanalytic and psychological development. He was also famously known for coining the popular phrase "identity crisis". His work on child development has been studied and considered since 1959.

Central to much of his work was his theory on psychosocial development (which, unlike Freud's theory of development, focuses on social development and not sexual development). As it became known, Erikson's Psychosocial Developmental Theory produced a framework for organizing human growth, through all stages of life, into eight distinct stages:

Stage 1: Trust vs. Mistrust

Stage 2: Autonomy vs. Shame and Doubt

Stage 3: Initiative vs. Guilt

Stage 4: Industry vs. Inferiority

Stage 5: Identity vs. Role Confusion

Stage 6: Intimacy vs. Isolation

Stage 7: Generativity vs. Stagnation

Stage 8: Integrity vs. Despair

Key to the outcomes of the child stages as well as those afterward are the principles of social interaction and experience.

Each of these stages correspond with a different period of human development. For example, Trust vs. Mistrust coincides with infancy, a period in which babies learn who and what to trust and who and what not to trust. Erikson believed that babies who receive good care during this stage will learn to trust others and that this trust would carry over into future relationships, allowing for healthy child development.

But, babies whose needs are not met by their caregivers may have feelings of mistrust and suspicion in future relationships.

By contrast, the eighth stage of Erikson's psychosocial theory of development, Integrity vs. Despair, coincides with the final years of the lifespan. Unlike in the first stage in which humans learn to trust or not trust others, this stage is marked by reflection on what we accomplished over the course of our lives. If we can look back with pride on living a good and decent life, we will develop feelings of integrity. However, if a retrospective of our accomplishments garners regret, we might live out the rest of our days feeling unfulfilling, bitter, and in despair.

Erikson's theory was an important turning point in our understanding of human development. Some theories posited that adulthood and late adulthood are relatively meaningless from a development standpoint, at least when compared to all that changes during infancy, childhood, and early adulthood.

But Erikson was adamant that developmental milestones occur across the lifespan. His theory is reflective of that and is accepted as a more realistic view of human development, emotional growth, and social change.

Related Resource: 10 Great Books for Child Psychologists

Bowlby's Attachment Theory

John Bowlby was another groundbreaking psychologist and theorist in matters of development. He also crafted one of the earliest known child development theories which still sees prominent use and citation today.

In Bowlby's Attachment Theory, he asserted that much of child development is based on the innate need of children to form attachments. These attachments may involve any number of people, places, or things and ultimately have a substantial effect on the developmental patterns a person experiences throughout their life.

His theory is strongly rooted in evolutionary psychology - he believed that humans, like any other animal, are biologically predisposed to form attachments to others as a survival mechanism. He believed that children have a two-and-a-half-year window (which he called the "critical period") to form strong attachments to others and a five-year window during which children are "sensitive" to forming attachments.

Bowlby believed that children that do not form attachments during the critical period or sensitive period are likely to not form strong attachments at all. What's more, he posited that infants who experience consistent interruptions in their attachment experiences with their primary caregivers will potentially have significant emotional, social, and cognitive deficits as adults.

In other words, this theory suggests that infants form a working model of understanding themselves, other people, and the world in general based on the relationship they have with their caregiver, be that their mother, father, or someone else. His groundbreaking work on child development seems to be more popular than ever.

Freud's Psychosexual Developmental Theory

According to Encyclopedia Britannica , Sigmund Freud "may justly be called the most influential intellectual legislator of his age." While creating the modern field of psychoanalysis, Freud also went on to make many other significant contributions to the sciences including the assertion of his Psychosexual Developmental Theory which tackles the stages of child development.

Freud's theory of psychosexual development was one of the most important psychological theories of the 20th century. Freud explained that child experiences, experienced at different ages in childhood, directly dictate personality and behavior patterns in the later adult. He explained that childhood experiences are intensely linked to healthy development for children. According to Freud, childhood development follows five distinct stages:

Like Erikson's theory described earlier, Freud's stages correspond with specific developmental stages in the lifespan. For example, the oral stage corresponds with infancy (birth to one year of age) and is identified by the child's oral-fixated behaviors. Babies explore the world with their mouths, including breast or bottle feeding.

According to Freud, these stages of a child's development are centered around sexual development. So, babies in the oral stage gain a lot of satisfaction from putting items in their mouths - their fingers, toys, and the like. That's because he believed that the libido at this stage is centered in the mouth.

Where personality development comes in is when people get stuck in a stage. So, people with an oral fixation in adulthood gain satisfaction from oral stimulation through any number of activities. They might be chronic smokers, suck their thumbs, or bite their fingernails. These behaviors often manifest when the person is under stress.

If it isn't obvious, the focus of the libido moves around according to the stage of development. It moves from the mouth to the anus, then to the phallic stage when children begin to explore their autoerotic desires. This is followed by a latency period in which there is little motivation to engage in sexual thoughts or activities. Freud's theory concludes with the genital stage, which he believed occurs from puberty through adulthood during which people explore sexual activities with others.

Another layer to Freud's theory is the development of the id, ego, and superego. Freud believed that the id was instinctual and primitive. It is something we are born with and the mechanism that controls our sexual drives. The id is often unrealistic and impulsive.

The ego develops during the first few years of life and represents reality. For this reason, the id and ego are often at odds - the id wants what it wants and it wants it now, regardless of how realistic or unrealistic it might be. The ego, then, is the go-between that balances the id's impulses and the demands of the real world. Freud believed that the ego was responsible for decision-making and reason.

The superego develops during the phallic stage and is the source of morality. Our morals, according to Freud, are learned from our parents or other caregivers. Since the superego is meant to control the id and ego, it helps tamp down the id's desires while also helping the ego recognize morals-based goals rather than constantly striving for perfection.

Likewise, the superego can be thought of as our conscience. It's what makes us feel guilty when we do something wrong and what rewards us with feelings of pride or joy when we do something right. Freud's work and theories around a child's development are respected and studied across the world.

Related Resource: 10 Things to Know About the Psychology of School for Children

Bandura's Social Learning Theory

Albert Bandura's Social Learning Theory is commonly relied upon today across many industries and professions. This theory states that while much child learning and child development does come from direct experience, much also comes from modeling and simple observations of people around you.

Modeling is a simple enough process. Children note how their parents and other important figures in their lives behave, and children encode that information. Later on, children might imitate the behavior that has been modeled. So, if a child sees their parent strike the family dog for barking, the child might encode that behavior, think it's okay to hit others when they are mad, and exhibit a similar behavior in the future.

Bandura built his theory on the foundation of classical and operant conditioning. For example, if a child exhibits a behavior that they encoded from a model, and that behavior is met with a reward, the child is more likely to exhibit that behavior in the future. A caregiver that claps and baby talks to an infant that begins to crawl is reinforcing that behavior with positive rewards.

On the other hand, if a child engages in a behavior that is met with a consequence (e.g., a parent yelling at them for striking the dog), they will be less likely to continue that behavior because it was met with a punishment.

Where Bandura broke from strict behaviorist approaches is in his position that the environment was just one determinant for how we learn and behave. Instead, Bandura posited that our intrinsic motivations and even our current mental state have much to do with our ability to learn and how we behave.

Related Resource: 5 Developmental Psychology Podcasts

Piaget's Cognitive Developmental Theory

Essentially, this theory divided the child life into four separate categories, or stages, each of which carries its own important qualities and vulnerabilities:

Sensorimotor stage: Birth to two years

Preoperational stage: 2 to 7 years

Concrete operational stage: 7 to 11 years

Formal operational stage: ages 12 and up

According to Piaget, each of these stages was marked by a specific developmental goal. Object permanence (the ability to understand that an object that is out of sight still exists) is the goal of the sensorimotor stage. Meanwhile, the goal of the preoperational stage is symbolic thought, or the ability to think using symbols and images.

The third stage - concrete operational - the goal is for children to develop logical thought. This is characterized by the ability to solve problems in a more adult-like, logical fashion. However, children in this stage might still struggle with abstract thought and only be able to solve problems that have concrete meaning.

It isn't until the formal operational stage that the ability to undertake abstract thought begins to develop. Likewise, Piaget believed that the formal operational stage marked the beginning of one's ability to use logic to test hypotheses.

Which Theory of Child Development is Right?

These theories of may carry more weight than they ever could have realized. As children start to see, hear, understand, and interact, they also respond to the child development are all very different from one another and take different avenues for explaining how we learn, behave, and develop. Children begin life with emotional factors around them. While all of these theories are based around developmental milestones, the main areas of early childhood, and factors that we can likely all relate to, we may all have a different belief system. genetic factors that may affect their cognitive development and emotional development. Whether or not their guardians are the ones who passed on these genes, their roles as guardians
Related Resource: 5 Differences Between Clinical and Developmental Psychology B.A. Social Studies Education | University of Wyoming M.S. Counseling | University of Wyoming B.S. Information Technology | University of Massachusetts
Sean Jackson

# data[].attributes.attachment_link.description
Experts in medicine and science have marveled over the ways in which children develop for decades. This fascinating area of study continues to yield many questions: "What affects child development?"

# data[].attributes.body
Welcome to my teacher's portfolio, a space that showcases my passion for teaching and my devotion to creating a supportive and inclusive learning atmosphere for students. This portfolio highlights my educational background, teaching philosophy, classroom management approach, instructional strategies, Technological tools integrated into the teaching and learning process, and the relevant materials and tools that I gathered from the courses I took in my Master’s program in Education. These latter sections hold different materials, articles, videos, artefacts, and activities that I found very helpful and relevant to my teaching practice and professional growth.

# data[].attributes.headline
7) UNIT 5 DISCUSSION – This discussion assignment is a reflection on the challenges encountered so far in writing my Research Proposal

# data[].attributes.subject
7) UNIT 5 DISCUSSION – This discussion assignment is a reflection on the challenges encountered so far in writing my Research Proposal

# data[].attributes.headline
6)	UNIT 8 PORTFOLIO - A Critical Analysis of The Progress of My Applied Research Proposal, and How It Supports the Goal of Inclusive Teaching and Learning.

# data[].attributes.subject
6)	UNIT 8 PORTFOLIO - A Critical Analysis of The Progress of My Applied Research Proposal, and How It Supports the Goal of Inclusive Teaching and Learning.

# data[].attributes.headline
5)	UNIT 7 DISCUSSION ASSIGNMENT - What it means to be a reflective practitioner, why teachers should be reflective and describing myself as a reflective practitioner

# data[].attributes.subject
5)	UNIT 7 DISCUSSION ASSIGNMENT - What it means to be a reflective practitioner, why teachers should be reflective and describing myself as a reflective practitioner

# data[].attributes.headline
4)	UNIT 6 PORTFOLIO - A Critical Reflect on The Progress Made So Far with My Applied Research Proposal

# data[].attributes.subject
4)	UNIT 6 PORTFOLIO - A Critical Reflect on The Progress Made So Far with My Applied Research Proposal

# data[].attributes.headline
3)	UNIT 8 DISCUSION ASSIGNMENT – The need to put researches within the field, 

# data[].attributes.subject
3)	UNIT 8 DISCUSION ASSIGNMENT – The need to put researches within the field, 

# data[].attributes.headline
2)	UNIT 2 PORTFOLIO - A Critical Reflection on the Search Process for My Research Study Sources

# data[].attributes.subject
2)	UNIT 2 PORTFOLIO - A Critical Reflection on the Search Process for My Research Study Sources

# data[].attributes.headline
1)	 UNIT 1 PORTFOLIO - A Reflection on The Goals, Values, and Rationale of Applied Research Within the Education Profession. 

# data[].attributes.subject
1)	 UNIT 1 PORTFOLIO - A Reflection on The Goals, Values, and Rationale of Applied Research Within the Education Profession. 

# data[].attributes.headline
4)	The leadership motivation assessment. (n.d.). 

# data[].attributes.subject
4)	The leadership motivation assessment. (n.d.). 

# data[].attributes.body
http://www.mindtools.com/pages/article/newLDR_01.htm

This contains a form on an assessment to determine one’s motivation as a leader. Something that is important to understand when conducting research with a team.   This is one form I would like to be revisiting in order to keep monitoring my readiness to assume leadership role at every point in time. It also offers me opportunity to keep reflecting on my growth as a professional.

# data[].attributes.attachment_link.readable_text
The first and most basic prerequisite for leadership is the desire to lead.

After all, it takes hard work to become an effective leader and, if you are not prepared to put this work in or if, deep down, you're not sure whether you really want to lead, you'll struggle to convince people that you are worth following.

Leaders create the vision and set the direction for their organizations. But it is their ability to motivate and inspire people that allows them to deliver that vision. So, how much do you want to lead? This quiz will help you find out.

How to Use the Tool

Instructions

To use this tool, show the extent to which you agree with each of these statements, on a scale running from Strongly Disagree to Strongly Agree. For each question, click the button in the column that most applies. Then, click the "Calculate My Total" button to add up your score. Next, check your result using the "Score Interpretation" panel below. We then direct you to resources that you can use to explore and develop your motivation to lead.

Now that you have the results of this self-test, read on to decide how to move forward.

Low Motivation to Lead

If you are considering taking on a leadership role, but your score indicates that you have a low motivation to lead, there are a number of factors for you to explore.

Perhaps you feel that you don't have the right skills to be a leader. If that's the case, you can identify and develop leadership skills with our article, What a Real Leader Knows. If you're not sure what's holding you back, you can find strategies to "get you going" in our article, Leadership Motivation Tools.

If you've examined your motivation and desire, and decided that leadership is not for you, our article on Finding Career Direction will help you identify the kind of work that does motivate you.

Uncertainty About Your Motivation to Lead

If your score indicates that you are uncertain about your motivation to lead, you might just need a nudge in the right direction. You may be a leader going through a difficult patch, or you may want to lead but doubt your ability and self-confidence to do so.

It might be helpful to get a reminder of your strengths and weaknesses as a leader, or to find out if you do have the skills to lead. Our leadership skills quiz can help you do this. And you'll find tips on building self-confidence in this video.

If you want to lead, you should explore the idea of Transformational Leadership. That means being a role model for your team and living up to the standards you expect of others, motivating your people to buy into and deliver your vision, and create a process where you and your team members raise one another to the highest level.

Strong Motivation to Lead

If you've found that you are strongly motivated to lead, and you're already a leader - great! If you're not already a leader, this is definitely an area you should investigate as you plan your career.

Your score shows that you want to be a leader and that you've got the confidence to do it. So, what are your next steps to realizing that ambition? First, learn the foundations of leadership with our article, Core Leadership Theories, and, as we mentioned above, demonstrate Transformational Leadership.

Key Points

Leadership is not something to be entered into half-heartedly. You have to be highly motivated to do it effectively. Your people will soon pick up on any hesitancy or doubts you may have about your desire to lead, which will impact their confidence in you.

The rewards of leadership can be great, but so is the level of responsibility and hard work that goes with it. And a leader needs to be more than a hard worker - he or she must also be able to motivate and inspire people to deliver a vision.

Note:

This assessment has not been validated and is intended for illustrative purposes only. It is just one of many that help you evaluate your abilities in a wide range of important career skills. Click here for other self-tests.

# data[].attributes.attachment_link.title
The Leadership Motivation Assessment: Discover How Motivated You Are to Lead.

# data[].attributes.attachment_link.description
The first and most basic prerequisite for leadership is the desire to lead. After all, it takes hard work to become an effective leader and, if you are not prepared to put this work in or if, deep down, you're not sure whether you really want to lead, you'll struggle to convince people that you are worth following.

# data[].attributes.headline
3)	The Basic Principles for a Collaborative Workplace

# data[].attributes.subject
3)	The Basic Principles for a Collaborative Workplace

# data[].attributes.body
https://my.uopeople.edu/pluginfile.php/1589490/mod_book/chapter/349648/PrincForCollaborativeWkplc.pdf

I added this to my Practice Portfolio because it contains very vital info and reminder on the best approach to working efficiently and successfully in a workplace.

# data[].attributes.attachment_link.title
University of the People: Log in to the site

# data[].attributes.attachment_link.description
As a member of the UoPeople community, I agree to participate in an inclusive academic environment that is built on civil discourse and fosters mutual respect, promotes equality, and celebrates diversity. I pledge to be accountable for my words and actions, and to not engage in discriminatory behavior of any kind.

# data[].attributes.body
Again, I chose to include this here because, it is something I am going to make use of in the course of my putting my applied research together

# data[].attributes.body
I chose to include this here because, it is something I am going to make use of in the course of my putting my applied research together

# data[].attributes.headline
7)	Data collection strategies II: Qualitative research. (n.d.). California State University. 

# data[].attributes.subject
7)	Data collection strategies II: Qualitative research. (n.d.). California State University. 

# data[].attributes.body
http://web.csulb.edu/~msaintg/ppa696/696quali.htm

The above website from CSU-Long Beach describes the difference between Qualitative and Quantitative research and what data collection methods are applied to each method.

# data[].attributes.attachment_link.readable_text
PPA 696 RESEARCH METHODS

DATA COLLECTION STRATEGIES II:

QUALITATIVE RESEARCH
What is Qualitative Research?
Participant Observation
Stages in Participatory Observation
Differences between quantitative and qualitative research
Problems with qualitative studies
What type of field observation to use?

What is Qualitative Research?
Qualitative research is aimed at gaining a deep understanding of a specific organization or event, rather a than surface description of a large sample of a population. It aims to provide an explicit rendering of the structure, order, and broad patterns found among a group of participants. It is also called ethnomethodology or field research. It generates data about human groups in social settings.
Qualitative research does not introduce treatments or manipulate variables, or impose the researcher's operational definitions of variables on the participants. Rather, it lets the meaning emerge from the participants. It is more flexible in that it can adjust to the setting. Concepts, data collection tools, and data collection methods can be adjusted as the research progresses.

Qualitative research aims to get a better understanding through first hand experience, truthful reporting, and quotations of actual conversations. It aims to understand how the participants derive meaning from their surroundings, and how their meaning influences their behavior.

Qualitative research uses observation as the data collection method. Observation is the selection and recording of behaviors of people in their environment. Observation is useful for generating in-depth descriptions of organizations or events, for obtaining information that is otherwise inaccessible, and for conducting research when other methods are inadequate.

Observation is used extensively in studies by psychologists, anthropologists, sociologists, and program evaluators. Direct observation reduces distortion between the observer and what is observed that can be produced by an instrument (e.g., questionnaire). It occurs in a natural setting, not a laboratory or controlled experiment. The context or background of behavior is included in observations of both people and their environment. And it can be used with inarticulate subjects, such as children or others unwilling to express themselves.

Participant Observation
Participant observation is a period of intensive social interaction between the researcher and the subjects, in the latter's environment. It becomes the full-time occupation of the researcher. Participant observers are trained in techniques of observation, which distinguishes them from regular participants. Examples of participant observation include:
Street corner society
Cancer patient wards
USAF training program
UFO group
Mental hospital
Alcoholics anonymous

For the participant observer, everything is noted as if it were happening for the first time, and everything is subject to inquiry. Nothing is taken for granted. It is an attempt to see the world from the other person's point of view. It assumes that what people say and do is a product of how they see and interpret the world.

Participant observation is founded on the theory of symbolic interactionism. This assumes that people are constantly in a process of interpretation and definition as they move through various situations that are more or less familiar to them. This is how situations obtain their meaning. People develop shared perspectives through social interaction. Objective frameworks, rules, goals, norms, values, rewards, organizational structures may set conditions and fix consequences for actions, but they do not determine what people will do. People act in terms of the meaning of these structures for them.

Methods of observation vary with the position of the researcher, but can vary from covert to overt. On the one hand, the researcher may begin as an overt observer only and slowly become an observer-participant. However, this creates problems of reactivity to the influence or intervention of the researcher. On the other hand, the researcher may begin as a covert participant only, and move toward being a participant-observer. However, this creates a problem of ethics.

Observation consists of taking field notes on the participants, the setting, the purpose, the social behavior, and the frequency and duration of phenomena. Observations may be made of non-verbal behavior, verbal behavior, and physical phenomena. Other sources of data may include archival records, private records, anecdotes, erosion or accretion, etc. Problems include sampling, reliability and validity, as well as observer influence and memory distortion.

To qualify as research, observation:

1) serves a formulated research purpose;

2) relates to existing literature or theories;

3) is systematically planned

4) is recorded systematically

5) is refined into general propositions or hypotheses

6) is subject to checks and controls on validity and reliability

Stages in Participatory Observation

1. Selection of a site and definition of problems, concepts, and indicators.

The researcher tentatively identifies the problem or phenomenon of interest, and tries to discern what will yield the greatest understanding of that problem or phenomenon. The researcher then identifies preliminary concepts and what data will be gathered as indicators of those concepts.

2. The researcher chooses a strategy to move into the research setting.

The researcher has to get past the "gatekeepers." This may involve an overt or a covert role for the researcher. Issues may include how to record observations (written notes, tape recordings, video tape, two-way mirrors, or trained observers) as well as ethical issues (privacy, anonymity, confidentiality, etc.).

Strategies include: adopting a passive role at first, learning the ropes; don't seek data aggressively until later; be a researcher, not a therapist; answer questions but don't be an expert on anything; be frank and truthful; don't be forced into a particular role; and don't become closely identified with any one person or subgroup until you are sure it will not cost you information in the long run; be non-partisan.

3. Selecting people and events to observe.

The researcher may identify primary sources of information, known as "key informants." These people may be relied upon in the beginning to help the researcher get acculturated to the situation. The statements of key informants can be taken as evidence, even if their statements are somewhat self-serving. The researcher must also be aware of possible differences between the validity and intention of volunteered statements versus statements that are made in response to the researcher's questions.

4. Develop relationships with the participants.

Researchers must have the trust and confidence of the informants. Researchers must speak their "language" and have the ability to understand their "world." Researchers must also be conscious of interpersonal and psychological dynamics. Behavior may be different between the researcher and one informant alone, compared to the researcher and the informant within the informant's group. The researcher can note the differences, rather than accept one and reject the other. The researcher must determine whether certain things are not being said because of his or her role as "researcher" or whether they can use their position as "neutral outsider" to gain more information.

5. Analyzing observations.

The researcher can check whether none, all, or some proportion of behaviors or events occur under distinct circumstances. The researcher can generate a preliminary model to explain the data collected. Explanations place particular social facts in reference to their environment. Further observations are then collected which can strengthen or weaken the researcher's preliminary model.

6. Final analysis and interpretation.

Models are checked against the evidence (field notes). Advanced concepts and evidence for their support and/or refutation are checked. The major problem is how to present the data in a brief but meaningful form.

Differences between quantitative and qualitative research:
In quantitative studies, the research methods are set before observation begins and specify the methods of observation which may be used and the type of data which may be collected. Observations are collected before analysis begins. After analysis is complete, no more observations are taken.

In qualitative studies, research methods are set up which suggest the type of methods of observation which may be used and the type of data which may be collected. Analysis begins as soon as data begin to be collected. Analysis and data collection proceed in a cyclical fashion, where preliminary analysis informs subsequent data collection and so forth.

Problems with qualitative studies include:
-more time consuming
-masses of data to transcribe
-more difficult to code data
-not applicable to widely dispersed social settings
-generally only a case study with limited applicability to other situations
-usually gives only nominal level data, difficult to quantify
-difficult to control for researcher bias

Comparison of Different "Field" Methods of Obtaining Information

Type of Information Desired
Mail or Telephone Surveys In-person Interviews Participant Observation

Frequency Distributions

Best Form

Less adequate

Neither efficient nor adequate

Generally known rules and status

Adequate but inefficient

Best Form

Good for non-verbal behavior

In-depth description of events

Neither adequate nor efficient

May be adequate and efficient

Best form

# data[].attributes.attachment_link.description
PPA 696 RESEARCH METHODS DATA COLLECTION STRATEGIES II: QUALITATIVE RESEARCH What is Qualitative Research? Participant Observation Stages in Participatory Observation Differences between quantitative and qualitative research Problems with qualitative studies What type of field observation to use? What is Qualitative Research?

# data[].attributes.headline
6)	University of Washington Libraries. (2011, July 19)). What is a scholarly journal article? [Video]. 

# data[].attributes.subject
6)	University of Washington Libraries. (2011, July 19)). What is a scholarly journal article? [Video]. 

# data[].attributes.body
https://youtu.be/PuyCJnv3auk

This video gives specific explanation and examples of what scholarly articles include and shows one how to locate them.

# data[].attributes.headline
5) 	Belmont Report. (n.d.).  Ethical Principles and Guidelines for the Protection of Human Subjects of Research

# data[].attributes.subject
5) 	Belmont Report. (n.d.).  Ethical Principles and Guidelines for the Protection of Human Subjects of Research

# data[].attributes.body
https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/index.html

This is a complete list of all ethical concerns discussed when conducting research

# data[].attributes.attachment_link.readable_text
BELMONT REPORT
Ethical Principles and Guidelines for the Protection of Human Subjects of Research
The Belmont Report was written by the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. The Commission, created as a result of the National Research Act of 1974, was charged with identifying the basic ethical principles that should underlie the conduct of biomedical and behavioral research involving human subjects and developing guidelines to assure that such research is conducted in accordance with those principles. Informed by monthly discussions that spanned nearly four years and an intensive four days of deliberation in 1976, the Commission published the Belmont Report, which identifies basic ethical principles and guidelines that address ethical issues arising from the conduct of research with human subjects.

WATCH A VIDEO ABOUT THE BELMONT REPORT

This video describes the basic ethical principles that underlie research involving human subjects and demonstrates how they can help resolve ethical conflicts in research

VIEW 25th ANNIVERSARY INTERVIEWS

This collection of videos includes interviews with members and staff of the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research from the 25th anniversary of publication in 2004

Protecting Human Subjects in Research

# data[].attributes.headline
4)  Western University (2012) Evaluating sources. (Accessed: 15 September 2020). (VIDEO)

# data[].attributes.subject
4)  Western University (2012) Evaluating sources. (Accessed: 15 September 2020). (VIDEO)

# data[].attributes.body
https://youtu.be/EyMT08mD7Ds

CRAAP is an acronym and stands for Currency, Relevance, Authority, Accuracy and Purpose

The video above is from University of the West of Scotland on how use the acronym CRAAP, to help you evaluate the information (sources) that you find for relevance, high standard and to meet the expectations of any assignment like research.

# data[].attributes.body
1)      https://uws-uk.libguides.com/evaluating_sources/craap_test#:~:text=CRAAP%20is%20an%20acronym%20and,the%20expectations%20of%20your%20assignment

CRAAP is an acronym and stands for Currency, Relevance, Authority, Accuracy and Purpose

The webpage above is from University of the West of Scotland on how use the acronym CRAAP, to help you evaluate the information (sources) that you find for relevance, high standard and to meet the expectations of any assignment like research.

# data[].attributes.attachment_link.title
Library Guides: Evaluating Sources: CRAAP Test

# data[].attributes.attachment_link.description
Learn tools you can use to evaluate information.

# data[].attributes.headline
2)	 Education trends.  (n.d.). Edutopia. 

# data[].attributes.subject
2)	 Education trends.  (n.d.). Edutopia. 

# data[].attributes.body
https://www.edutopia.org/blogs/beat/education-trends

The above website has over a dozen links to current trends in education from the dissolving of letter grades to teacher evaluation. This website will really be helpful to a teacher in the selection of topic for research.

# data[].attributes.attachment_link.description
We share evidence and practitioner-based learning strategies that empower you to improve K-12 education.

# data[].attributes.headline
1)	Hine, G. S. C. (2013). The importance of action research in teacher education programs. Issues in Educational Research, 23(2https://www.iier.org.au/iier23/hine.pdf 

# data[].attributes.subject
1)	Hine, G. S. C. (2013). The importance of action research in teacher education programs. Issues in Educational Research, 23(2https://www.iier.org.au/iier23/hine.pdf 

# data[].attributes.body
https://www.iier.org.au/iier23/hine.html

This is an excellent overview of the action (applied) research practice in teacher education programs.

I decided to include this in my research portfolio because action research is an ongoing thing in a teaching profession that empowers any teacher or practitioner to keep growing professionally

# data[].attributes.attachment_link.readable_text
Issues in Educational Research, 2013, Vol 23(2), 151-163
Contents Vol 23 ] [ IIER Home ]
The importance of action research in teacher education programs

Gregory S. C. Hine
The University of Notre Dame Australia

Following entry into the workforce, there are limited opportunities for new graduate teachers to engage in critically reflective activities about their educative practice. In an increasingly complex and challenging profession, the need for teachers, administrators and school systems to become involved in professional development activities is ever present. Undertaking a unit in action research methodology provides those professionals working in the education system with a systematic, reflective approach to address areas of need within their respective domains. The University of Notre Dame Australia (Fremantle) offers a core unit in action research methodology as part of its eight (8) unit Master of Education degree.
This paper discusses the place of action research within a Master of Education degree, and within the teaching profession. The approaches adopted by two tertiary institutions (one in the United States, and one in Australia) to teach action research to educators are highlighted. More specifically, the professional practice employed by one academic to teach the action research unit within a Master's degree course is outlined. The author has taught the unit ED6765: Action Research in Education for the past four years consecutively, and believes the skills and knowledge developed as part of undertaking this unit are critically important within teacher education and the teaching profession. Some examples of past action research projects designed and implemented by students are also included.

Introduction to action research
Action research is a process of systematic inquiry that seeks to improve social issues affecting the lives of everyday people (Bogdan & Bilken, 1992; Lewin, 1938; 1946; Stringer, 2008). Historically, the term 'action research' has been long associated with the work of Kurt Lewin, who viewed this research methodology as cyclical, dynamic, and collaborative in nature. Through repeated cycles of planning, observing, and reflecting, individuals and groups engaged in action research can implement changes required for social improvement. To extend this notion, Kemmis and McTaggart (1988) view action research as a collaborative process carried out by those with a shared concern. Moreover, these authors suggest that action research is a
form of collective reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own social or educational practices, as well as their understanding of these practices and the situations in which these practices are carried out (Kemmis & McTaggart, p. 6).
The collaborative nature of action research is highlighted by other writers (Noffke, 1997; Reason & Bradbury, 2011). While Noffke suggests that this research methodology lends itself effectively to a broad range of beliefs and relationships - analogous to a family, Reason and Bradbury postulate that collaborative efforts help develop practical ideas to assist with the pursuit of worthwhile human purposes. Specifically, they contend that the participatory, democratic process of action research seeks to
bring together action and reflection, theory and practice, in participation with others, in the pursuit of practical solutions to issues of pressing concern to people, and more generally the flourishing of individual persons and their communities (Reason & Bradbury, pp. 9-10).
Broadly speaking, action research enables researchers to develop a systematic, inquiring approach toward their own practices (Frabutt et al., 2008) oriented towards effecting positive change in this practice (Holter & Frabutt, 2012), or within a broader community (Mills, 2011).
Action research in education
Action research is an attractive option for teacher researchers, school administrative staff, and other stakeholders in the teaching and learning environment to consider (Mills, 2011). Specifically, action research in education can be defined as the process of studying a school situation to understand and improve the quality of the educative process (Hensen, 1996; Johnson, 2012; McTaggart, 1997). It provides practitioners with new knowledge and understanding about how to improve educational practices or resolve significant problems in classrooms and schools (Mills, 2011; Stringer, 2008). Action research uses a systematic process (Dinkelman, 1997; McNiff, Lomax, & Whitehead, 1996), is participatory in nature (Holter & Frabutt, 2012), and offers multiple, beneficial opportunities for those professionals working within the teaching profession (Johnson, 2012; McTaggart, 1997; Schmuck, 1997). These opportunities include facilitating the professional development of educators (Barone et al., 1996), increasing teacher empowerment (Book, 1996; Fueyo & Koorland, 1997; Hensen, 1996), and bridging the gap between research and practice (Johnson, 2012; Mills, 2011). These opportunities will be explored below.
Within education, the main goal of action research is to determine ways to enhance the lives of children (Mills, 2011). At the same time, action research can enhance the lives of those professionals who work within educational systems. To illustrate, action research has been directly linked to the professional growth and development of teachers (Hensen, 1996; Osterman & Kottkamp, 1993; Tomlinson, 1995). According to Hensen, action research (a) helps teachers develop new knowledge directly related to their classrooms, (b) promotes reflective teaching and thinking, (c) expands teachers' pedagogical repertoire, (d) puts teachers in charge of their craft, (e) reinforces the link between practice and student achievement, (f) fosters an openness toward new ideas and learning new things, and (g) gives teachers ownership of effective practices. Moreover, action research workshops can be used to replace traditional, ineffective teacher inservice training (Barone et al., 1996) as a means for professional development activities (Johnson, 2012). To be effective, teacher inservice training needs to be

extended over multiple sessions, contain active learning to allow teachers to manipulate the ideas and enhance their assimilation of the information, and align the concepts presented with the current curriculum, goals, or teaching concerns. (Johnson, p. 22).
Therefore, providing teachers with the necessary skills, knowledge, and focus to engage in meaningful inquiry about their professional practice will enhance this practice, and effect positive changes concerning the educative goals of the learning community.
As a corollary to the professional growth opportunities offered to educators, action research also facilitates teacher empowerment (Johnson, 2012). In particular, teachers are empowered when they are able to collect and use data in making informed decisions about their own schools and classrooms (Book, 1996; Fueyo & Koorland, 1997; Hensen, 1996). Within the classroom, empowered teachers can implement practices that best meet the needs of their students, and complement their particular teaching philosophy and instructional style (Johnson, 2012). In exercising their individual talents, experiences and creative ideas within the classroom, teachers are empowered to make changes related to teaching and learning. By doing so, student achievement is enhanced (Marks & Louis, 1997; Sweetland & Hoy, 2002), and schools become more effective learning communities (Detert, Louis & Schroeder, 2001).

Johnson (2012) asserts that action research bridges the gap between research and practice. For instance, the theoretical components underpinning action research practice are used to help practitioners understand and observe what is happening in a classroom setting. At the same time, and with the interests of best practice in mind, these collected data "are used to understand or inform theories and research related to best practice" (Johnson, p. 20). In a similar vein to the enhancement of the professional disposition of teachers, action research encourages teachers to become continuous learners within their classrooms and schools (Mills, 2011). Because of the professional, reflective stance required by practitioners engaged in the action research sequence, teachers are further encouraged to "examine the dynamics of their classrooms, ponder the actions and interactions of students, validate and challenge existing practices, and take risks in the process" (Mills, p. 46). These specific actions are similar to those regularly exercised by teachers on a daily basis; using a systematic, strategic action research plan provides those daily actions with increased structure, focus, and methodological rigour.

The process of action research
Many guidelines and models of action research are available to teachers wishing to engage in this research methodology. For instance, action research has been described as a 'spiralling', cyclical process (Lewin, 1952; Kemmis, 1988), as a research 'cycle' (Calhoun, 1994; Wells, 1994), and as a helix (Stringer, 2004). In this paper, the author has included the action research helix (Stringer, p. 4), commonly referred to as the "Look, Act, Think" model - as Figure 1 (see below). This model is used by the author to introduce the key processes of action research to students in ED6765: Action Research in Education. In the 'Look' stage, information is gathered by careful observation through looking, listening, and recording. During the 'Think' stage, researchers analyse the collected information to identify significant features and elements of the phenomenon being studied. Finally, the 'Act' stage is where the newly formulated information is used to devise solutions to the issue being investigated.

Figure 1: Action research helix (adapted from Stringer, 2004, p. 4)

To expand the key processes found in Figure 1, the author uses the action research cycle, found in Figure 2. In Figure 2, the action research cycle broadens the action research helix (see Figure 1) into five key steps: designing the study, collecting data, analysing data, communicating outcomes, and taking action. According to Stringer (2008), this cycle is a common process of action research inquiry. When designing the study, researchers carefully refine the issue to be investigated, plan systematic processes of inquiry, and check the ethics and validity of the work.

Figure 2: Action research cycle (adapted from Stringer, 2004, p. 5)

The second stage of the research cycle is where the researcher collects information from a variety of sources about the phenomenon of interest. Next, this information is analysed to identify key features of the issue under investigation. During the communication stage, the outcomes of the study are made known to relevant audiences through the use of appropriate media or forums. Finally, and of critical importance to the action research cycle, the researcher takes action by using the outcomes of the study. These outcomes are used to work toward a resolution of the issue investigated.

Action research within teacher education programs
Action research plays an important role in the preparation and professional development of teachers and pre-service teachers (Holter & Frabutt, 2012; Perrett, 2003). Specifically, action research initiatives are used within teacher education programs on national and international levels; namely, in Australia and in the United States. An initiative from each of these locations is listed and described briefly below.
Australia
In a south-west metropolitan region of Sydney, a research-based program was employed by ESL (English as a second language) teachers and consultants to develop a fusion between trainer-centred input and teacher-centred action research (Perrett, 2003). Three consultants associated with the Department of School Education in New South Wales and a lecturer in TESOL (teacher of English to speakers of other languages) organised the program. Demographically speaking, this region of Sydney contains the highest percentage of ESL students in the state; it maintains seven Intensive English Centres for newly arrived high school students, and has numerous ESL teachers in the regular high schools. Twenty-five volunteer teachers from the area attended the program and six ESL consultants from other Sydney regions were invited as observers. The areas of input available to teachers included learning strategies, thinking skills, questioning skills, and the teaching of study skills.
During the four months of this action research project with the teacher educators, teachers experienced two cycles of action research. The first cycle required teachers to investigate students' learning strategies, and in the second cycle teachers implemented a plan to improve some aspect of their students' learning. These aspects included "summary writing, remedial reading, hotseating, introducing group work, vocabulary-learning techniques" (Perrett, 2003, p. 9). Following the observations of their implemented plans, teachers wrote reports on their work. At the conclusion of both action research cycles, the results suggested that there was scope for continuing to develop ways of 'marrying' the input and action research models of professional development for teachers. More specifically, and according to the teacher educators, the teachers appreciated being introduced to new ideas in their professional development experiences (Perrett, 2003). Consequently, those teachers stated they were most likely to integrate the insights gained from such experiences if encouraged to do so in a structured or semi-structured way. The organisers of the program concluded that considerable amounts of time need to be made available to teachers if similar projects are to be fully beneficial to learning communities.

Following the completion of two action research cycles, organisers reflected on the significance of implementing this research-based program for teachers. Specifically, they administered a summative questionnaire to all teacher participants to identify benefits and shortcomings of the program itself. In these questionnaires, teachers responded directly and positively to most aspects, commonly stating: 'Made me aware of learning strategies,' 'Provided me with ideas for the future. It has made me think about the way my students learn,' and 'My understanding of action research has broadened.' Most of the negative responses centred on practical suggestions concerning logistical aspects of the program. For instance, suggestions included conducting the projects earlier in the school year, and introducing the model of action research earlier in the sessions. Perrett noted that in this program, "because the action research projects of the teachers became the action research of the teacher developers, three levels of learning took place (2003, p. 9). First, the school students developed their English and their understanding of how to learn English. Second, the teachers developed new ways of thinking and supporting student learning. Third, teacher educators engaged in a new model of teacher inservice training. After examining the outcomes of the program, Perrett concluded that "the results suggest that there is real scope for continuing to develop ways of marrying the input and action research models of inservice teacher development" (p. 9). For these researchers, teachers, and students, the implementation of action research methodology into a school community was considered to be a beneficial exercise.

The United States of America
At the University of Notre Dame, Indiana, the Mary Ann Remick Leadership Program is a graduate program undertaken by aspiring Catholic educational leaders (Holter & Frabutt, 2012). Completion of this program culminates in a Master of Arts degree in educational administration and leadership. Within the program, candidates must complete a four-course, 10-credit-hour action research sequence designed and implemented by the Program's faculty. The four-course sequence of learning experiences occurs over a three-year period in which "each degree candidate designs, executes, reflects upon, and disseminates an original, context-specific action research project" (Holter & Frabutt, p. 258). In the first course (Stage I), the action-researcher identifies an issue, problem, or need that will be the focus of their inquiry. This process provides an opportunity to identify a potential topic that is focused on change, is reasonable in scope, and is feasible to complete within one year. Additionally, the candidates are exposed to the basic components of educational research (research designs, methodologies, quantitative and qualitative data analysis) while continuing to focus on their own action research topic.
During Stage II candidates - who work as full time teachers and administrators - implement their proposed action research project as they return to their schools. At the same time as they carry out the data collection process of their projects, these teachers and administrators are enrolled in an online course, Action Research in Catholic Schools I. This course requires candidates to "complete periodic research journal entries to update course faculty on progress and challenges, and each candidate receives individual consultation, feedback, and troubleshooting advice as needed" (Holter & Frabutt, 2012, p. 261). Two other features of Stage II include the completion of course readings based on key issues in action research, and a peer collaboration exercise. This exercise is done through groups - where each candidate is allocated to a five or six-member action research groups - and communication is conducted via email or telephone conference call. Groups communicate to update one another on progress, and exchange drafts of documentation used thus far in the action research process.

During the second semester of the academic year, program candidates commence Stage III of the four-course learning sequence. Candidates enrol in Action Research in Catholic Schools II, another online course in which they continue to work intensively on their individual action research project. The effort here is focused on "finalising data collection, defining the pattern of findings, and specifying the action researcher's interpretations and conclusions based on that information" (Holter & Frabutt, 2012, p. 262). Additionally, candidates plan for the next sequential steps of their project, namely: recommendations, suggested new interventions, or a subsequent round of the action research cycle. One further round of peer review occurs at this stage, where each candidate exchanges a paper draft with a colleague. The colleague reads the paper in its entirety, and provides specific written commentary and feedback on each section. In Stage IV, candidates complete the final iteration of the action research cycle by enrolling in a capstone course Leadership in Catholic Schools. This course is designed to facilitate reflection on the process of action research as it has unfolded in the school community, and to encourage dissemination of the results with their cohort peers and members of their school community (Holter & Frabutt, 2012). In taking a reflective stance towards their action research sequence, candidates 'unpack' the challenges, successes, and insights their experiences have brought them. Additionally, they are challenged to outline how the approach, skills and methodology of action research ultimately shapes them as a school leader.

Following the submission of a final report, emerging school leaders have experienced a full cycle of action research. As such, program organisers feel that these leaders have acquired a specialised set of skills and have demonstrated competencies particular to action research. According to the program organisers, this instructional and experiential process is beneficial to emerging school leaders as it "enrols members from a particular community, empowers them with the tools necessary for systematic research, challenges them to apply those tools to their own community needs, and supports them in the evaluation of the projects and interventions they are assessing" (Holter & Frabutt, 2012, pp. 263-264). Moreover, these candidates engage in a problem-solving process directed at an issue of real concern to them and their school community, and as such, enhance their own effectiveness as school leaders. To illustrate, one program graduate wrote:

No longer must I feel imprisoned by anecdotal evidence, which is far too often used to make important decisions regarding the fundamental aspects of the life of the school. Now if there is a problem, I have a systematic approach to examining existing research on a topic, collecting data, and analysing results that will allow me instead to be data informed (Holter & Frabutt, 2012, p. 264).
All feedback collected from program graduates indicated an appreciation for informed data usage as a mechanism for school leaders remaining intently focused on mission and continuous improvement.
Professional practice
At The University of Notre Dame Australia, the unit ED6765: Action Research in Education is offered to Master of Education students in Semester One each year. The unit commences in Summer Term (January), and concludes at the end of Semester One (June). At the beginning of the unit, students undertake an intensive mode of study for three (3) days. The purpose of this intensive period is to provide students with a background to the underlying purposes of research in general, to delineate the nature and purposes of action research, and to identify the essential elements of the action research process. Additionally, students are required to design their own action research project which is tailored to the specific needs of their educational context and circumstances. During the design stage, students are given 'first-hand' experience in the essential and preliminary action research processes of: clarifying and defining their selected problem, concern or challenge, and establishing an action research project focus and framework. Next, students are asked to complete a Research Proposal Application, which is comprised of several official documents. These documents include: the Research Proposal, two University Human Research Ethics application documents, and an Application to Conduct Research in Schools document. Once completed, all documents are submitted to be reviewed by the Research Committee within the School of Education; following this review, the research projects that will take place in Catholic schools are forwarded to the Catholic Education Office for further review (in addition to another set of proposal documents created by the CEOWA).
Once approval has been given for the research projects to commence, students are able to begin the data gathering stage. Following the January intensive study period, students return to campus for two 'follow-up' days. The purpose of these follow-up days is to provide students with further skills and knowledge in action research methodology, to allow students the opportunity to communicate their findings and recommended improvements, and to engage in exercises for planning and negotiating further actions in research. Additionally, the follow-up days have been planned at intervals that coincide both with the students' respective 'research journeys', and the submission of assignments for the unit. In terms of instruction, the teaching component for the first follow-up day engages students in activities concerned with validity and trustworthiness in qualitative research, and ethnographic interviewing techniques. The second follow-up day focuses on analysing and interpreting interview data, with particular attention given to coding techniques and processes for generating meaning through inferences and hypotheses. Throughout the duration of the unit all students receive individualised support from the lecturer via email, telephone, or office appointment.

The four assignments for ED6765: Action Research in Education are designed to complement the students' respective research journeys. For instance, the first assignment comprises the completed research proposal and supplementary Human Research Ethics application documents. This assignment provides students with a solid understanding of the stages of planning and preparing to conduct qualitative research within schools, and the specialised knowledge required to complete the appropriate application documents. Assignment Two requires students to compose a 1,500 word paper that specifically reports on the progress of their particular research project to date. The progress report allows the students the opportunity to reflect on how - methodologically speaking - they have been able to arrive at the present point in their project. Although students are not penalised for a lack of 'quantitative' progress within their projects, a key indicator of progress is the written testimony that acknowledges how they have been able to carry out a plan with procedural clarity and sound methodological rigour. Assignment Three is a 2,000 word paper that asks students to examine the methodological aspects of their research project against key criteria established by highly experienced action researchers. After comparison, students are invited to state explicitly how their efforts at designing and conducting qualitative research could be improved, and outline how they will adjust their project accordingly such that it corresponds with the recommendations of professional researchers. The final assignment - Assignment Four - is comprised of two chief tasks: the completion of a summative report, and the analysis of an original, recorded ethnographic interview. It is here that the researchers are able to describe how far they have progressed into their projects, what procedural changes had to be made from the original research plan - and to justify these changes with good reasons, and to demonstrate proficiency in exercising research skills.

The unit ED6765: Action Research in Education enrols professionals from diverse areas of the educational enterprise, including: early childhood, primary, middle school, secondary school, leadership and administration, and tertiary. Consequently, the action research projects undertaken in any given year are increasingly diverse, with topics ranging from pedagogical efficacy to school-wide improvements in student behaviour. As evidence of this diversity, and to illustrate the efforts of engaged school practitioners, a brief synopsis of three action research projects is now offered. The first project concerned one school principal's approach to reducing the ongoing, negative behavioural interactions among students at lunchtime. This principal collected data from a sample of students across all year levels at her primary school through the administration of a qualitative survey. Additionally, all teachers at the school were interviewed in focus groups of three participants each. After the first 'cycle' of action research was complete, the principal reflected on the collected data and determined that she needed to further narrow the focus of the project. To amplify, she found that a majority of reported incidents on the playground involved Year 6 or Year 7 male students. For the next cycle of research collection, the principal planned to interview all Year 6 and Year 7 students.

A second project involved an early childhood teacher investigating ways to reduce anti-social behaviours among children in her kindergarten class. Prior to commencing data collection, the teacher had noted that anti-social behaviours comprised children hitting, pushing, biting, and spitting. This teacher interviewed all early childhood teachers at her school with regards to this phenomenon, and collected observational data on current incidences of anti-social behaviour (and how these incidences were resolved). After collating and analysing the data, the teacher prepared a condensed account of commonly observed anti-social behaviours, together with the most effective strategies used to resolve the behaviours themselves. After presenting these data to her early childhood colleagues and the school principal, the teacher began planning an information session for the upcoming parent night. The intention for this session was twofold: first, to ask the parents what anti-social behaviours they had witnessed outside of school, as well as effective resolution strategies, and second, to share the data collected thus far in the project. From this, the teacher wished to include the perspective of parents into developing (i) a school-wide policy for resolving anti-social behaviours in young children, and (ii) a unilateral approach between home and school in addressing this phenomenon.

For the third project, a deputy principal explored ways to improve the profile of the existing professional development program at his secondary school. At that time, this deputy principal had been tasked with leading a committee of school personnel responsible for the revitalisation of teacher inservice training. To begin the data collection phase of the project, all staff members were asked to complete a qualitative survey regarding professional development opportunities currently offered to staff at the school. Following the collation of these initial data, and based on responses proffered, the deputy principal purposively sampled staff for follow-up interviews. The results of the interviews were analysed and presented to the committee, who in turn, discussed the next logical steps in the action sequence. The 'act' step of this project was for the committee to (i) draft a professional development framework that took into account the suggestions, opinions, and needs of the project participants, and to (ii) present this framework to the school principal for consideration.

Caveats and difficulties encountered
Over a four-year period, the author/lecturer has noted that students often encounter several recurring difficulties with regards to the successful completion of the unit ED6765: Action Research in Education. These difficulties include a lack of clarity of focus for the project, managing constraints of time, and holding a presumed foreknowledge of the solution. Each of these caveats will be discussed briefly, together with some suggestions that students have found to be useful in alleviating the particular difficulty.
From the commencement of the unit ED6765: Action Research in Education, students are required to focus on one area of concern in their classroom or school. Within this area of concern, students conduct qualitative research in an attempt to illuminate possible solutions to the prevailing problem. During the intensive period, students are taught to 'narrow down' the focus of their project by outlining the research participants and determining what will be asked of these participants. Statements outlining the justification for including these participants and stakeholders are scrutinised closely, together with the topic being investigated. This is done to ensure that the research projects are kept manageable, yet challenging and focused intently on the phenomenon of interest. Without the one-on-one discussion between lecturer and student prior to research proposal submission, there is a good possibility that several projects would be too broad to conduct within the specified time frame.

Because this unit requires students to conduct their own research project whilst fulfilling full-time duties within schools, time management can become an area of difficulty. When preparing the research proposal, students create a timeline detailing the key events within the unit (contact days, assignment due dates, proposal submission deadlines). Although this timeline is submitted as part of the research proposal (as an appendix), students retain an electronic copy of the timeline to assist with time management throughout the course. During repeated intervals within the unit, the lecturer remains in contact with the entire cohort of research students through group email. This contact assists students in meeting deadlines for assignments, preparing for the two additional contact days, and in maintaining focus on the research project.

The third caveat associated with teaching ED6765: Action Research in Education concerns a commonly-held predisposition by students when commencing the unit. More specifically - and upon arrival to campus with a recognised 'problem' ready to investigate - students appear at this stage more inclined to presuppose to know what the solution to this problem is. Of course, a key tenet of action research is that one must follow the 'observe-reflect-act' process (Stringer, 2004), and this is highlighted on Days One and Two of the intensive period of study. Furthermore, this process requires students to (a) suspend any preconceived ideas of what the potential solution(s) to the problem might be, and (b) speak to all project participants before arriving at a decision on how to proceed logically with a plan towards improvement. During the intensive period of study, the lecturer uses several opportunities to carefully explain that the action research sequence is one that requires patience in planning, researching, and analysing data before committing to a plan of action. These opportunities include the explicit instruction of key principles of action research, during a one-on-one discussion at the proposal planning and submission stage, and through the ongoing provision of feedback regarding the research projects.

Conclusion
There is clear evidence to suggest that action research is a valuable exercise for teachers to undertake. It offers teachers a systematic (Frabutt et al., 2008), collaborative (Kemmis & McTaggart, 1988), and participatory (Holter & Frabutt, 2012; Mills, 2011) process of inquiry that actively seeks to address areas of concern or redress. Additionally, action research provides teachers with the technical skills and specialised knowledge required to effect positive change within classrooms, schools, and communities (Johnson, 2012; Stringer, 2008). Ultimately, the solutions-based focus, emphasis on fostering practitioner empowerment, and pragmatic appeal of action research collectively render this research methodology a worthwhile professional development activity for teachers. There is unlimited scope for teachers wishing to develop 'customised' action research projects of their own, as topics for investigation are as multifarious, as the daily vignettes evidenced in the teaching profession. To conclude, universities must include action research as a core unit in teacher preparation degree programs - either at the undergraduate or postgraduate level, as the action research sequence holds significant value to improving practice within classrooms, schools, and communities.
References
Barone, T., Berliner, D. C., Blanchard, J., Casanova, U. & McGown, T. (1996). A future for teacher education: Developing a strong sense of professionalism. In J. Sikula (Ed.), Handbook of research on teacher education (4th ed., pp. 1108-1149). New York: Macmillan.
Book, C. L. (1996). Professional development schools. In J. Sikula (Ed.), Handbook of research on teacher education (4th ed., pp. 194-210). New York: Macmillan.

Detert, J. R., Louis, K. S. & Schroeder, R. G. (2001). A culture framework for education: Defining quality values and their impact in U.S. high schools. School Effectiveness and School Improvement, 12(2), 183-212. http://dx.doi.org/10.1076/sesi.12.2.183.3454

Dinkelman, T. (1997). The promise of action research for critically reflective teacher education. The Teacher Educator, 32(4), 250-274. http://dx.doi.org/10.1080/08878739709555151

Erickson, F. (1986). Qualitative methods in research on teaching (3rd ed., pp. 119-161). New York: Macmillan.

Foshay, A. W. (1998). Action research in the nineties. The Educational Forum, 62(2), 108-112. http://dx.doi.org/10.1080/00131729808983796

Frabutt, J. M., Holter, A. C. & Nuzzi, R. J. (2008). Research, action, and change: Leaders reshaping Catholic schools. Notre Dame, IN: Alliance for Catholic Education Press.

Fueyo, V. & Koorland, M. A. (1997). Teacher as researcher: A synonym for professionalism. Journal of Teacher Education, 48(5), 336-344. http://dx.doi.org/10.1177/0022487197048005003

Hensen, K. T. (1996). Teachers as researchers. In J. Sikula (Ed.), Handbook of research on teacher education (4th ed., pp. 53-66). New York: Macmillan.

Holter, A. C. & Frabutt, J. M. (2011). Action research in Catholic schools: A step-by-step guide for practitioners (2nd ed.). Notre Dame, IN: Alliance for Catholic Education Press.

Holter, A. C. & Frabutt, J. M. (2012). Mission driven and data informed leadership. Catholic Education: A Journal of Inquiry and Practice, 15(2), 253-269. http://ejournals.bc.edu/ojs/index.php/catholic/article/view/1935/1753

Johnson, A. P. (2012). A short guide to action research (4th ed.). New Jersey: Pearson Education. Kemmis, S. & McTaggart, R. (1988). The action research planner. Geelong, Australia: Deakin University Press.

Marks, H. M. & Louis, K. S. (1997). Does teacher empowerment affect the classroom? The implication of teacher empowerment for instruction, practice and student performance. Educational Evaluation and Policy Analysis, 19(3), 245-275. http://dx.doi.org/10.3102/01623737019003245

McNiff, J., Lomax, P. & Whitehead, J. (1996). You and your action research project. New York: Routledge.

McTaggart, R. (1997). Reading the collection. In R. McTaggart (Ed.), Participatory action research (pp. 1-12). Albany, NY: SUNY Press.

Mills, G. E. (2011). Action research: A guide for the teacher researcher (4th ed.). Boston: Pearson.
Osterman, K. F. & Kottkamp, R. B. (1993). Reflective practice for educators: Improving schooling through professional development. Newbury Park, CA: Corwin.
Perrett, G. (2003). Teacher development through action research: A case study in focused action research. Australian Journal of Teacher Education, 27(2), 1-10. http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1317&context=ajte

Schmuck, R. A. (1997). Practical action research for change. Arlington Heights, IL: IRI/Skylight Training and Publishing.

Stringer, E. T. (2008). Action research in education (2nd ed.). New Jersey: Pearson.
PDF version of this article ] [ Contents Vol 23 ] [ IIER Home ]
© 2013 Issues In Educational Research. This URL: http://www.iier.org.au/iier23/hine.html
Created 14 Jun 2013. Last revision: 14 Jun 2013.
HTML: Roger Atkinson [rjatkinson@bigpond.com]
Sweetland, S. R. & Hoy, W. K. (2002). School characteristics and educational outcomes: Toward an organizational model of student achievement in middle schools. Educational Administration Quarterly, 36(5), 703-729. http://dx.doi.org/10.1177/00131610021969173

Tomlinson, C. A. (1995). Action research and practical inquiry: An overview and an invitation to teachers of gifted learners. Journal for the Education of the Gifted, 18(4), 467-484. http://dx.doi.org/10.1177/016235329501800407

The articles in this Special issue, Teaching and learning in higher education: Western Australia's TL Forum, were invited from the peer-reviewed full papers accepted for the Forum, and were subjected to a further peer review process conducted by the Editorial Subcommittee for the Special issue. Authors accepted for the Special issue were given options to make minor or major additions (minor changes in the case of Hine). The reference for the Forum version of his article is:

Hine, G. S. C. (2013). The importance of action research in teacher education programs. In Design, develop, evaluate: The core of the learning environment. Proceedings of the 22nd Annual Teaching Learning Forum, 7-8 February 2013. Perth: Murdoch University. http://ctl.curtin.edu.au/professional_development/conferences/tlf/tlf2013/refereed/hine.html
Author: Dr Gregory Hine is a lecturer in the School of Education at The University of Notre Dame Australia (Fremantle Campus). Greg teaches in the undergraduate and postgraduate degrees, and his research interests are in leadership, leadership development, secondary mathematics pedagogy, and action research.
Email: gregory.hine@nd.edu.au

Please cite as: Hine, G. S. C. (2013). The importance of action research in teacher education programs. In Special issue: Teaching and learning in higher education: Western Australia's TL Forum. Issues in Educational Research, 23(2), 151-163. http://www.iier.org.au/iier23/hine.html

# data[].attributes.attachment_link.keywords[]
the importance of action research in teacher education programs

# data[].attributes.attachment_link.title
IIER 23(2): Hine (2013) - The importance of action research in teacher education programs

# data[].attributes.attachment_link.description
Issues in Educational Research, 2013, Vol 23(2), 151-163 Contents Vol 23 ] [ IIER Home ] The importance of action research in teacher education programs Gregory S. C. Hine The University of Notre Dame Australia Following entry into the workforce, there are limited opportunities for new graduate teachers to engage in critically reflective activities about their educative practice.

# data[].attributes.headline
2)	UNIT 6 PORTFOLIO - Incorporating coding, robotics and flipped learning into my teaching practices

# data[].attributes.subject
2)	UNIT 6 PORTFOLIO - Incorporating coding, robotics and flipped learning into my teaching practices

# data[].attributes.headline
1)	UNIT 1 PORTFOLIO - The impact this unit’s engagement will make on my teaching practice  

# data[].attributes.subject
1)	UNIT 1 PORTFOLIO - The impact this unit’s engagement will make on my teaching practice  

# data[].attributes.body
(Three things that you would like to do more often/ better and Three things I would like to do less of when teaching STEM to my students

# data[].attributes.headline
9)	UNIT 8 PORTFOLIO - A STEM professional development program for Ibadan International School

# data[].attributes.subject
9)	UNIT 8 PORTFOLIO - A STEM professional development program for Ibadan International School

# data[].attributes.body
-          Overview of the Professional Development Activities

# data[].attributes.body
https://youtu.be/SrnvvWDm73k

This video is on encouraging the teachers to engage their students in CODE HOUR , and offers hints on how to go about it.

# data[].attributes.body
http://elementaryscienceteachers.pbworks.com/f/Mystery+Boxes+Lesson+Plan.pdf

The objective of this lesson plan is to empower Students to develop questions that guide scientific inquiry. It will also help them to conduct scientific investigations individually and in teams. They will also be empowered  to make and explain predictions based on prior knowledge.

# data[].attributes.headline
6)	Essential STEM Tools (STEM Teaching Tools) by Bacolor, R., Peterman, T., Chowning, J., & Bell, P. (2015, January).

# data[].attributes.subject
6)	Essential STEM Tools (STEM Teaching Tools) by Bacolor, R., Peterman, T., Chowning, J., & Bell, P. (2015, January).

# data[].attributes.body
https://stemteachingtools.org/assets/landscapes/STEM-Teaching-Tool-32-Practices-Not-Scientific-Method.pdf

Bacolor, R., Peterman, T., Chowning, J., & Bell, P. (2015, January).  Why focus on science and engineering practices—and not “inquiry?” Why is “the scientific method” mistaken? STEM Teaching Tools #32.

This resource is a great one in setting a teacher on the path of selecting the best and ideal scientific/investigative tool for the level of his/her students. Something between Structured Scientific and Flexible Inquiry approaches

# data[].attributes.headline
5)	Cox, J. (2014, September 9). Teaching strategies to promote critical thinking. TeachHub.com. 

# data[].attributes.subject
5)	Cox, J. (2014, September 9). Teaching strategies to promote critical thinking. TeachHub.com. 

# data[].attributes.body
https://www.teachhub.com/teaching-strategies/2014/09/teaching-strategies-to-promote-critical-thinking/

This resource offers very useful tips on the strategies a teacher can deploy to teach students critical thinking skill

# data[].attributes.attachment_link.readable_text
Critical thinking has been an important issue in education, and has become quite the buzzword around schools. The Common Core State Standards specifically emphasize a thinking curriculum and thereby require teachers to elevate their students' mental workflow beyond just memorization-which is a really good step forward. Critical thinking is a skill that young minds will undeniably need and exercise well beyond their school years. Experts agree that in keeping up with the ever-changing technological advances, students will need to obtain, understand, and analyze information on a much more efficient scale. It is our job as educators to equip our students with the strategies and skills they need to think critically in order to cope with these tech problems and obstacles they face elsewhere.

Fortunately, teachers can use a number of techniques that can help students learn critical thinking, even for children enrolled in kindergarten. Here are some teaching strategies that may prove immediately effective:

Encourage Creativity

Traditionally, elementary teachers prepare templates for art projects before they give it to their students. By doing so, it levels the creative playing field and can, in some ways, help the classroom run more smoothly.

I know it may be a bit unnerving to relinquish a bit of control, but rest assured that not having everything prepped in advance is a good thing. Instead, give students all of the supplies needed to create a snowflake, and let them do it on their own. This will allow students to become critical thinkers because they will have to use their prior knowledge to consider what a snowflake looks like, how big it is, what color it is, etc.

Do Not Always Jump in to Help

It's too easy to always find a solution for a student who needs your help. Kindergarteners especially will get very upset when they can't find their crayons or scissors. The easy way for a teacher to answer is "It's okay, you can borrow a pair of scissors from me." Instead of always readily finding a solution for your students, try responding with "Let's think about how we can find them." Then you can assist the student in figuring out the best possible solution for finding their lost item.

Brainstorm Before Everything You Do

One of the easiest and most effective ways to get young children to think critically is to brainstorm. Regardless of subject, have students think about what they'll be doing, learning, or reading - before actually starting each activity. Ask a lot questions, like "What do you think this book will be about?" or "Tell me three things you think you will be learning in this lesson about space?" Give students every opportunity you can to be critical thinkers.

Classify and Categorize

Classification plays an important role in critical thinking because it requires students to understand and apply a set of rules. Give students a variety of objects and ask them to identify each object, then sort it into a category. This is a great activity to help students think and self-question what object should go where and why.

Compare and Contrast

Much like classifying, students will need to look closely at each topic or object they are comparing and really think about the significance of each one. You can have students compare and contrast just about anything - try this out with the book your class is reading now. Compare and contrast the weather forecast for today and yesterday. Compare the shape and color of a pumpkin to another vegetable. Compare and contrast today's math lesson with last week's. The ideas are endless.

Make Connections

Encouraging students to make connections to a real-life situation and identify patterns is a great way to practice their critical thinking skills. Ask students to always be on the look for these connections, and when they find one to make sure they tell you.

Provide Group Opportunities

Group settings are the perfect way to get your kids thinking. When children are around their classmates working together, they get exposed to the thought processes of their peers. They learn how to understand how other people think and that their way is not the only route to explore.

When the importance of critical thinking is introduced to students early on in the education process, students will be capable of having complex thoughts and become better problem solvers when presented with difficulty. It's important for students to possess a variety of skills, but it's just as important for them to understand how and when to use them.

# data[].attributes.attachment_link.title
Teaching Strategies to Promote Critical Thinking - TeachHUB

# data[].attributes.attachment_link.description
Critical thinking has been an important issue in education, and has become quite the buzzword around schools. The Common Core State Standards specifically emphasize a thinking curriculum and thereby require teachers to elevate their students' mental workflow beyond just memorization-which is a really good step forward.

# data[].attributes.headline
4)	The Ultimate STEM Guide for Kids: 239 Cool Sites About Science, Technology, Engineering and Math    

# data[].attributes.subject
4)	The Ultimate STEM Guide for Kids: 239 Cool Sites About Science, Technology, Engineering and Math    

# data[].attributes.body
https://www.mastersindatascience.org/resources/the-ultimate-stem-guide-for-kids-239-cool-sites-about-science-technology-engineering-and-math/

This guide features summer camps, websites, competitions, apps, and career resources for students in elementary school to high school. It is intended to inspire kids and teens to use their problem-solving skills to find answers to impossible challenges and help shape a better future. I personally see it as a guide to any teacher who genuinely wants to engage in the STEM fields.

# data[].attributes.attachment_link.readable_text
It's never too early to encourage kids and teens to pursue education and activities in science, technology, engineering and mathematics (STEM). It's important to set future generations up for success as careers in these fields continue to grow. According to the Bureau of Labor Statistics (BLS), there will be 10,567 STEM professionals in the workforce by 2028.

This guide features summer camps, websites, competitions, apps, and career resources for students in elementary school to high school. The gender gap is slowly shrinking in these fields as more initiatives crop up, including organizations such as Girls Who Code, but since women are still vastly underrepresented, we've included STEM activities specifically for girls and young women.

We hope this guide inspires kids and teens to use their problem solving skills to find answers to impossible challenges and help shape a better future.

Cool STEM Websites

Ask Dr. Universe: Washington State University's Ask Dr. Universe allows kids to explore various STEM topics and get answers to common questions. Have a question not covered on the site? Submit it on their "Ask" page!

Code.org: No one is too young (or old, I might add) to code. Learn how to build an iPhone game, write your first computer program, draw in JavaScript and much more.

Engineering, Go for It! (eGFI): Discover the nuts and bolts of engineering. This website contains advice on careers, entertaining info on all kinds of fields and links to the eGFI magazine.

EPA Students: Searching for news on the environment, homework resources, info on contests or ideas for an environment-based school project? Check out this website run by the Environmental Protection Agency.

Exploratorium: One of my favorites. The website of the San Francisco-based Exploratorium is jam-packed with interactive activities, videos, apps, links and more.

Extreme Science: Extremely interesting. Here you'll find wild and weird facts about nature, resources for science projects and info on all kinds of world records.

How Stuff Works: I visit this website every day. It has hundreds upon thousands of articles that explain the wonders of science (and almost everything else on the planet).

Museum of Science + Industry Chicago Online Science: Apps and activities and videos, oh my! Play games, watch baby chicks hatching, create virtual chemical reactions or use forensic science to analyze different types of candy.

NASA Education for Students: Career information, image galleries, NASA Television, features and articles ... whatever you'd like to know about aerospace, you're sure to find it here.

NASA Science, Engineering, Mathematics and Aerospace Academy (SEMAA): SEMAA was developed to increase the participation of historically underserved K-12 youth in STEM fields. School activities and summer sessions are held throughout the nation.

NOVA: The website for PBS's popular science show is overflowing with videos and articles. Explore the wonders of evolution, nature, physics, math-practically any STEM subject that rings your bell.

Science Buddies: Get stuck on science. This website has over 1,000 ideas for science fair projects, project guides, project kits and detailed profiles of STEM careers.

Science Channel: Question everything. Along with a rundown on the Science Channel's TV programs, this website has plenty of videos, quizzes, games and the latest science news.

STEM-Works: In addition to articles and job information, STEM-Works has stocked their site with interesting activities. Test your skills in the reptile quiz. Rescue an athlete in the Bionic Games. Or, simply follow the path of great whites with the Global Shark Tracker.

Virtual Tech Camps: Year-round online learning destination for kids and teens with curriculum in Python, Java, Minecraft, Roblox, AI, Unreal Engine, Adobe, 3D modeling, and more. Save $100 with code TOGETHER.

Tynker: A computing platform that allows children to develop programming skills through fun, creative courses. Join the millions of kids from around the country learning to code with Tynker!

Kkan Academy: Khan Academy breaks down complex topics on a range of subjects including programming, math, and statistics! It has learning resources in almost all STEM subjects K-12.

Flite Test STEM: Flite Test provides K-12 students with a variety of easy to download, free lessons that teach students about STEM through aviation activities.

HOODA MATH: HOODA MATH is a website for math games divided by subject. Students K-12 and math lovers of any age can learn about numbers while having fun.

STEM Challenges and Contests

Siemen's We Can Change the World Challenge: You have the power to save the planet. In Siemen's K-12 environmental sustainability competition, teams from across the country compete to improve their own communities. Lots of prizes.

Toshiba/NSTA ExploraVision: ExploraVision is a K-12 science competition with a difference. Teams of two to four students work with a teacher to simulate the challenges of real research and development.

STEM Awards

The Gloria Barron Prize for Young Heroes: This annual prize honors 25 outstanding young leaders (age 8 to 18) who have made a significant positive difference to people and/or the environment. The top 10 winners receive a $5,000 cash award to support their education.

The NEED Project's Annual Youth Awards Program for Energy Achievement: NEED's annual award was established to recognize K-12 students who achieve excellence in energy education in their schools or communities.

President's Environmental Youth Awards: The PEYA program celebrates K-12 students, school classes, summer camps or youth organizations that are promoting environmental stewardship. Every year, one outstanding project from each region is selected for national recognition.

STEM Career Resources

Bureau of Labor Statistics K-12: The U.S. Department of Labor has been busy. Here you'll find charts, maps and many other resources on careers and the U.S. economy.

WeUseMath.org: Ever wondered (as I frequently did) when you're going to use math in real life? This website on math careers has more than a few answers.

Government STEM Initiatives

Educate to Innovate: Launched in 2009, Educate to Innovate aims to move U.S. students from the middle to the top of the heap in science and math achievement. It's spawned a number of federal efforts and philanthropic initiatives (see below).

STEM AmeriCorps: This multi-year initiative is focused on placing AmeriCorps members in STEM non-profits (such as FIRST) to work in underserved communities.

White House Science Fair: At this science fair, the President serves as the host! Students are honored for innovative projects, designs and experiments while the White House streams the event live.

Women in STEM: In collaboration with the White House Council on Women and Girls, the Office of Science and Technology Policy (OSTP) has instigated a number of efforts to increase the participation of girls in STEM subjects.

Philanthropic STEM Initiatives

Change the Equation: Led by CEOs, this nonprofit seeks to mobilize the business community to improve the quality of STEM education across the U.S.

Connect a Million Minds (CAMM): Sponsored by Time Warner Cable, CAMM is a five-year, $100 million philanthropic initiative that aims to inspire students to develop STEM skills.

US2020.org: The ultimate aim of this nonprofit is to mobilize one million STEM mentors annually by 2020.

Youth Inspired Challenge (YIC): Created by the Association of Science-Technology Centers (ASTC), YIC is designed to expand the impact of STEM learning outside the classroom.

STEM Fun for Elementary School Kids

Cool STEM Websites

PBS Kids

Cyberchase: Help Jackie, Matt and Inez use math to protect the digital universe from evil. Don't worry: Cyberchase has lots of math games, videos and activities to aid you in your quest.

Design Squad Nation: Design anything (!) your mind might imagine. Through Design Squad challenges, videos and tutorials, you'll discover all there is to know about engineering principles.

The Cat in the Hat Knows a Lot About That!: Pre-K STEM games, activities and videos galore. The adventurous Cat in the Hat is even ready to lead you on an exotic math safari adventure

Lifeboat to Mars: Explore the world of biology with this free online game. In one simulation (Microland) you control hungry microbes. In another (Ecoland), you have to balance out the space station's ecosystem.

Zoom: Hot science and cool ideas. You'll find all kinds of activities and experiments on Zoom's website, including things like lemon juice rockets, crazy straw bridges and bubble cities.

Design Squad Global: Want to partcipate in cool scientific challanges, play games and watch fun videos? Check out Design Squad Global.

Science Games and Apps

Math Games and Apps

STEM Contests

Junior FIRST® LEGO® League: Are you a LEGO® fiend? Then this is the contest for you. You'll use LEGO® bricks to design and build a moving model; then, you'll assemble a Show Me poster to showcase your solution. For kids age 6 to 9.

NSBE KidZone Elementary Science Olympiad: Collect a team and test your science skills in 18 different events at the National Society of Black Engineers (NSBE) National Convention. Open to grades three to five. Those in kindergarten through second grade compete in a non-competitive league.

Perennial Math Tournaments: A virtual math tournament (via videoconferencing) for both teams and individuals. Open to grades three to eight.

STEM Camps

Audubon Nature Camps: Audobon offers a ton of Nature Camps throughout the country. Beginning in April, they start taking applications for Wild Birds Pathways to Nature.

Camp Invention: Daydreams become discoveries at this summer day camp. Created by the National Inventors Hall of Fame, Camp Invention presents essential STEM concepts through creative hands-on activities.

Cosmophere Camps: To infinity and beyond! These cool flight and space adventure-themed camps take place at the Smithsonian-affiliated Kansas Cosmophere and Space Center (KAOS) in Hutchinson, Kansas.

Destination Science Camp: Spend a week this summer creating robots, building a digital music system, training an electric-powered chameleon or even preparing for a mission to the moon! Held at 130 locations in six states.

Digital Media Academy Adventures Camp: Digital Media's award-winning camps cover everything from cartoon creation to computer programming to advanced robotics with LEGO® EV3. For kids age 8 to 12.

Engineering for Kids: Engineering for Kids is an education company for kids age 4 to 14. It offers a variety of STEM programs, including in-school field trips, birthday parties, workshops and camps.

iD Tech Camps: The sky's the limit at iD Tech's day and overnight camps. Make your own video game, program your own app or even code in Java.

KinderCare® Summer Camps: From the wacky wet science of water to the basics of surviving in the wilderness, KinderCare offers a variety of programs for pre-K through school-age kids.

Science Explorers: Sharks and submarines, potions and slime, castles and catapults .. whatever you love, these science summer camps have just the activity for you. Offered in Pennsylvania, New Jersey and Delaware.

Snapology: Snapology partners with schools around the country to offer STEAM programs, contests, and camps. The programs are interactive, which allows kids to learn through hands-on instruction and play. Programs are offered in a number of different formats, including after school, on weekends, and over the summer.

Vision Tech Camps: Vision Tech offers camps for kids ages 7-17 in the San Francisco Bay Area. Camp topics include robotics, programming, minecraft, and more.

Youth Digital Summer Camps: Design 3-D models for Minecraft, create your own video game or even direct a 3-D animation! These camps focused on digital technology are held in various southern cities. For kids age 8 to 16.

STEM Career Resources

Career Aisle: Elementary: Dreaming about what you want to be when you grow up? These videos about jobs in science, technology, engineering and math can help you decide.

Note: There are plenty of state and regional organizations that didn't make it onto this list. If you're interested in local camps, scholarships and after-school activities, check with your teachers and school.

Cool STEM Websites

The Big Brain Theory - Discovery Channel: Competitors on this TV show have just 30 minutes to come up with a solution to an (seemingly) impossible engineering challenge.

Bill Nye the Science Guy: Bill's entertaining television episodes cover everything from comets to the science of music. Have some fun with his home demos.

Chi Alpha Mu: Otherwise known as the National Junior Mathematics Club, Chi Alpha Mu is the younger sibling of Mu Alpha Theta. Check out its list of contests and summer grants.

Environmental Health Student Portal: Interested in learning more about chemicals, air quality and water pollution? This website has videos, games and experiments to help you along.

Kids Ahead: A STEM bonanza. Kids Ahead is packed with all kinds of resources, including scavenger hunts, videos, articles, links to local activities and fun events and info on cool jobs, that inspire and excite.

MathMovesU: Hone your math skills with online games, virtual thrill rides and national competitions! MathMovesU also offers a variety of scholarships and sponsorships.

MythBusters - Discovery Channel: The folks at MythBusters use experiments to bust rumors, myths and urban legends. (During their Cannonball Chemistry experiment, they accidentally drove a cannonball through the side of a house.)

Sally Ride Science: Founded by America's first female astronaut, Sally Ride Science hosts a number of student programs, including science festivals and overnight camps.

Science Bob: Bob is a science teacher who loves to experiment (often on Jimmy Kimmel). His website has videos, links and plenty of ideas for build-your-own experiments and science fair projects.

SciJinks: It's all about the weather. The National Oceanic and Atmospheric Association (NOAA) and NASA put together this educational website to teach kids about meteorology and earth science. Check out their games section.

Scratch: Designed for kids age 8 to 16, Scratch is a place where you can program your own interactive stories, games and animations. A project of the Lifelong Kindergarten Group at the MIT Media Lab.

Virtual Tech Camps: Year-round online learning destination for kids and teens with curriculum in Python, Java, Minecraft, Roblox, AI, Unreal Engine, Adobe, 3D modeling, and more. Save $100 with code TOGETHER.

STEM Games and Apps

STEM Camps

Science and Technology Contests

Math Contests

AMC 8: Test your math skills in this 25-question, 40-minute multiple choice contest (held every November).

MATHCOUNTS Competition Series: MATHCOUNTS holds a series of "bee-style" contests in over 500 local chapters. Top teams advance to the state competition and then to the National Competition in May.

MATHCOUNTS Math Video Challenge: Create your very own math video with your friends and classmates and be in the running to win a college scholarship!

Perennial Math Tournaments: A virtual math tournament (via videoconferencing) for both teams and individuals. Open to grades three to eight.

Rocket City Math League (RCML): Sponsored by Mu Alpha Theta, RCML is a year-long, four-round math competition. Trophies are mailed to top-ranked middle school and high school students at the end of the year.

U.S.A. Mathematical Talent Search (USAMTS): Pit your problem-solving skills against some of the toughest conundrums out there. Because of the level of difficulty, USAMTS allows students a full month or more to work out solutions.

STEM Career Resources

Career Explorations!: STEM: Wondering what the future might hold? Explore some of the options available to you in science, technology, engineering and math. Lots of videos.

Kids.gov Jobs: Get the skinny on every job under the sun. Wondering what marine biologists do? Want to watch a video on becoming a veterinarian? You're in the right place.

NASA Look to the Future: Careers in Space: You don't have to be an astronaut to work in the space program. NASA has a list of other professions, including robotics engineer, computer scientist and oceanographer, for you to consider.

Note: There are plenty of state and regional organizations that didn't make it onto this list. If you're interested in local camps, scholarships and after-school activities, check with your teachers and school.

Cool STEM Websites

Arrick Robotics: This the prettiest website in the world, but if you're looking for robotics resources, this is the place to be. Includes lists of competitions and contests, groups and clubs, games and simulation.

Codeacademy: Learn to code interactively (and for free). Codeacademy offers coding classes in major programming languages like Python, PHP, jQuery, JavaScript and Ruby.

DiscoverE: Thinking about engineering? DiscoverE has a selection of resources on careers, preparing for college and research schools. You might also want to check out their list of videos, trips, websites and hands-on activities.

Mu Alpha Theta: Also known as the National High School and Two-Year College Mathematics Honor Society, Mu Alpha Theta has over 100,000 student members. It organizes a national math convention, offers special awards and provides competitions.

Student Science: A central spot for science news, blogs, resources and information about Intel competitions. Sample article titles include "Native 'snot'" and "A library with no books."

Virtual Tech Camps: Year-round online learning destination for kids and teens with curriculum in Python, Java, Minecraft, Roblox, AI, Unreal Engine, Adobe, 3D modeling, and more. Save $100 with code TOGETHER.

STEM Games and Apps

STEM Camps

Science and Technology Contests

Math Contests

STEM Grants and Opportunities

InvenTeam: InventTeams are made up of students, teachers and mentors who receive grants of up to $10,000 to devise technological solutions to real-world problems (you can choose your own problem).

Planet Connect Student Grants: Have a passion for protecting wildlife and native habitats? Planet Connect offers high school students grants of $1,000 to implement local projects and participate in wildlife or natural resource internships.

STEM Career Resources

Science Splash: High School: You'll find a truckload of exploratory videos on Career Aisle's website, as well as links to wage information and career prep resources.

Career Cornerstone Center: It won't win any prizes for beauty, but Career Cornerstone Center has a lot of helpful resources on STEM careers. Explore over 185 degree fields, dip into interviews or learn more about education requirements, typical salaries and networking.

CareerOneStop: Learn all you need to know about STEM careers, including typical occupations, internships and education options. Sponsored by the U.S. Department of Labor, Employment and Training Administration.

IEEE Try Computing: A good resource if you're just starting to look into computing. You can explore career options and majors, search for accredited programs and tinker with the visual career cloud tool.

IEEE Try Engineering: This website includes a university search, info on engineering majors and a long list of links to camps, internships, scholarships, contests and more. You'll also find insights from experts and virtual engineering games.

IEEE Try Nano: IEEE gets around. In the third of their career sites (see above), they look at jobs in nanoscience and nanotechnology: technical fields that focus on matter at the nanoscale.

Note: There are plenty of state and regional organizations that didn't make it onto this list. If you're interested in local camps, scholarships and after-school activities, check with your teachers and school.

Cool STEM Websites

STEM Awards

NSTA Angela Award: The National Science Teachers Association awards a $1,000 US EE Savings Bond to one female student in fifth through eighth grade who is involved in or has a strong connection to science.

STEM Camps

Note: There are plenty of state and regional organizations that didn't make it onto this list. If you're interested in local camps, scholarships and after-school activities, check with your teachers and school.

# data[].attributes.attachment_link.title
The Ultimate STEM Guide for Kids: 239 Cool Sites

# data[].attributes.attachment_link.description
It's never too early to encourage kids and teens to pursue education and activities in science, technology, engineering and mathematics (STEM). It's important to set future generations up for success as careers in these fields continue to grow. According to the Bureau of Labor Statistics (BLS), there will be 10,567 STEM professionals in the workforce by 2028.

# data[].attributes.headline
3)	Mueller, J. (2016). Authentic Assessment 

# data[].attributes.subject
3)	Mueller, J. (2016). Authentic Assessment 

# data[].attributes.body
http://jfmueller.faculty.noctrl.edu/toolbox/index.htm

This rich resource, contains basically everything that a teacher needs to get a hang of effectively designing and integrating Authentic assessments into the teaching and learning process

# data[].attributes.attachment_link.readable_text
to the Authentic Assessment Toolbox, a how-to text on creating authentic tasks, rubrics, and standards for measuring and improving student learning. Inside, you will find chapters on

A good place to start -- In this chapter I identify the characteristics, strengths and limitations of authentic assessment; compare and contrast it with traditional (test-based) assessment.

Why has authentic assessment become more popular in recent years? When can it best serve assessment needs?

After a brief overview, follow a detailed, four-step process for creating an authentic assessment.

All good assessment begins with standards: statements of what we want our students to know and be able to do. What do we really value?

Authentic assessments are often called "tasks" because they include real-world applications we ask students to perform.

To assess the quality of student work on authentic tasks, teachers develop rubrics, or scoring scales.

A collection of a student's work specifically selected to tell a particular story about the student -- and a great opportunity to develop self-assessment skills

A guide to constructing good, multiple-choice tests, to complement your authentic assessments

See what standards, tasks and rubrics, and portfolios look like. You are welcome to send me other examples to share with your fellow educators.

Wonder what a term means? Click on italicized, underlined terms throughout the site to go to the glossary. Green text that is not underlined is a standard link to another page.

Look over my shoulder as I help an imaginary teacher in the development of standards, authentic tasks, and rubrics.

Who is Jon Mueller? Why did he create this site? Inquiring minds...

Thanks to all of you who have adopted this text for your courses. I hope your students have found it useful.

We ask students to memorize reams of information that they will rarely if ever use again, but we often fail to teach them the critical skills needed to meet the daily challenges of the 21st century, skills such as information literacy, collaboration, metacognitive reflection, and self-assessment. One reason we have shied away from teaching such skills is that we are unsure how to assess them. Thus, in this text I offer a detailed set of steps and examples, including rubrics, of how to summatively and formatively assess the skills our students need. For K-16 educators.

# data[].attributes.attachment_link.description
to the Authentic Assessment Toolbox, a how-to text on creating authentic tasks, rubrics, and standards for measuring and improving student learning. Inside, you will find chapters on A good place to start -- In this chapter I identify the characteristics, strengths and limitations of authentic assessment; compare and contrast it with traditional (test-based) assessment.

# data[].attributes.headline
2)	UNIT 4 PORTFOLIO - An Introduction of new teachers to Authentic, Performance Assessment in STEM Areas.

# data[].attributes.subject
2)	UNIT 4 PORTFOLIO - An Introduction of new teachers to Authentic, Performance Assessment in STEM Areas.

# data[].attributes.body
STEM teaching and learning and authentic assessment, help teachers to avoid impacting knowledge that stays on paper or that is not relevant to the lives, society and the world of the students. This work provides useful tips to new teachers in STEM Fields on the Challenges involved in the implementation of authentic, performance assessment and ways to resolve those challenges. It also provides links to sites with useful resources on STEM Standards and Checklists and good STEM lessons.

Sites for the Standards, e.g (NGSS Standards and Checklists) and several sites carry good STEM lessons. Two of such sites are eFGI for Teachers and TeachEngineering.

# data[].attributes.headline
1)	UNIT 2 PORTFOLIO - strategies for promoting STEM learning and critical thinking (Examining the process of Lesson Analysis)     

# data[].attributes.subject
1)	UNIT 2 PORTFOLIO - strategies for promoting STEM learning and critical thinking (Examining the process of Lesson Analysis)     

# data[].attributes.headline
5)	What Is Coding and What Is It Used For?

# data[].attributes.subject
5)	What Is Coding and What Is It Used For?

# data[].attributes.body
https://www.computerscience.org/resources/what-is-coding-used-for/

Great page to learn a lot about coding with links to other related areas

# data[].attributes.attachment_link.readable_text
Electronic devices like cell phones, laptops, and tablets require code to function properly. Coding allows humans to communicate with these devices. Modern technology such as traffic lights, calculators, smart TVs, and cars use internal coding systems.

Since computers do not communicate like humans, coding acts as a translator. Code converts human input into numerical sequences that computers understand. Once computers receive these messages, they complete assigned tasks such as changing font colors or centering an image.

Read on to learn about how people use code to communicate with computers and develop electronic devices, machines, and other technologies.

How Does Coding Work?

Computer programming languages, developed through a series of numerical or alphabetic codes, instruct machines to complete specific actions. Computer coding functions much like a manual.

A programmer or developer writes instructions describing the information and tasks needed to create a visual or to perform a task. Computers scan extensive coded manuals very quickly, executing the tasks that create and run a successful website or application. Displaying an image or section of text, changing font styles, and opening emails all require instructions included in the coded manual.

Programming languages provide the rules for building websites, apps, and other computer-based technologies.

Users interact with websites and apps with the help of these coded instructions. The code itself does not show up on the screen. Instead, people see the words and images a developer or programmer asks the computer to display.

Coding tells a machine which actions to perform and how to complete tasks. Programming languages provide the rules for building websites, apps, and other computer-based technologies. Each programming language helps humans accurately communicate with machines.

Types of Programming Languages

Binary code comprises a series of zeros and ones, used to communicate instructions. This code is a low-level programming language. Each digit in a coded sequence connects to a switch in your computer. Each switch connects to an action, and together thousands of switches operate a device.

High-level code, a computer communication process that works much like human language, allows programmers to operate entire systems simultaneously. High-level programming languages convert human language from programmers into binary code that computers understand.

Top Online Programs

Explore programs of your interests with the high-quality standards and flexibility you need to take your career to the next level.

What is Coding Used For?

Developers use a variety of programming languages to build websites and applications. Front-end developers typically use HTML, CSS, or JavaScript code to create website layouts and design functions.

Websites with user accounts, like Facebook, Instagram, or LinkedIn, require back-end developers to write computer code that connects websites to databases. Back-end developers often write code using languages such as SQL, Java, and Python.

Developers use other languages like Python, Objective-C, C#, Swift, or Ruby on Rails to create apps for cell phones and computer software.

Below, we list popular programming languages and their most common uses.

C: Used for developing software operating systems and databases

Python: Used for building websites and software programs and performing data analysis

HTML: Used for creating the structures of a webpage, like paragraphs, links, and tables

Ruby on Rails: Used for developing websites and applications and performing data analysis

C++: Used for creating and developing games

C#: Used for creating desktop applications and web services

Scala: Used for data engineering, data processing, and web development support

Perl: Used for text manipulation, web development, and network programming

PHP: Used for managing databases and creating dynamic webpages

SQL: Used for communicating with databases and managing and organizing data

JavaScript: Used for creating webpages and supporting front-end and back-end development

Swift: Used for creating apps, most commonly for Apple platforms

Objective-C: Used for writing software for Apple products

Learning How to Code

Coding requires critical thinking and creativity. Learning to code may prove a difficult computer science practice for some, but it can also be rewarding. Whether you want to create your own website or step into a computer science career, there are multiple options to learn coding skills.

Bootcamps

Coding bootcamps offer beginners and advanced learners short-term courses from expert teachers. Students receive regular practice opportunities to apply their new and developing knowledge.

Degree Programs

Web development degree programs and computer programming degrees provide intensive, long-term learning opportunities for students seeking a four-year education. Degree programs also connect students to internship opportunities and can provide ongoing career support.

MOOCs

Massive open online courses offer professionally taught courses. Most MOOCs are free, with videos and lessons you can view as often as desired. Many prestigious colleges and universities provide MOOCs across a wide variety of topics.

Self-Guided

You can teach yourself to code through a variety of flexible options. Website platforms like Treehouse and W3Schools and apps such as Mimo and CodeAcademy teach coding skills and programming languages through self-paced tutorials.

Careers in Coding

From 2020-2030, the Bureau of Labor Statistics projects a much-faster-than-average growth rate for software and web development jobs. Securing these jobs means having a solid foundation in coding. These skills enhance your portfolio for careers in and outside the tech industry.

Jobs in computer science significantly benefit from coding skills. Career options that use coding include web developers, software engineers, and game developers. After attending a bootcamp, you can gain experience in junior-level positions before advancing into higher-level roles.

From 2020-2030, the Bureau of Labor Statistics projects a much-faster-than-average growth rate for software and web development jobs.

You can expand your career options with advanced education. Consider a computer science degree program or specialized MOOCs to increase your skills and enhance your resume.

Stepping into a coding career places you in the center of technological advancement and offers a wide variety of career options to pursue. Find the right computer science career path for you and begin your coding journey.

Reviewed by:

Monali Mirel Chuatico

Featured Image: skynesher / E+ / Getty Images

# data[].attributes.attachment_link.title
What Is Coding And What Is It Used For? | ComputerScience.org

# data[].attributes.attachment_link.description
What is coding? Learn how coding works, and explore everyday uses of the skill for creating websites and apps.

# data[].attributes.headline
4)	Lin, J. (2016, January 2). How robotics is transforming STEM in elementary schools. Getting Smart. 

# data[].attributes.subject
4)	Lin, J. (2016, January 2). How robotics is transforming STEM in elementary schools. Getting Smart. 

# data[].attributes.body
http://www.gettingsmart.com/2016/01/how-robotics-is-transforming-stem-education-in-elementary-schools/

# data[].attributes.attachment_link.readable_text
Julia Dweck's classroom in Macungie, PA looks more like a production studio than your typical elementary school. Students from different grade levels are working together in small groups, scribbling angles and math formulas on the whiteboard, writing a storyboard script for a video, cutting out colorful construction paper figures, and creating code on their iPad for a robot named . There are occasional heated debates and shenanigans, but they are all laser focused on solving challenges in the Wonder League Robotics Competition.

STEM education is top of mind as high-paying jobs in STEM fields are with an inadequate pipeline of American students to fill them. In the Every Student Succeeds Act , President Obama's goal is to train 100,000 STEM teachers over the next 10 years. Many of the efforts are directed towards middle school and high school, but research shows that introducing STEM early plays a key role in cognitive development and interest in the subjects later on. Much of math and science instruction in schools is theoretical, and elementary school teachers are paving the way to look for engaging ways to bring STEM to life in their classrooms.

Robotics in the classroom

In elementary school, students are still learning with their eyes and hands - drawing, molding, and manipulating objects. They are starting the tough transition to learning by reading, and robots make it possible for them to work through problems visually and experiment with concepts they are learning.

Ms. Dweck's students have designed mazes, produced geometric shapes, calculated perimeter, tested probability, composed music, recorded dialogue, and even retraced the voyage of the Mayflower with Dash. As Ms. Dweck says, "'Millennials' have been raised on technology. They have no fear of it and are eager to jump right in and create. They are natural innovators who relish and need this creative platform."

Many of these pioneering teachers who focus on inquiry-based learning try to integrate robotics into as many subject areas as possible. Making these curricular connections also allows them to justify teaching computer science, a subject that is currently required in only a handful of regions.

Robotics competitions

As an organization we, Wonder Workshop , decided to start a national robotics competition because we were seeing a wide range of implementations of robotics in the classroom. Some teachers used Dash as "reward time" for good behavior without much instruction, while others used Dash to support their math lessons . We were seeing that project-based activities were the most successful in engaging students across the board.

In developing the Wonder League Robotics Competition , we wanted to create a more in-depth and structured version of the Hour of Code with a focus on educating the whole child. Students deeply engaged in robotics and coding, worked in teams, and integrated their creativity. We also created a forum where teachers could learn from one another. It was important for our competition missions to tie back to real-world applications - in this case, space exploration.

There are many types of STEM competitions , mostly targeted at middle and high school students. The VEX IQ Challenge is a competition for 3rd grade and up, and FIRST LEGO League Jr. is non-competitive event that gets kids ages 6-9 geared up for FIRST LEGO League. They positioned robotics as a "team sport for the mind" and have been successful in developing excitement for robotics and building teamwork skills. We also saw similar results from the Wonder League Robotics Competition . Many students were coming into the classroom after school and during recess to work with their teams, and some students even put aside other sports and activities to be part of it.

Students in 3rd, 4th & 5th grade collaborate on a team name for our @WonderWorkshop robotics team. #wonderleague pic.twitter.com/hd0N21pJ5Y

- Mrs. Dweck (@GiftedTawk) October 25, 2015

"I learned to always include all of my teammates because it isn't fair if nobody else gets a chance to do things and we can finish anything on time if we just work together," says one 8-year-old student on the Wonder Dash team that recently finished 3rd place in the nation. Surprisingly, many of the top contenders came from small towns that don't necessarily have access to the resources that spill over from having a strong technology-based economy.

Tips for teachers

For teachers who are looking for ways to integrate robotics into the classroom, we'd love to share some tips.

1. Pick the right platform for you. Some robotics kits require many hours of building to get started, and others work right out of the box. In developing Dash & Dot, we prioritized ease-of use-and created different apps that work for different interests from kindergarten to even middle school. Make sure to do your research before investing.

2. Make use of existing content. Developing your own lessons from scratch can be intimidating and impractical. Use content that's available in apps or lesson plans that other teachers have created.

3. Join the community on Twitter. There is a rich network of teachers who are actively helping each other out on Twitter. Some hashtags to follow are #csk8, #kidscancode, and #wonderleague.

4. Don't be afraid to let the students lead. Ms. Dweck says that after introducing the robots, they've "gotten to a point where students are creatively designing their own projects that integrate Dash, Dot and accessories in ways that achieve goals across subject areas." It takes the pressure off you and helps lead to growth mindset if students can take charge of their own learning.

"This opportunity helps students develop a respect for their own abilities. As students develop strategies to facilitate the learning process, they experienced growth in their meta-cognitive skills, too. Introduction to coding and robotics is as relevant to our world as learning to write. Today's learner should experience opportunities to practice coding and robotics in the classroom from an early age. This foundation will serve them as learners, digital citizens and world leaders," Ms. Dweck remarks.

For more, check out:
June Lin is the Head of Community and Education at Wonder Workshop. Follow June on Twitter, . Stay in-the-know with all things EdTech and innovations in learning by signing up to receive the weekly Smart Update . This post includes mentions of a Getting Smart partner. For a full list of partners, affiliate organizations and all other disclosures please see our Partner page

# data[].attributes.attachment_link.title
How Robotics is Transforming STEM in Elementary Schools - Getting Smart by Guest Author - Blog, coding, ESSA, hour of code, STEM

# data[].attributes.attachment_link.description
Julia Dweck's classroom in Macungie, PA looks more like a production studio than your typical elementary school. Students from different grade levels are working together in small groups, scribbling angles and math formulas on the whiteboard, writing a storyboard script for a video, cutting out colorful construction paper figures, and creating code on their iPad for a robot named .

# data[].attributes.headline
3)	STEM EDUCATION FRAMEWORK by The New York Academy of Sciences.

# data[].attributes.subject
3)	STEM EDUCATION FRAMEWORK by The New York Academy of Sciences.

# data[].attributes.body
https://ww byw.nyas.org/media/13051/gsa_stem_education_framework_dec2016.pdf

The Global STEM Alliance (GSA) STEM Education Framework aims to identify best practices in science, technology, engineering, and mathematics (STEM) education. It reflects current education research and draws on innovative and effective practices employed around the world.

# data[].attributes.headline
2) BEST PRACTICES FOR DIVERSITY AND INCLUSION IN STEM EDUCATION AND RESEARCH: A GUIDE BY AND FOR FEDERAL AGENCIES

# data[].attributes.subject
2) BEST PRACTICES FOR DIVERSITY AND INCLUSION IN STEM EDUCATION AND RESEARCH: A GUIDE BY AND FOR FEDERAL AGENCIES

# data[].attributes.body
https://www.whitehouse.gov/wp-content/uploads/2021/09/091621-Best-Practices-for-Diversity-Inclusion-in-STEM.pdf

The goal of this work, is to identify best practices and exemplary programs and also to establish the evidence base for the existing effective practices. The collection also includes recommendations for increasing diversity in Federal programs.

# data[].attributes.headline
1)	21st Century Skills: Preparing Students for THEIR Future 

# data[].attributes.subject
1)	21st Century Skills: Preparing Students for THEIR Future 

# data[].attributes.body
https://cosee.umaine.edu/files/coseeos/21st_century_skills.pdf

Lists and talks about the importance of the 21st century skills and how to integrate them into classroom content

# data[].attributes.headline
2)	UNIT 8 PORTFOLIO - This reflection is on creating high expectation for students and promoting diversity/ multiculturalism in the classroom.

# data[].attributes.subject
2)	UNIT 8 PORTFOLIO - This reflection is on creating high expectation for students and promoting diversity/ multiculturalism in the classroom.

# data[].attributes.headline
1)	UNIT 1 PORTFOLIO - The Positive Classroom Environment. 

# data[].attributes.subject
1)	UNIT 1 PORTFOLIO - The Positive Classroom Environment. 

# data[].attributes.body
This reflection is on the classroom that I consider the positive classroom environment.  This will certainly be reviewed as I acquire more knowledge