http://www.merlot.org:80/merlot/ A search of MERLOT materials Copyright 1997-2013 MERLOT. All rights reserved. Fri, 24 May 2013 16:19:49 PDT Fri, 24 May 2013 16:19:49 PDT http://www.merlot.org:80/merlot/images/merlot.gif http://www.merlot.org:80/merlot/ 44 34 http://www.merlot.org/merlot/viewMaterial.htm?id=87656 The changing roles and challenges for higher education and the increased productivity required of faculty are driving forces for the development of more diverse and efficient teaching methods. Educational trends are toward more learner-centered materials. In response to these trends, colleges and universities are now offering courses at a distance and in forms other than traditional delivery. On-line courseware materials may be a viable means of fulfilling these numerous requirements, but are very resource-intensive to develop. Multiple approaches to developing on-line learning have been tried, with limited success. The primary approach has been for faculty to enter their own course materials into the computer. To maximize university resources, the most effective approach for developing on-line learning materials must be determined and institutionalized. While faculty are the most logical persons to provide course content and design, faculty should not be expected to complete the technical tasks associated with developing on-line learning materials. http://www.merlot.org/merlot/viewMaterial.htm?id=591773 Description: Students will view a video of an eruption at Mt. Kiluea, which is located in Hawaii that occurred on July 5th to July 6th, 2007. Students will view concepts previously presented and learned such as magma, lava, crater, magma chamber, etc. Essentially, students would apply knowledge learned pertaining to volcanic eruptions (how and why they occur) while watching this video. After the video, a class discussion will be held to clarify/reinforce science concepts pertaining to volcanic eruptions and discuss students’ observations. After the class discussion, students will respond to question prompts by incorporating observations conducted while watching the video and concepts learned pertaining to volcanoes (in terms of plate tectonics).Type of Task: Student-centered. Students apply concepts previously learned in an interactive manner and share their observations, perceptions, and ideas during the class discussion. The only conditions that teachers are controlling are the question prompts that will be given to students and showing the video.Time Required: 50 minutes (20 minutes for the video and class discussion) (30 minutes for the question prompts)Topics: Earth Science, Plate Tectonics, VolcanoesAudience: Grade School Grade 6Education Prerequisite Skills: Students that have had previous learning experiences of volcanoes will be able to successfully complete this assignment. Students that have investigated, analyzed, and studied concepts relating to volcanoes (ie: how and why they occur in relation to plate tectonics) will be able to successfully complete this assignment. Since the video demonstrates the processes that occur during a volcanic eruption, it is imperative that students possess familiarity or had sufficient learning opportunities with volcanoes (how and why they occur).Teachers will need to have reliable internet access and have "QuickTime Player" player installed, projector or an ELMO machine to show the video. It is recommended that teachers show this video at the end of their respective plate tectonics or volcano units.Learning Objectives: Students will explain and describe a volcanic eruption in terms of plate tectonics (ie: magma reaching the surface, volcanic eruptions result from motion of the Earth’s plates on top of molten material), participate in a class discussion sharing observations, reactions, thoughts in relation to volcanic eruptions, reflect on their experience, and create meaningful connections between concepts learned in this activity and throughout the unit to their lives.Technical Notes: Teachers will need to be able to display videos in QuickTime (.mov) format, have Apple QuickTime 7 plugin, and a broadband connection.Assessment: A class discussion will be utilized as an informal assessment of students’ progress towards the learning objectives. This informal assessment will also be utilized to provide clarification, assistance, feedback, etc. The discussion is designed to obtain students’ reactions, observations, and ideas pertaining to the video. Teachers can utilize the following questions: “What did you see?” “What did the lava look like?”, and “What do you think caused this eruption?” Several question prompts will assess students’ progress toward the learning goals of this activity. The questions are the following: 1.Describe how Mt. Kiluea erupted. You may include what you have learned so far about volcanoes and volcano eruptions in your response. Include drawings to help explain your answer. 2.Why do you think Mt. Kiluea erupted? 3.Name and describe one thing you would want to learn more about volcanoes after watching this video? 4.Why is it important to learn about volcanoes? http://www.merlot.org/merlot/viewMaterial.htm?id=328539 This considerable online resource covers the following methods and approaches to teaching & learning:Collaborative Learning Cooperative Learning Discovery-Based Learning Engaged Learning Problem-Based Learning Whole Language Approach Examples of Learner-Centered Programs Develop better study strategies and habits http://www.merlot.org/merlot/viewMaterial.htm?id=330049 This is part of a larger site entitled, "The Learner-Centered Classroom: An Overview." This site provides some teaching tips on making your class learner-centered. The author suggests, "The KEY questions to ask yourself:What is it my students need to know and be able to do during their professional lives? What skills and knowledge will stand the test of time, given the dynamic nature of knowledge and information? http://www.merlot.org/merlot/viewMaterial.htm?id=652611 This video is part of the Saide Education Series "Being a Teacher" module. The video shows the teacher as knowledge-worker, with a biology lesson as a basis for exploring ‘lecture’ type approaches to teaching factual content in relation to the learner-centred facilitation of learning. Click here to view this video. http://www.merlot.org/merlot/viewMaterial.htm?id=728542 This site provides information about learner-centered teaching as well as links to presentations the author has made regarding the topic. http://www.merlot.org/merlot/viewMaterial.htm?id=734893 'In learner-centered teaching, the focus is on the student as learner, on improving student learning and success, rather than on the transmission of information. The articles and websites below first introduce and define learner-centered teaching. The following links present the theory and research that support the learner-centered approach and offer classroom strategies to achieve it. The final two articles approach learner-centered teaching from an institutional perspective, as a paradigm shift throughout the university.' http://www.merlot.org/merlot/viewMaterial.htm?id=734881 This is an Appendix to a Faculty Handbook at USC.'Many of our USC colleagues first became acquainted with the concept when it appeared in early drafts of the university’s 2004 Strategic Plan. During this time, faculty assemblies convened to discuss and make recommendations regarding the draft document, including the topic of learner-centered education in a research university. After the usual iterative process of review and revision, the University’s 2004 Strategic Plan was adopted with learner-centered education as a significant part of USC’s new vision for increasing academic excellence. This committee was formed as part of the process of further implementing the Strategic Plan. During our investigation, we were pleased to find that the practice of learner-centered teaching is well embedded in units across the university, in response to the emerging pedagogy in this area nationwide and in keeping with faculty interest at USC in improving our efforts on behalf of our students.' The Appendix provides a lengthy description of learner-centered teaching as well as strategies to implement it, with a list of references. http://www.merlot.org/merlot/viewMaterial.htm?id=330629 The practice of learning and teaching is not pre-determined, but always related to the tools and systems used in the process. The development and rising success of social software applications such as weblogs and wikis and so-called Personal Learning Environments (PLE) changes, enables and challenges learning with the Internet. http://www.merlot.org/merlot/viewMaterial.htm?id=328874 This is actually a short summary of the major chapters in book entitled "Learner-Centered Teaching: Five Key Changes to Practice" by Maryellen Weimer. As the author states, "this article is a 6-page summary to whet your appetite for a longer look at the book when you have more time."