http://www.merlot.org:80/merlot/ A search of MERLOT materials Copyright 1997-2013 MERLOT. All rights reserved. Fri, 24 May 2013 07:06:41 PDT Fri, 24 May 2013 07:06:41 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=658328 The Teaching Channel's K-12 educational video collection showcases effectve teaching methods and techniques used by teachers in their classroom. Subjects/#videos: English Language Arts (116); Math (91); Science (73); History/Social Sciences (33); and the Arts (13). Topics/#videos: Planning (29). Class Culture (47). Behavior (37), Engagement (53), Differentiation (30), Assessment (18), Collaboration (21), Common Core (106), Digital Literacy (24), New Teachers (52) and Celebrating Teachers (65). http://www.merlot.org/merlot/viewMaterial.htm?id=446200 I.N.K. (Interesting Nonfiction for Kids) Think Tank is a collaboration of a group of talented and energetic authors who write about all things nonfiction. Together, through Authors On Call, they use current conferencing technology to link with classrooms and in-service sessions to provide resources from their books for stimulating inquiry based learning. The authors have linked their books to national curriculum standards; users can access a variety of standards-based resources through a searchable database. http://www.merlot.org/merlot/viewMaterial.htm?id=753337 ResumenEl siguiente trabajo fue realizado sobre una metodología cualitativa y utilizando la investigación acción en el aula.La idea es, investigar una red social utilizando las TIC´s existentes con el fin de generar el proceso de enseñanza aprendizaje en el aula, la red social seleccionada fue Facebook, por su popularidad a nivel mundial y en Chile. La Universidad en que se realizo fue “Universidad Tecnológica de Chile” (INACAP), en la carrera de Ingeniería en Informática y se aplico al ramo de “Tallar de proyecto Informático II” de sexto semestre, periodo primavera año 2012. Palabras claves: Red social, TIC´s, Facebook, aula, enseñanza aprendizaje. AbstractThe following work was made based on a qualitative methodology by using the reseaching action in the classroom.The idea is to study a social network by using the exisiting TIC's to generate a teaching-learning process in the classroom. Facebook was the selected social network due to its worldwide popularity included Chile. This study was made by the students of Enginering in Computer Science of the Technological University of Chile (INACAP), and was applied to the subject "Workshop on Computer Science Project II״, Spring Term 2012, 6th Semester. Keywords: Social Network, TIC´s, Facebook, classroom, teaching and learning. http://www.merlot.org/merlot/viewMaterial.htm?id=576298 Date: November 4, 2011Time: Noon – 4:30 pm EasternEffective instruction in the discipline of psychology requires specific tools and techniques. In this four-and-a-half-hour workshop, expert practitioners in the fields psychology and education will explore need-to-know topics for student engagement, including student misconceptions about psychology, study skills, active learning, and critical thinking.In addition to the benefits of the longer format—more material, greater chance for collaboration within the cohort of attendees—participants will receive a complimentary book with registration.Part One - Mythbusters in the Psychology Classroom: Debunking Common Student Misconceptions In part one of the workshop, Scott O. Lilienfeld will discuss the nature and prevalence of widespread student misconceptions about psychology (e.g., opposites attract, most people use only 10% of their brain power, people with schizophrenia have multiple personalities) and argue that dispelling students' misunderstandings of the subject matter is often essential for promoting accurate psychological knowledge. He will offer a number of tangible examples of student misconceptions about psychology and examine their probable sources and origins. Finally, by drawing on the extant literature from educational psychology and science education, he will explore potentially fruitful teaching approaches to confronting and debunking student misconceptions of psychology.Part Two - What Does 'Study More' Really Mean?: Helping Today's Psychology Students Improve Study Skills How should students study? What is the best advice to give students regarding study skills? What works? In this portion of the workshop, Regan A. R. Gurung provides instructors with a review of the empirical evidence on study skills, offers key suggestions for instructors to modify their pedagogy to aid student studying, and concludes with items for future research on this critical topic.Part Three - Engaging and Inspiring Today's Students through Active Learning Young Americans reportedly spend an average of 6.5 hours of each day using electronic media. How can college professors find time for active learning, while also competing with the electronic media's high entertainment value, immediate connectivity, and instantaneous rewards? Can we learn and borrow from these new technologies to improve our teaching? In this portion of the workshop, Karen Huffman will focus on maximizing student engagement and inspiration. She will discuss when and how to use a variety of demonstrations, assessment techniques, short video clips, and more to enhance classroom presentations. Participants will be invited to reflect upon their own teaching, student engagement, and active learning experiences and insights, resulting in a rich knowledge exchange among participants.Part Four - Teaching for Critical Thinking Critical thinking involves students (and teachers) being able to identify and research the assumptions that frame how they think and act. Only if assumptions are accurate and valid can we trust them as guides for thought and action. Studies of critical thinking show that two factors are crucial to learning critical thinking: seeing teachers model the process and experiencing it as a social learning process. In this interactive workshop Stephen D. Brookfield will model critical thinking about critical thinking and will introduce a number of classroom activities that can actively engage students in learning how to think critically. http://www.merlot.org/merlot/viewMaterial.htm?id=758750 FELC (short for Field Experience Learning Community) Online is intended to support the needs of anyone and everyone involved in the field experience or practicum component of pre-service teacher education programs. Whether you are a teacher candidate (or student teacher), associate teacher (cooperating teacher), faculty advisor/supervisor, or school administrator, you play a critical role in the field experience/practicum!FELConline, a web-based learning tool, is intended to be a "living" website, so there are areas that are under development, and areas that hopefully grow as we all interact with the content and with each other. First, you need to create a log in and provide a little bit of information, and then you are good to go! We hope you find this learning tool a useful one in supporting the learning and growth of everyone involved in pre-service teacher education! FELConline was funded by the Social Sciences and Humanities Research Council of Canada (SSHRC).