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Messages - Afroza Akhter Tina

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691
English / Collaborative Problem Solving Skills
« on: February 07, 2015, 06:49:26 PM »
The key concept lies within the working with interests in collaborative problem solving which refers to the critical competency for college and career readiness. Students are expected to understand and develop the idea that there are more one ways to solve any kind of problems. The main challenge lies in organizing computer based assessment of CPS skills when it’s about a large assessment program where an individual is expected to match and collaborate with different types of other members representing different CPS skills and contexts. The terms collaborative problem solving, cooperative work, and group work are used interchangeably in the current education research literature to mean similar constructs.

Here problems are identified first and the tasks are developed accordingly. It is mixture of collaboration: “coordinated, synchronous activity that is the result of a continued attempt to construct and maintain a shared conception of a problem” (Roschelle, &Teasley, 1995, p. 70); and problem solving: “cognitive processing directed at achieving a goal when no solution method is obvious to the problem solver” (Mayer, & Wittrock, 1996). According to Griffin, Care, and McGaw (2012), it focuses each other’s point of view regarding some particular problem and concern. It helps to establish others’ responses in a group in terms of contributing knowledge, experience and expertise in a constructive way with constructive feedback and results. In Program for International Student Assessment PISA 2015, CPS competency is defined as the ability to identify and involve in a particular problem solving process with the collaborative effort along with the help of the agent for establishing an effective solution. The competency depends on how well the individual collaborates with agents (either a human or a computer) during the process which includes shared understanding, taking effective actions to resolve the problem, and also establishing and maintaining group organization.

The learner’s role is significant here which includes:
a.   They should be aware of the specific kind of activities needed to identify and solve the problem.
b.   They should be clear in understanding their roles as one of the group members and even as an individual along with the agent’s role focusing on the reflection regarding the valuable concerns of conflicts and obstacles.

692
Faculty Forum / Collaborative Problem Solving Skills
« on: February 07, 2015, 06:48:35 PM »
The key concept lies within the working with interests in collaborative problem solving which refers to the critical competency for college and career readiness. Students are expected to understand and develop the idea that there are more one ways to solve any kind of problems. The main challenge lies in organizing computer based assessment of CPS skills when it’s about a large assessment program where an individual is expected to match and collaborate with different types of other members representing different CPS skills and contexts. The terms collaborative problem solving, cooperative work, and group work are used interchangeably in the current education research literature to mean similar constructs.

Here problems are identified first and the tasks are developed accordingly. It is mixture of collaboration: “coordinated, synchronous activity that is the result of a continued attempt to construct and maintain a shared conception of a problem” (Roschelle, &Teasley, 1995, p. 70); and problem solving: “cognitive processing directed at achieving a goal when no solution method is obvious to the problem solver” (Mayer, & Wittrock, 1996). According to Griffin, Care, and McGaw (2012), it focuses each other’s point of view regarding some particular problem and concern. It helps to establish others’ responses in a group in terms of contributing knowledge, experience and expertise in a constructive way with constructive feedback and results. In Program for International Student Assessment PISA 2015, CPS competency is defined as the ability to identify and involve in a particular problem solving process with the collaborative effort along with the help of the agent for establishing an effective solution. The competency depends on how well the individual collaborates with agents (either a human or a computer) during the process which includes shared understanding, taking effective actions to resolve the problem, and also establishing and maintaining group organization.

The learner’s role is significant here which includes:
a.   They should be aware of the specific kind of activities needed to identify and solve the problem.
b.   They should be clear in understanding their roles as one of the group members and even as an individual along with the agent’s role focusing on the reflection regarding the valuable concerns of conflicts and obstacles.

693
English / Re: Using authentic materials
« on: February 07, 2015, 06:42:48 PM »
Thank you Irina ma'am  :)

694
..so many delicious recipes to share ma'am  :)

695
English / Re: 10 Stress Relief Tips for the Office
« on: February 07, 2015, 01:21:42 PM »
I think I need to work on these... :( good to know

696
English / Re: Laughter is The Best Medicine
« on: February 07, 2015, 01:20:42 PM »
Really interesting to know  :)

697
English / Re: Students Helping Students(SHS)
« on: February 05, 2015, 02:54:27 PM »
It was a very good attempt indeed!!

698
English / Re: Classroom Management
« on: February 04, 2015, 03:14:47 PM »
Good to know the points!!!  :)

699
English / Features of an Effective Teacher
« on: February 04, 2015, 10:42:26 AM »
In the book, Language Teaching Awareness, Fanselow points out the aim of exploration that is “seeing…teaching differently” (1988:114). The main theme of the book is ‘exploration of teaching’ which tries to identify some important techniques of language teaching along with some of the important features of an effective teacher. These are:
a.   Simply gaining awareness of teaching beliefs and practices
b.   Seeing nonjudgmental description as preferable to prescriptions of how teaching ‘should’ be done
c.   The need to pay attention to language and behavior
d.   Emphasis on going beyond usual ways of understanding teaching, especially that of problem solving(i.e., identifying and overcoming a problem area in one’s teaching)
e.   Interest in having teachers considers ‘connecting questions’, that is, questions connecting who they are as people with who they are as teachers.
f.   To highlight the importance of involving teachers in processes through which they can make more informed decisions. Bailey (1990) discusses the process of keeping a teaching journal. Wallace (1998) elaborates on doing action research. Gaies and Bowers (1990) present a process of clinical supervision.
g.   To start with “a beginner’s mind” (Suzuki 1970), that is to start with an open mind as a fresher always.

700
Faculty Forum / Features of an Effective Teacher
« on: February 04, 2015, 10:41:38 AM »
In the book, Language Teaching Awareness, Fanselow points out the aim of exploration that is “seeing…teaching differently” (1988:114). The main theme of the book is ‘exploration of teaching’ which tries to identify some important techniques of language teaching along with some of the important features of an effective teacher. These are:
a.   Simply gaining awareness of teaching beliefs and practices
b.   Seeing nonjudgmental description as preferable to prescriptions of how teaching ‘should’ be done
c.   The need to pay attention to language and behavior
d.   Emphasis on going beyond usual ways of understanding teaching, especially that of problem solving(i.e., identifying and overcoming a problem area in one’s teaching)
e.   Interest in having teachers considers ‘connecting questions’, that is, questions connecting who they are as people with who they are as teachers.
f.   To highlight the importance of involving teachers in processes through which they can make more informed decisions. Bailey (1990) discusses the process of keeping a teaching journal. Wallace (1998) elaborates on doing action research. Gaies and Bowers (1990) present a process of clinical supervision.
g.   To start with “a beginner’s mind” (Suzuki 1970), that is to start with an open mind as a fresher always.

701
English / Re: Google Classroom and My Presentation
« on: February 03, 2015, 12:28:53 PM »
You are always excellent in your presentation ma'am and I can think of your students getting involved in the new app along with such an expertise with them.Good luck ma'am!!

702
English / Re: Benefits of learning foreign languages
« on: February 03, 2015, 12:25:49 PM »
Very interesting to know all these points sir...I am inspired to learn Spanish and would get enrollment soon  :)

703
Effective sharing...we should definitely try  :)

704
Faculty Forum / Re: Can we rethink?
« on: February 03, 2015, 12:17:27 PM »
Very simple but thought provoking ma'am,thanks for making us re-think of such wonderful and simple values of life... :)

705
Faculty Forum / Re: Good teaching
« on: February 03, 2015, 12:15:01 PM »
"Good teaching is one-fourth preparation and three-fourths theater."
- Gail Godwin
Nice sharing and also effective ideas :)

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