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Wendy Villa - MSTU4052

Wendy Villa - MSTU4052. Monday, April 18, 2011. Ongoing asessment and understanding. I attended the same catholic school from age 6 to age 16. The assessment throughout the years was fairly consistent, regardless of the class, subject, or teacher. We would review a lesson, have a lot of homework about it, and then take a test at end. As a child, my mother would work from home and I remember her always being extremely busy. She did not sit with me and do homework, and she rarely even asked if I had any.

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Wendy Villa - MSTU4052 | tc-compprblslvngcooplrng.blogspot.com Reviews
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Wendy Villa - MSTU4052. Monday, April 18, 2011. Ongoing asessment and understanding. I attended the same catholic school from age 6 to age 16. The assessment throughout the years was fairly consistent, regardless of the class, subject, or teacher. We would review a lesson, have a lot of homework about it, and then take a test at end. As a child, my mother would work from home and I remember her always being extremely busy. She did not sit with me and do homework, and she rarely even asked if I had any.
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10 unit iii understandings
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Wendy Villa - MSTU4052 | tc-compprblslvngcooplrng.blogspot.com Reviews

https://tc-compprblslvngcooplrng.blogspot.com

Wendy Villa - MSTU4052. Monday, April 18, 2011. Ongoing asessment and understanding. I attended the same catholic school from age 6 to age 16. The assessment throughout the years was fairly consistent, regardless of the class, subject, or teacher. We would review a lesson, have a lot of homework about it, and then take a test at end. As a child, my mother would work from home and I remember her always being extremely busy. She did not sit with me and do homework, and she rarely even asked if I had any.

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Wendy Villa - MSTU4052: Savery and Duffy reading

http://tc-compprblslvngcooplrng.blogspot.com/2011/02/savery-and-duffy-reading.html

Wendy Villa - MSTU4052. Friday, February 25, 2011. Savery and Duffy reading. Problem Based Learning: An instructional model and its constructivist framework by John Savary and Thomas Duffy. In this reading the authors lay out some of the principles related to the Constructivism theory, and focus on Problem Based Learning as per Barrows. Students are given problem in the form of a patient showing some symptoms. Opportunity to review and "study" the problem. Commit to possible outcome.

2

Wendy Villa - MSTU4052: March 2011

http://tc-compprblslvngcooplrng.blogspot.com/2011_03_01_archive.html

Wendy Villa - MSTU4052. Wednesday, March 9, 2011. In Unit III we will attempt to understand how we can incorporate PBL, technology, and different methods/frameworks, to plan and design problem solving activities and promote meaningful learning. The 2 frameworks explored in this unit are TfU - Teaching for Understanding, and UbD - Understanding by Design. Of the project. This model is more compatible with the flexibility of the TfU method. Thursday, March 3, 2011. The first thing mentioned is the commitme...

3

Wendy Villa - MSTU4052: April 2011

http://tc-compprblslvngcooplrng.blogspot.com/2011_04_01_archive.html

Wendy Villa - MSTU4052. Monday, April 18, 2011. Ongoing asessment and understanding. I attended the same catholic school from age 6 to age 16. The assessment throughout the years was fairly consistent, regardless of the class, subject, or teacher. We would review a lesson, have a lot of homework about it, and then take a test at end. As a child, my mother would work from home and I remember her always being extremely busy. She did not sit with me and do homework, and she rarely even asked if I had any.

4

Wendy Villa - MSTU4052: January 2011

http://tc-compprblslvngcooplrng.blogspot.com/2011_01_01_archive.html

Wendy Villa - MSTU4052. Monday, January 31, 2011. Jonassen - Howland Reading. There are five attributes of Meaningful Learning, based on this reading. These attributes are interconnected. 1 Active - Doing instead of memorizing rules. Experimentation. Students would manipulate objects and parameters in their environment to achieve results. 3 Intentional - Achieving cognitive goals makes students think and want to learn more. Reaching the goal of learning/understanding serves as the incentive for conti...

5

Wendy Villa - MSTU4052: Unit II

http://tc-compprblslvngcooplrng.blogspot.com/2011/02/unit-ii.html

Wendy Villa - MSTU4052. Thursday, February 10, 2011. Unit II. Generative Topic: Problem Solving. Week 4 and 5 of 15. What is problem solving? Are all problem-solving activities meaningful? How might we use curricular / technological tools to facilitate problem solving? I think that problem-solving activities are meaningful as long as there is an outcome or if the activity can lead to a different activity that will arrive at a solution. March 1, 2011 at 3:15 PM. Subscribe to: Post Comments (Atom).

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Wendy Villa - MSTU4052

Wendy Villa - MSTU4052. Monday, April 18, 2011. Ongoing asessment and understanding. I attended the same catholic school from age 6 to age 16. The assessment throughout the years was fairly consistent, regardless of the class, subject, or teacher. We would review a lesson, have a lot of homework about it, and then take a test at end. As a child, my mother would work from home and I remember her always being extremely busy. She did not sit with me and do homework, and she rarely even asked if I had any.

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