Seven Principles for Good Practice in Undergraduate Education

Seven Principles for Good Practice in Undergraduate Education.

1. Good Practice Encourages Student-Faculty Contact
Frequent student-faculty contact in and out of classes is the most important factor in student motivation and
involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few
faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.

2. Good Practice Encourages Cooperation among Students
Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good work, is
collaborative and social, not competitive and isolated. Working with others often increases involvement in
learning. Sharing one's own ideas and responding to others' reactions improves thinking and deepens understanding.

3. Good Practice Encourages Active Learning
Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers,
memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are
learning, write about it, relate it to past experiences, and apply it to their daily lives. They must make what
they learn part of themselves.

4. Good Practice Gives Prompt Feedback
Knowing what you know and don't know focuses learning. Students need appropriate feedback on
performance to benefit from courses. In getting started, students need help in assessing existing knowledge
and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves.

5. Good Practice Emphasizes Time on Task
Time plus energy equals learning. There is no substitute for time on task. Learning to use one's time well is
critical for students and professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis for high performance for all.

6. Good Practice Communicates High Expectations
Expect more and you will get it. High Expectations are important for everyone - for the poorly prepared, for
those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a selffulfilling prophecy when teachers and institutions hold high expectations of themselves and make extra efforts.

7. Good Practice Respects Diverse Talents and Ways of Learning
There are many roads to learning. People bring different talents and styles of learning to college. Brilliant
students in the seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learning in new ways that do not come so easily.

Read more at http://www.uis.edu/liberalstudies/students/documents/sevenprinciples.pdf

http://www.languagecorpsasia.com

Theories and Models of Learning for Educational Research and Practice

Theories and Models of Learning for Educational Research and Practice.
This knowledge base features learning theories that address how people learn. A resource useful for scholars of various fields such as educational psychology, instructional design, and human-computer interaction. Below is the index of learning theories, grouped in somewhat arbitrary categories. Note that this website is an iterative project and these entries are a work in progress; please leave comments with suggestions, corrections, and additional references.

We need writers!  Please contribute new entries or revisions to this knowledge base.  Email your contribution to: info [at] learning-theories.com.
Paradigms:
    Behaviorism
    Cognitivism
    Constructivism
    Design-Based
    Humanism

Behaviorist Theories:
    Behaviorism Overview
    Classical Conditioning (Pavlov)
    GOMS Model (Card, Moran, and Newell)
    Operant Conditioning (Skinner)
    Social Learning Theory (Bandura)

Cognitivist Theories:
    Cognitivism Overview
    Assimilation Theory (Ausubel)
    Attribution Theory (Weiner)
    Cognitive Load Theory (Sweller)
    Cognitive Theory of Multimedia Learning (Mayer)
    Component Display Theory
    Elaboration Theory (Reigeluth)
    Gestalt Psychology (Tolman)
    Mental Models (Johnson-Laird)
    Schema Theory
    Stage Theory of Cognitive Development (Piaget)

Constructivist, Social, and Situational Theories:
    Constructivism Overview
    Case-Based Learning
    Cognitive Apprenticeship (Collins et al.)
    Communities of Practice (Lave and Wenger)
    Discovery Learning (Bruner)
    Goal Based Scenarios
    Social Development Theory (Vygtosky)
    Problem-Based Learning (PBL)
    Situated Learning (Lave)

Motivational and Humanist Theories:
    Humanism Overview
    ARCS Model of Motivational Design (Keller)
    Experiential Learning (Kolb)
    Facilitative Teaching (Rogers)
    Invitational Learning (Purkey)
    Maslow’s Hierarchy of Needs (Maslow)

Design Theories and Models (Prescriptive):
    Design-Based Research Overview
    ADDIE Model of Instructional Design
    ARCS Model of Motivational Design (Keller)
    Elaboration Theory (Reigeluth)

Descriptive and Meta Theories:
    Activity Theory (Vygotsky, Leont’ev, Luria, Engstrom, etc.)
    Actor-Network Theory (Latour, Callon)
    Distributed Cognition (Hutchins)

Identity Theories:
    Erikson’s Stages of Development (Erikson)
    Identity Status Theory (Marcia)
    Self-Theories: Entity and Incremental Theory (Dweck)

Miscellaneous Learning Theories and Models:
    Affordance Theory (Gibson)
    Multiple Intelligences Theory (Gardner)

Read more at http://www.learning-theories.com

http://www.languagecorpsasia.com

English Speaking Practice through Presentations

English Speaking Practice through Presentations by Josef Essberger.
If you’re anything like most teachers, you’re probably constantly looking for new ways to encourage your students to practise their oral English and speak spontaneously. This month, we’re going to consider the value of the ‘presentation’ in achieving this.
Asking students to give presentations has the following advantages:
* it gives the presenting student a good opportunity to practise unaided speaking
* it gives the other students good listening practice
* it increases the presenting student’s confidence when using English
* it can be good practice for the real situation for those students who may actually need to give presentations in English in their professional lives
* it is an excellent generator of spontaneous discussion
Read more at http://languagecorps.bizbuzzweekly.com/2010/12/01/english-speaking-practice-through-presentations-by-josef-essberger/
http://www.languagecorpsasia.com