Rick's Class Website: Link
Faith - answers questions about Why and Who and For Whom something happens.
Science - answers questions about What and How and Where something happens
Literature Review Topics
Keith Proctor: Intrinsic Learner Motivation - "Drive" and "A Whole New Mind" by Daniel Pink(Link to Google Book - Drive and Link to Google Book - A Whole New Mind)
Kim Davidson: Value-added modeling
Jered Borup: Distance Learning
Pam: Elements of good story - Making good educational stories
Francoise: Lexical competence for French as a second language
Mike: Deliberate Practice
Ben: Computer-Assisted Language Learning (CALL) & Second Language Acquisition
Mardy: Mentoring Relationship between EDLF intern and EPP administrators
How do published literature reviews compare to other kinds of published articles?
What are some of the different purposes of literature reviews?
A publishable literature review is:
Method
Answer meaningful question(s)
Substantive - cite major theorists in the field
Good writing - systematic and coherent
Findings section
Definable scope
Theoretical framework
List of keywords for literature searches
Evaluative - Element of critique
Provides direction for future research
Makes an argument
6 Steps of Conducting a Literature Review
Problem formulation - establish what journal to write for
Literature searching
Literature evaluation and Summarizing
Analysis and Interpretation
Writing and Structuring
Publishing and Presenting
Structuring arguments: "The Craft of Research" by Booth, Columb, and Williams (Link)
"Everybody Needs a Rock" - (GB Link)
How to Choose a Topic
Stick with what I was interested in when I began the program
Choose a research topic without others getting in the way
Write a lot about what I am interested in and want to research
Read a lot about what I am interested in
Choose a topic that is interesting to more than just you
How to Narrow a Topic
Use topic modifiers: locations, demographics, categories, and time periods
Literature Review Questions
What do we know about ...?
The purpose of this paper is ...
Monday, January 10, 2011
Wednesday, January 5, 2011
Teaching is essentially persuasion
Teaching is essentially persuasion. The teacher seeks to persuade the Learner to accept some idea that has been determined to be necessary and desirable for the Learner.
Do the Teacher's who are perceived as being successful use skills of persuasion?
How are Learners persuaded to accept ideas?
D&C 121:41-46 puts forth the characteristics and skills requisite of the Master Teacher:
Characteristics:
Long-suffering
Gentleness
Meekness
Love for others that is genuine
Kindness
Charity
Virtue
Confidence in the presence of God
Skills:
Persuasion
Imparting pure knowledge (knowledge unsullied by hypocrisy and guile)
Reproving with sharpness
Receiving guidance and impression from the Holy Ghost
Showing love to those you reprove
Controlling your thoughts
Keeping the Holy Ghost as your companion
The promises for the Teacher mentioned here are great and 3-fold:
1. The constant companionship of the Holy Ghost
2. A scepter of unchanging righteousness (stable control of your dominion and stewardship or classroom)
3. An everlasting dominion (or classroom) controlled without compulsion
Persuasion is powerful, but it can degenerate into compulsion when unrighteous dominion is exercised. Unrighteous dominion usually comes about when the Teacher relies on his/her own ability to teach, manage, and influence Learners. As D&C 121:37-38 clearly explains, this kind of Teacher will eventually discover that the true power to influence has been removed, learning ceases, and the Learner is not cooperative. Persuasion is a Godly skill and must be cultivated constantly through the development of the characteristics and skills mentioned above.
Teaching is more than design, instruction, sociality, etc. Teaching occurs when the Lerner understands and either accepts or rejects the idea being imparted.
Do the Teacher's who are perceived as being successful use skills of persuasion?
How are Learners persuaded to accept ideas?
D&C 121:41-46 puts forth the characteristics and skills requisite of the Master Teacher:
Characteristics:
Long-suffering
Gentleness
Meekness
Love for others that is genuine
Kindness
Charity
Virtue
Confidence in the presence of God
Skills:
Persuasion
Imparting pure knowledge (knowledge unsullied by hypocrisy and guile)
Reproving with sharpness
Receiving guidance and impression from the Holy Ghost
Showing love to those you reprove
Controlling your thoughts
Keeping the Holy Ghost as your companion
The promises for the Teacher mentioned here are great and 3-fold:
1. The constant companionship of the Holy Ghost
2. A scepter of unchanging righteousness (stable control of your dominion and stewardship or classroom)
3. An everlasting dominion (or classroom) controlled without compulsion
Persuasion is powerful, but it can degenerate into compulsion when unrighteous dominion is exercised. Unrighteous dominion usually comes about when the Teacher relies on his/her own ability to teach, manage, and influence Learners. As D&C 121:37-38 clearly explains, this kind of Teacher will eventually discover that the true power to influence has been removed, learning ceases, and the Learner is not cooperative. Persuasion is a Godly skill and must be cultivated constantly through the development of the characteristics and skills mentioned above.
Teaching is more than design, instruction, sociality, etc. Teaching occurs when the Lerner understands and either accepts or rejects the idea being imparted.
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