Andragogy is the study of how adults learn and is a theory developed by Malcolm Knowles based on a variety of research centered on adult development, needs, and learning styles. This document includes a description of Knowles’ five underlying assumptions, along with specific applications of these five components expanded upon by other researchers and theorists. More recent theories of adult learning have called these assumptions into question, proposing that there may be degrees or certain conditions under which they apply or that self-direction, for instance, may be desirable but not always the reality of adult learners. Nevertheless, these assumptions continue to serve widely as a general guide for thinking about adult learners.
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This course will present advanced topics in Artificial Intelligence (AI), including inquiries into logic, artificial neural network and machine learning, and the Turing machine. Upon successful completion of this course, students will be able to: define the term 'intelligent agent,' list major problems in AI, and identify the major approaches to AI; translate problems into graphs and encode the procedures that search the solutions with the graph data structures; explain the differences between various types of logic and basic statistical tools used in AI; list the different types of learning algorithms and explain why they are different; list the most common methods of statistical learning and classification and explain the basic differences between them; describe the components of Turing machine; name the most important propositions in the philosophy of AI; list the major issues pertaining to the creation of machine consciousness; design a reasonable software agent with java code. (Computer Science 408)
This course is an investigation of affective priming and creation of rigorously counterbalanced, fully computerized testing paradigm. Includes background readings, study design, counterbalancing, study execution, data analysis, presentation of poster, and final paper.
Surveys research which incorporates psychological evidence into economics. Prospect theory. Biases in probabilistic judgment. Self-control and mental accounting with implications for consumption and savings. Fairness, altruism, and public goods contributions. Financial market anomalies and theories. Impact of markets, learning, and incentives. Some evidence on memory, attention, categorization, and the thinking process.
This companion video to Implementing the 3-5 Additional Language and Literacy (ALL) Block features two fifth grade teachers and their instructional coach at Hollis Innovation Academy in Atlanta, GA. Their commentary and related scenes describe how together as a "learning school" they approach the ALL Block to ensure mastery and agency for all students in their inclusive classroom. The topics covered are: Understanding the Purpose, The Heart of the Practice, Making it My Own, Responsive Teaching, Using Ongoing Assessment, Why This Matters.
MIT researcher Deb Roy wanted to understand how his infant son learned language -- so he wired up his house with videocameras to catch every moment (with exceptions) of his son's life, then parsed 90,000 hours of home video to watch "gaaaa" slowly turn into "water." Astonishing, data-rich research with deep implications for how we learn. Deb Roy studies how children learn language, and designs machines that learn to communicate in human-like ways. On sabbatical from MIT Media Lab, he's working with the AI company Bluefin Labs. A quiz, thought provoking question, and links for further study are provided to create a lesson around the 20-minute video. Educators may use the platform to easily "Flip" or create their own lesson for use with their students of any age or level.
Developed from the original series The Brain, these flexible resources offer extensive footage and research into the inner workings of this amazing human organ, including findings on Alzheimer's disease, schizophrenia, autism, Parkinson's disease, and many other topics. The modules are appropriate for use in general and advanced courses in psychology, abnormal and physiological psychology, neuropsychology, and occupational therapy. Video teaching modules for college and high school classrooms and adult learners; 32 video modules (from 5 to 20 minutes in length) and guide.
Survey of principles underlying the structure and function of the nervous system, integrating molecular, cellular, and systems approaches. Topics: development of the nervous system and its connections, cell biology or neurons, neurotransmitters and synaptic transmission, sensory systems of the brain, the neuroendocrine system, the motor system, higher cortical functions, behavioral and cellular analyses of learning and memory. First half of an intensive two-term survey of brain and behavioral studies for first-year graduate students. Open to graduate students in other departments, with permission of instructor.
This class is the second half of an intensive survey of cognitive science for first-year graduate students. Topics include visual perception, language, memory, cognitive architecture, learning, reasoning, decision-making, and cognitive development. Topics covered are from behavioral, computational, and neural perspectives.
The Culturally Authentic Pictorial Lexicon provides CC licensed images for your CC licensed foreign language teaching materials .
In the EL Education model, teachers engage students in meaningful and productive work throughout the class period. When delivering lessons, teachers create purpose and build curiosity for students. They use classroom management techniques that promote equity and create a respectful, active, collaborative, and growth-oriented culture. They make time to confer with students and are aware of each student’s level of understanding and participation. Teachers use practices that ensure all students grapple with challenging content. Teachers foster character by building positive relationships with students and inspiring each student to develop craftsmanship, perseverance, collaborative skills, and responsibility for learning. They promote critical thinking by asking that students make connections, perceive patterns and relationships, understand diverse perspectives, supply evidence for inferences and conclusions, and generalize to the big ideas of the discipline studied.
The EL Education model fosters and celebrates students’ academic growth and character development as inseparable. Members of the school community live up to the spirit of EL Education’s Design Principles on a daily basis and create a school climate characterized by physical and emotional safety, joy in learning, kindness, and positive leadership. All adults in the school communicate clear expectations for student character based on the school’s Habits of Character and model those values in their own practice and interactions. Policies and practices encourage students to become effective learners and ethical people who contribute to a better world. This means leaders, teachers, and students value diversity and work to create a community that is equitable, inclusive, and committed to social justice.
Families are key partners in the education of their children. In the EL Education model, staff members make families welcome, value their contributions and backgrounds, and engage them actively in the life of the school. Leaders and teachers explicitly recognize that families care about their children’s education, bring strengths, and add value to the community. Leaders and teachers communicate with families regularly and respectfully and provide multiple ways to contribute to the academic and social life of the school. Leaders and teachers encourage families to be strong partners in their children’s learning. In addition, leaders and teachers build and sustain partnerships with community organizations and cultural institutions. Students are accustomed to interacting with visiting community members.
In the EL Education model, the physical space of the school reflects and supports the learning environment and the values of the school. When people enter the school, they are immediately aware of being in a place that celebrates learning. The walls are filled with high-quality student work showcased in common spaces and classrooms. Student work is displayed in a way that honors the work, giving parts of the school a museum quality that inspires student and community pride. Work is often supported by explanatory text that includes student voice and reflection. The mission of the school is evident to guests, students, and teachers throughout the building.
The EL Education model promotes student-engaged assessment strategies that help students reflect on and lead their own learning. Teachers use these strategies so that students understand what they know and can do at the outset of learning and as they progress toward learning targets. Students are able to articulate their understanding and set meaningful goals for applying their learning and improving their work.
In the EL Education model, student achievement is communicated in traditional ways (e.g., report cards) and also in ways that allow students to take the lead in speaking about their own learning. Leaders and teachers create structures and procedures that support students to create, maintain, and present portfolios demonstrating growth and achievement during student-led conferences, passage presentations, and celebrations of learning. They also implement standards-based grading systems that communicate academic outcomes relative to specific required standards and, separately, outcomes on Habits of Scholarship. Teachers involve students in the dialogue about assessment and communicating achievement. Students can articulate what they have learned and speak to their own strengths, struggles, goals, processes of learning, and preparation for college and career success.
In the EL Education model, leadership is a collaborative, dynamic effort toward a common vision for teaching and learning. Thus, in addition to creating the conditions for all staff to learn, school leaders create the conditions for all staff to lead. Leaders articulate and uphold clear decision-making processes, as well as roles and responsibilities for decisions that impact the learning community. Leaders strategically build the leadership capacity of others; they set up structures for staff and other members of the school community to take responsibility for school improvement efforts and empower these individuals to lead the work. High-functioning, data-informed, impact-oriented teams of educators drive improvement across the school.
School leaders using the EL Education model respect teachers and other staff members as creative agents in their classrooms and as professionals continually seeking to improve their craft. The EL Education model supports leaders to demonstrate a growth mindset and a commitment to continuous professional learning in themselves and all faculty members. School leaders build capacity in teachers in order to improve student achievement and to sustain teacher commitment, motivation, retention, and performance. Leaders establish and communicate high expectations for learning in the classroom. They conduct classroom learning walks to ask “what’s working?” and use evidence from their observations to inform professional learning, formal coaching cycles, and evaluation systems. They conduct regular walk-through observations to assess whether professional learning is being applied effectively and continually improve professional learning systems to impact student achievement.
Use this protocol to debrief a classroom observation conducted by a group of educators. This protocol is based on the idea that description without judgment, careful labeling of why individual practices matter, and questions tied to the intention behind our practices, leads to deeper understanding of what matters most in student and teacher learning.
This video shows primary students using the Back-to-Back and Face-to-Face protocol as a simple and fun way for all students to get a chance to move, think, talk, and learn from others. The teacher first has students model: stand back-to-back with a partner, listen to the question and think, turn face-to-face, taking turns speaking and listening, then turning back-to-back. The class next practices with an easy question from personal experience, then with one that is text-based. This video is narrated by students, and can be shown to students to help them learn this simple routine for productive conversations.