�ݺ�ߣshows by User: ellensmyth

�ݺ�ߣshows by User: ellensmyth / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: ellensmyth / Wed, 02 Oct 2019 20:38:20 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: ellensmyth 7 Habits of Highly Effective Teachers /slideshow/7-habits-of-highly-effective-teachers-178600765/178600765 7habits-191002203821
No matter how well we know mathematics, we will never master the classroom before mastering both ourselves and our relationships with students. During this interactive workshop, we adapt Stephen Covey's world-renowned habits for professional effectiveness directly to our roles as teachers and to student-teacher relationships in the classroom.]]>
No matter how well we know mathematics, we will never master the classroom before mastering both ourselves and our relationships with students. During this interactive workshop, we adapt Stephen Covey's world-renowned habits for professional effectiveness directly to our roles as teachers and to student-teacher relationships in the classroom.]]> Wed, 02 Oct 2019 20:38:20 GMT /slideshow/7-habits-of-highly-effective-teachers-178600765/178600765 ellensmyth@slideshare.net(ellensmyth) 7 Habits of Highly Effective Teachers ellensmyth No matter how well we know mathematics, we will never master the classroom before mastering both ourselves and our relationships with students. During this interactive workshop, we adapt Stephen Covey's world-renowned habits for professional effectiveness directly to our roles as teachers and to student-teacher relationships in the classroom. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/7habits-191002203821-thumbnail.jpg?width=120&height=120&fit=bounds" /> No matter how well we know mathematics, we will never master the classroom before mastering both ourselves and our relationships with students. During this interactive workshop, we adapt Stephen Covey's world-renowned habits for professional effectiveness directly to our roles as teachers and to student-teacher relationships in the classroom.

7 Habits of Highly Effective Teachers from ellensmyth

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0 7 Habits of Highly Effective Teachers /slideshow/7-habits-of-highly-effective-teachers-178586772/178586772 7habits-191002192621
No matter how well we know mathematics, we will never master the classroom before mastering both ourselves and our relationships with students. During this interactive workshop, we adapt Stephen Covey's world-renowned habits for professional effectiveness directly to our roles as teachers and to student-teacher relationships in the classroom. Ellen Gray Smyth, Austin Peay State University Tabitha Sue Michael, Alcorn Central High School]]>
No matter how well we know mathematics, we will never master the classroom before mastering both ourselves and our relationships with students. During this interactive workshop, we adapt Stephen Covey's world-renowned habits for professional effectiveness directly to our roles as teachers and to student-teacher relationships in the classroom. Ellen Gray Smyth, Austin Peay State University Tabitha Sue Michael, Alcorn Central High School]]> Wed, 02 Oct 2019 19:26:21 GMT /slideshow/7-habits-of-highly-effective-teachers-178586772/178586772 ellensmyth@slideshare.net(ellensmyth) 7 Habits of Highly Effective Teachers ellensmyth No matter how well we know mathematics, we will never master the classroom before mastering both ourselves and our relationships with students. During this interactive workshop, we adapt Stephen Covey's world-renowned habits for professional effectiveness directly to our roles as teachers and to student-teacher relationships in the classroom. Ellen Gray Smyth, Austin Peay State University Tabitha Sue Michael, Alcorn Central High School <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/7habits-191002192621-thumbnail.jpg?width=120&height=120&fit=bounds" /> No matter how well we know mathematics, we will never master the classroom before mastering both ourselves and our relationships with students. During this interactive workshop, we adapt Stephen Covey's world-renowned habits for professional effectiveness directly to our roles as teachers and to student-teacher relationships in the classroom. Ellen Gray Smyth, Austin Peay State University Tabitha Sue Michael, Alcorn Central High School

7 Habits of Highly Effective Teachers from ellensmyth

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0 7 Habits of Highly Effective Professors /slideshow/7-habits-of-highly-effective-professors/76557140 7habits-170601111623
No matter how profoundly we master our subjects, we will not master the classroom without first mastering ourselves and our relationships with students. During this interactive workshop, we adapt Stephen Covey’s world-renowned habits for professional effectiveness directly to our roles as professors and to the classroom.]]>
No matter how profoundly we master our subjects, we will not master the classroom without first mastering ourselves and our relationships with students. During this interactive workshop, we adapt Stephen Covey’s world-renowned habits for professional effectiveness directly to our roles as professors and to the classroom.]]> Thu, 01 Jun 2017 11:16:23 GMT /slideshow/7-habits-of-highly-effective-professors/76557140 ellensmyth@slideshare.net(ellensmyth) 7 Habits of Highly Effective Professors ellensmyth No matter how profoundly we master our subjects, we will not master the classroom without first mastering ourselves and our relationships with students. During this interactive workshop, we adapt Stephen Covey’s world-renowned habits for professional effectiveness directly to our roles as professors and to the classroom. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/7habits-170601111623-thumbnail.jpg?width=120&height=120&fit=bounds" /> No matter how profoundly we master our subjects, we will not master the classroom without first mastering ourselves and our relationships with students. During this interactive workshop, we adapt Stephen Covey’s world-renowned habits for professional effectiveness directly to our roles as professors and to the classroom.

7 Habits of Highly Effective Professors from ellensmyth

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0 Marinating Minds: Getting Started Before We Get Started /slideshow/marinating-minds-getting-started-before-we-get-started-31446372/31446372 marinating-20minds-140220121620-phpapp02
Learning, like cooking, happens in stages, yet limited class time often prevents us from reaching the latter learning levels, where deep thinking begins. However, by using a combination of technology and pre-class assignments, students can soak up course content before they walk in the door. We will design our own pre-, peri-, and post-class activities as well as examine classes where technology and pre-class assignments have already been used to foster deep learning. Accompanying Paper: bit.ly/1c2B0Mf Accompanying Handout: http://bit.ly/MeSuOD During this session, participants will: 1. Explore hierarchies of thinking and discuss which levels of thinking are most appropriate before class, during class, and after class. 2. Take one of their own most difficult course topics and design pre-class, class, and post-class activities for this topic to leverage classroom resources and foster a deeper learning experience. 3. Identify learning tools for implementing these pre-, peri-, and post-class activities.]]>
Learning, like cooking, happens in stages, yet limited class time often prevents us from reaching the latter learning levels, where deep thinking begins. However, by using a combination of technology and pre-class assignments, students can soak up course content before they walk in the door. We will design our own pre-, peri-, and post-class activities as well as examine classes where technology and pre-class assignments have already been used to foster deep learning. Accompanying Paper: bit.ly/1c2B0Mf Accompanying Handout: http://bit.ly/MeSuOD During this session, participants will: 1. Explore hierarchies of thinking and discuss which levels of thinking are most appropriate before class, during class, and after class. 2. Take one of their own most difficult course topics and design pre-class, class, and post-class activities for this topic to leverage classroom resources and foster a deeper learning experience. 3. Identify learning tools for implementing these pre-, peri-, and post-class activities.]]> Thu, 20 Feb 2014 12:16:20 GMT /slideshow/marinating-minds-getting-started-before-we-get-started-31446372/31446372 ellensmyth@slideshare.net(ellensmyth) Marinating Minds: Getting Started Before We Get Started ellensmyth Learning, like cooking, happens in stages, yet limited class time often prevents us from reaching the latter learning levels, where deep thinking begins. However, by using a combination of technology and pre-class assignments, students can soak up course content before they walk in the door. We will design our own pre-, peri-, and post-class activities as well as examine classes where technology and pre-class assignments have already been used to foster deep learning. Accompanying Paper: bit.ly/1c2B0Mf Accompanying Handout: http://bit.ly/MeSuOD During this session, participants will: 1. Explore hierarchies of thinking and discuss which levels of thinking are most appropriate before class, during class, and after class. 2. Take one of their own most difficult course topics and design pre-class, class, and post-class activities for this topic to leverage classroom resources and foster a deeper learning experience. 3. Identify learning tools for implementing these pre-, peri-, and post-class activities. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/marinating-20minds-140220121620-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Learning, like cooking, happens in stages, yet limited class time often prevents us from reaching the latter learning levels, where deep thinking begins. However, by using a combination of technology and pre-class assignments, students can soak up course content before they walk in the door. We will design our own pre-, peri-, and post-class activities as well as examine classes where technology and pre-class assignments have already been used to foster deep learning. Accompanying Paper: bit.ly/1c2B0Mf Accompanying Handout: http://bit.ly/MeSuOD During this session, participants will: 1. Explore hierarchies of thinking and discuss which levels of thinking are most appropriate before class, during class, and after class. 2. Take one of their own most difficult course topics and design pre-class, class, and post-class activities for this topic to leverage classroom resources and foster a deeper learning experience. 3. Identify learning tools for implementing these pre-, peri-, and post-class activities.

Marinating Minds: Getting Started Before We Get Started from ellensmyth

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0 Teaser for Marinating Minds: Getting Started before We Get Started /slideshow/teaser-for-marinating-minds-getting-started/26737345 marinatingmindsteasersmall-131001063727-phpapp01
Learning, like cooking, happens in stages, yet limited class time often prevents us from reaching the latter learning levels, where deep thinking begins. However, by using a combination of technology and pre-class assignments, students can soak up course content before they walk in the door. We will design our own pre-, peri-, and post-class activities as well as examine classes where technology and pre-class assignments have already been used to foster deep learning. During this session, participants will: 1. Explore hierarchies of thinking and discuss which levels of thinking are most appropriate before class, during class, and after class. 2. Take one of their own most difficult course topics and design pre-class, class, and post-class activities for this topic to leverage classroom resources and foster a deeper learning experience. 3. Identify learning tools for implementing these pre-, peri-, and post-class activities. NOTE: This is just a teaser sampling of the presentation slides, without spoilers. For the full set of presentation slides, see my other uploads. For the presentation paper, see bit.ly/19QKppv.]]>
Learning, like cooking, happens in stages, yet limited class time often prevents us from reaching the latter learning levels, where deep thinking begins. However, by using a combination of technology and pre-class assignments, students can soak up course content before they walk in the door. We will design our own pre-, peri-, and post-class activities as well as examine classes where technology and pre-class assignments have already been used to foster deep learning. During this session, participants will: 1. Explore hierarchies of thinking and discuss which levels of thinking are most appropriate before class, during class, and after class. 2. Take one of their own most difficult course topics and design pre-class, class, and post-class activities for this topic to leverage classroom resources and foster a deeper learning experience. 3. Identify learning tools for implementing these pre-, peri-, and post-class activities. NOTE: This is just a teaser sampling of the presentation slides, without spoilers. For the full set of presentation slides, see my other uploads. For the presentation paper, see bit.ly/19QKppv.]]> Tue, 01 Oct 2013 06:37:27 GMT /slideshow/teaser-for-marinating-minds-getting-started/26737345 ellensmyth@slideshare.net(ellensmyth) Teaser for Marinating Minds: Getting Started before We Get Started ellensmyth Learning, like cooking, happens in stages, yet limited class time often prevents us from reaching the latter learning levels, where deep thinking begins. However, by using a combination of technology and pre-class assignments, students can soak up course content before they walk in the door. We will design our own pre-, peri-, and post-class activities as well as examine classes where technology and pre-class assignments have already been used to foster deep learning. During this session, participants will: 1. Explore hierarchies of thinking and discuss which levels of thinking are most appropriate before class, during class, and after class. 2. Take one of their own most difficult course topics and design pre-class, class, and post-class activities for this topic to leverage classroom resources and foster a deeper learning experience. 3. Identify learning tools for implementing these pre-, peri-, and post-class activities. NOTE: This is just a teaser sampling of the presentation slides, without spoilers. For the full set of presentation slides, see my other uploads. For the presentation paper, see bit.ly/19QKppv. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/marinatingmindsteasersmall-131001063727-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Learning, like cooking, happens in stages, yet limited class time often prevents us from reaching the latter learning levels, where deep thinking begins. However, by using a combination of technology and pre-class assignments, students can soak up course content before they walk in the door. We will design our own pre-, peri-, and post-class activities as well as examine classes where technology and pre-class assignments have already been used to foster deep learning. During this session, participants will: 1. Explore hierarchies of thinking and discuss which levels of thinking are most appropriate before class, during class, and after class. 2. Take one of their own most difficult course topics and design pre-class, class, and post-class activities for this topic to leverage classroom resources and foster a deeper learning experience. 3. Identify learning tools for implementing these pre-, peri-, and post-class activities. NOTE: This is just a teaser sampling of the presentation slides, without spoilers. For the full set of presentation slides, see my other uploads. For the presentation paper, see bit.ly/19QKppv.

Teaser for Marinating Minds: Getting Started before We Get Started from ellensmyth

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0 Marinating Minds: Getting Started before We Get Started /slideshow/marinating-minds-getting-started-before-we-get-started/26736818 marinatingmindssmall-131001062258-phpapp02
Learning, like cooking, happens in stages, yet limited class time often prevents us from reaching the latter learning levels, where deep thinking begins. However, by using a combination of technology and pre-class assignments, students can soak up course content before they walk in the door. We will design our own pre-, peri-, and post-class activities as well as examine classes where technology and pre-class assignments have already been used to foster deep learning. During this session, participants will: 1. Explore hierarchies of thinking and discuss which levels of thinking are most appropriate before class, during class, and after class. 2. Take one of their own most difficult course topics and design pre-class, class, and post-class activities for this topic to leverage classroom resources and foster a deeper learning experience. 3. Identify learning tools for implementing these pre-, peri-, and post-class activities.]]>
Learning, like cooking, happens in stages, yet limited class time often prevents us from reaching the latter learning levels, where deep thinking begins. However, by using a combination of technology and pre-class assignments, students can soak up course content before they walk in the door. We will design our own pre-, peri-, and post-class activities as well as examine classes where technology and pre-class assignments have already been used to foster deep learning. During this session, participants will: 1. Explore hierarchies of thinking and discuss which levels of thinking are most appropriate before class, during class, and after class. 2. Take one of their own most difficult course topics and design pre-class, class, and post-class activities for this topic to leverage classroom resources and foster a deeper learning experience. 3. Identify learning tools for implementing these pre-, peri-, and post-class activities.]]> Tue, 01 Oct 2013 06:22:58 GMT /slideshow/marinating-minds-getting-started-before-we-get-started/26736818 ellensmyth@slideshare.net(ellensmyth) Marinating Minds: Getting Started before We Get Started ellensmyth Learning, like cooking, happens in stages, yet limited class time often prevents us from reaching the latter learning levels, where deep thinking begins. However, by using a combination of technology and pre-class assignments, students can soak up course content before they walk in the door. We will design our own pre-, peri-, and post-class activities as well as examine classes where technology and pre-class assignments have already been used to foster deep learning. During this session, participants will: 1. Explore hierarchies of thinking and discuss which levels of thinking are most appropriate before class, during class, and after class. 2. Take one of their own most difficult course topics and design pre-class, class, and post-class activities for this topic to leverage classroom resources and foster a deeper learning experience. 3. Identify learning tools for implementing these pre-, peri-, and post-class activities. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/marinatingmindssmall-131001062258-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Learning, like cooking, happens in stages, yet limited class time often prevents us from reaching the latter learning levels, where deep thinking begins. However, by using a combination of technology and pre-class assignments, students can soak up course content before they walk in the door. We will design our own pre-, peri-, and post-class activities as well as examine classes where technology and pre-class assignments have already been used to foster deep learning. During this session, participants will: 1. Explore hierarchies of thinking and discuss which levels of thinking are most appropriate before class, during class, and after class. 2. Take one of their own most difficult course topics and design pre-class, class, and post-class activities for this topic to leverage classroom resources and foster a deeper learning experience. 3. Identify learning tools for implementing these pre-, peri-, and post-class activities.

Marinating Minds: Getting Started before We Get Started from ellensmyth

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0 Teaser: How to Win Students & Influence Learning /slideshow/teaser-how-to-win-students-influence-learning/14545666 howtowinstudentsteaser-121001155535-phpapp01
Abstract Adapting Dale Carnegie's proven motivational techniques to the online classroom, faculty can ignite a passion for learning in an otherwise academically adrift generation of students.]]>
Abstract Adapting Dale Carnegie's proven motivational techniques to the online classroom, faculty can ignite a passion for learning in an otherwise academically adrift generation of students.]]> Mon, 01 Oct 2012 15:55:33 GMT /slideshow/teaser-how-to-win-students-influence-learning/14545666 ellensmyth@slideshare.net(ellensmyth) Teaser: How to Win Students & Influence Learning ellensmyth Abstract Adapting Dale Carnegie's proven motivational techniques to the online classroom, faculty can ignite a passion for learning in an otherwise academically adrift generation of students. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/howtowinstudentsteaser-121001155535-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Abstract Adapting Dale Carnegie's proven motivational techniques to the online classroom, faculty can ignite a passion for learning in an otherwise academically adrift generation of students.

Teaser: How to Win Students & Influence Learning from ellensmyth

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0 Teaser: Nine Essential Traits /slideshow/teaser-nine-essential-traits/13140388 teasernineessentialtraits-120530174006-phpapp01
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]]> Wed, 30 May 2012 17:40:04 GMT /slideshow/teaser-nine-essential-traits/13140388 ellensmyth@slideshare.net(ellensmyth) Teaser: Nine Essential Traits ellensmyth <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/teasernineessentialtraits-120530174006-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" />

Teaser: Nine Essential Traits from ellensmyth

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0 What Students Want Most From Faculty: Nine Essential Traits of the Effective Professor /slideshow/what-students-want-most-from-faculty-nine-essential-traits-of-the-effective-professor/10097180 whatstudentswantmostslides-111109193357-phpapp02
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]]> Wed, 09 Nov 2011 19:33:55 GMT /slideshow/what-students-want-most-from-faculty-nine-essential-traits-of-the-effective-professor/10097180 ellensmyth@slideshare.net(ellensmyth) What Students Want Most From Faculty: Nine Essential Traits of the Effective Professor ellensmyth <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/whatstudentswantmostslides-111109193357-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" />

What Students Want Most From Faculty: Nine Essential Traits of the Effective Professor from ellensmyth

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0 Getting Online Students Plugged-In /slideshow/getting-online-students-pluggedin/10030857 gettingonlinestudentspluggedin-111104162520-phpapp01
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]]> Fri, 04 Nov 2011 16:25:18 GMT /slideshow/getting-online-students-pluggedin/10030857 ellensmyth@slideshare.net(ellensmyth) Getting Online Students Plugged-In ellensmyth <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/gettingonlinestudentspluggedin-111104162520-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" />

Getting Online Students Plugged-In from ellensmyth

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0 Looking at Class Through the Looking Glass /slideshow/looking-at-class-through-the-looking-glass/9921800 lookingatclassttlg-111028063008-phpapp01
Here are the slides from my NCTM St. Louis presentation in 2011, Looking at Class Through the Looking Glass, which explores how we can use instructional video to mirror lectures in mathematical classrooms. Unfortunately, I do not have an accompanying report for this talk, and the slides don't stand alone well. This talk is similar to previous talks, though - I Capture the Classroom, Making Math Move, and Teaching with the Tube - for which I have either video or accompanying reports on my website, www.apsu.edu/smythe/presentations.htm.]]>
Here are the slides from my NCTM St. Louis presentation in 2011, Looking at Class Through the Looking Glass, which explores how we can use instructional video to mirror lectures in mathematical classrooms. Unfortunately, I do not have an accompanying report for this talk, and the slides don't stand alone well. This talk is similar to previous talks, though - I Capture the Classroom, Making Math Move, and Teaching with the Tube - for which I have either video or accompanying reports on my website, www.apsu.edu/smythe/presentations.htm.]]> Fri, 28 Oct 2011 06:30:06 GMT /slideshow/looking-at-class-through-the-looking-glass/9921800 ellensmyth@slideshare.net(ellensmyth) Looking at Class Through the Looking Glass ellensmyth Here are the slides from my NCTM St. Louis presentation in 2011, Looking at Class Through the Looking Glass, which explores how we can use instructional video to mirror lectures in mathematical classrooms. Unfortunately, I do not have an accompanying report for this talk, and the slides don't stand alone well. This talk is similar to previous talks, though - I Capture the Classroom, Making Math Move, and Teaching with the Tube - for which I have either video or accompanying reports on my website, www.apsu.edu/smythe/presentations.htm. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/lookingatclassttlg-111028063008-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Here are the slides from my NCTM St. Louis presentation in 2011, Looking at Class Through the Looking Glass, which explores how we can use instructional video to mirror lectures in mathematical classrooms. Unfortunately, I do not have an accompanying report for this talk, and the slides don't stand alone well. This talk is similar to previous talks, though - I Capture the Classroom, Making Math Move, and Teaching with the Tube - for which I have either video or accompanying reports on my website, www.apsu.edu/smythe/presentations.htm.

Looking at Class Through the Looking Glass from ellensmyth

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0 https://public.slidesharecdn.com/v2/images/profile-picture.png https://cdn.slidesharecdn.com/ss_thumbnails/7habits-191002203821-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/7-habits-of-highly-effective-teachers-178600765/178600765 7 Habits of Highly Eff... https://cdn.slidesharecdn.com/ss_thumbnails/7habits-191002192621-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/7-habits-of-highly-effective-teachers-178586772/178586772 7 Habits of Highly Eff... https://cdn.slidesharecdn.com/ss_thumbnails/7habits-170601111623-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/7-habits-of-highly-effective-professors/76557140 7 Habits of Highly Eff...