WINTER 2008
ETL Trainers
PROGRAMS AND INITIATIVES::
Contact: Gail Mahr
651-290-9704 ext. 200
Not by Chance:
Contact: Gail Mahr
651-290-9704 ext. 200
Ounce Scale MN Child Care Project
Contact: Mary Scott
651-433-2182
Surge Support Child Care Project
Contact: Julie Wasiluk
651-290-9704 ext. 119
Contact: Cory Woosley
651-746-4024
Eager-to-Learn Updates
Welcome to those that have completed their mentorship and have their first course scheduled:
Holly Beckius
Kari Fletcher
Check out the Web site for new course listings:
Math for Preschoolers
Bridging Culture
Newly Converted Project Exceptional
Starting a Child CareCenter
Understanding FAS
Beyond Behavior Management
We broke our records for enrollment in 2007!
Writing a New Course for Eager-to-Learn
Any current instructor can write a course for Eager-to-Learn.
What is the Process?
- Check out the Prospective Instructor page or email the Program Coordinator to see what course topics we are currently looking for.
- If your topic fits the program needs you will be asked to submit a “Contents Standards Form.” Once this has been approved by an ETL review team you will be asked to submit your syllabus. You may also submit a planning matrix to assist in clarifying your course content.
- To develop your syllabus you will want to follow the course options guidelines to make sure your proposed course meets criteria for the option.
- Always use a sample syllabus matching the course option when submitting your complete syllabus.
- Include readings, handouts and any other videos, Web links or articles that you will be utilizing.
- Once your course syllabus and readings have been submitted, a review committee of content specialists and the program coordinator will review your work. A standard curriculum review document will be used to evaluate your course.
- You will be notified within 30 days of submission if your course is accepted or if changes are required.
- Once your course has been approved, advertising for the course will begin and it will be integrated into the course schedule
All documents relating to new course proposals are posted on the prospective Instructor page. If you have additional questions on this process contact coryw@mnchildcare.org
The Power of Questioning
“The wise man doesn't give the right answers,
he poses the right questions.”
As you write your course, one of the most powerful pieces that can enhance your course is the questions you pose. As you may remember from the “Effective Practices of Online Learning,” types of questions were discussed and we examined their significance. Those of you who have been teaching awhile probably have found that thoughtful questioning really does make a difference.
Why is that?
- Questioning has a long history as an educational strategy and is a very common contemporary teaching technique.
- Questioning challenges assumptions, exposes contradictions and leads to new knowledge and wisdom.
Research shows that questions which focus students’ attention on meaningful elements in the lesson will result in better comprehension than questions which do not. Asking questions frequently during class discussions is positively related to learning facts. Increasing the frequency of classroom questions reflects the involvement of the students and their ability to take in information.
Isn’t this what we do in the chat room and the message board? We are asking the student to reflect back, and think. We are asking the student to dig deeper, and the students are asking each other to expand their thoughts. It seems that in the Eager-to-Learn online environment we are organically following what the research shows.
We are already using questions effectively but how can we be even more intentional about utilizing questions?
- Probe more deeply, question assumptions and push thinking
- Explore opinions
- Support thinking “outside the box”
- Connect points in order to gain a more global view
- Refrain from judgment and suspend belief/disbelief
- Remain neutral when searching for solutions or causes
- Encourage multiple points of view by searching for different points of view and validating differing opinions
- Challenging thoughts that appear to be one sided through the use of alternative points of view
There are many types of questions, each serving a very unique purpose in gathering information from the student. As you work on developing a new course, or adding to your current course think about the benefit to your students and to you of including a variety of questions.
For more information on the types of questions:
http://tlt.its.psu.edu/suggestions/online_questions/comprehension.html
“Minnesota Guide to Effective Practices of Online Learning,” Page 14.