Thanks, Jim
Yes, I DID have to get through half the article to see the part about the Long Tail, but when I got there, it was interesting.
I'll need to read it through a couple of times, but the idea feels right to me and I'd like some brain-storming about how to use technology to "deliver" more individual instruction to our individual students.
Thanks
janet
Dr. J. Nepkie
SUNY Distinguished Service Professor
Professor of Music and Music Industry
Music Department
State University of New York College at Oneonta
Oneonta, New York 13820
Ph. (607) 436 3425
Fax 607 436 2718
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-----Original Message-----
From: Teaching Breakfast List on behalf of Jim Greenberg
Sent: Tue 1/27/2009 4:19 PM
To: [log in to unmask]
Subject: Re: note-taking
Janet, et al.
Brown and Adler did a piece on this topic back in Feb. of 2008. See:
http://connect.educause.edu/Library/EDUCAUSE+Review/MindsonFireOpenEducation
t/45823?time=1233090464
About 2/3 of the way through is the part on the long tail of learning, or
the rise in niche learning. This piece is a bit lengthy, but important to
people in my position.
Mr. James B. Greenberg
Director Teaching, Learning and Technology Center
Milne Library
SUNY College at Oneonta
Oneonta, New York 13820
blog: The 32nd Square at http://32ndsquare.blogspot.com
wiki: The 32nd Square at http://32ndsquare.wikidot.com
email: [log in to unmask]
phone: 607-436-2701
fax: 607-436-3081
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this email
> From: Janet Nepkie <[log in to unmask]>
> Reply-To: Teaching Breakfast List <[log in to unmask]>
> Date: Tue, 27 Jan 2009 14:43:14 -0500
> To: <[log in to unmask]>
> Subject: Re: note-taking
>
> Jim, Terry et al.
> Terry's idea about discussing note-taking is a good idea. I'd like to propose
> another idea, too.
>
> I've just finished Chris Anderson's update of his book "The Long Tail," which
> is all about how niche marketing to MANY people earns a larger profit than
> marketing "hits" to fewer people, providing the delivery system for the sale
> of products is free or nearly free.
>
> The book made me wonder about niche teaching, (if you understand what I'm
> trying to say).
> How can we teach a large body of knowledge but deliver it in ways that are
> relevant to each individual?
> We might use technology for part of that task, or smaller groups of students,
> but one thing we CAN'T is add more hours to the teacher's load. That won't
> actually help students.
>
> If I've made a clear statement and question, does anyone have any thought or
> answers?
>
> Thanks
> Janet
>
>
> -----Original Message-----
> From: Teaching Breakfast List on behalf of Terry L. Helser
> Sent: Tue 1/27/2009 11:02 AM
> To: [log in to unmask]
> Subject: FW: note-taking
>
> This is part of a note taking thread on chem ed list. Relevant?
> Terry
>
> ------ Forwarded Message
> From: Ellen Loehman <[log in to unmask]>
> Reply-To: CHEMED-L <[log in to unmask]>
> Date: Mon, 26 Jan 2009 19:03:50 -0700
> To: CHEMED-L <[log in to unmask]>
> Subject: Re: note-taking
>
> on 1/26/09 9:33 AM Brenda Gelinas wrote:
>
>> What does education research say about note taking? Have there been good
>> studies done? Is the fill in the blank method with powerpoints notes as
>> effective as let's say the Cornell note taking method?
>
> Marzano, Pickering & Pollock,
> Classroom Instruction that Works: Research-based Strategies for Increasing
> Student Achievement
> ASCD
>
> Admittedly for the K-12 classroom, but you college folks might find some
> gems in the lower echelons of education. The strategies are ranked in order
> of effect size and validity of metadata.
>
> #1. Identifying similarities and differences
> Percentile gains 31%-46%
> #2. Summarizing and note taking
> Percentile gains 23%-47%
> There is a long chapter on types of note-taking
> #3. Reinforcing effort and providing recognition
> Percentile gains 22%-48%
> #4. Homework and practice
> Percentile gains 1%-24%
> #5. Nonlinguistic representations
> Percentile gains 19%-40%
> #7 Cooperative learning
> Percentile gains 0%-28%
> #8 Setting objectives and providing feedback
> Percentile gains 18%-41%
> #9 Generating and testing hypotheses
> Percentile gains 2%-28%
> #10 Cues, questions and advanced organizers
> Percentile gains 10%-39%
>
> The first two strategies are especially recommended.
>
>
> - - - - - - - - - - - - - - - - - -
> Ellen Loehman
> [log in to unmask]
>
> ------ End of Forwarded Message
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