Dedication Preface Foreword PART I: FRAME OF REFERENCE We begin with the idea of giving students the tools that increase their capacity for learning. The primary role of education is to increase student capacity for personal growth, social growth, and academic learning. Models of Teaching is an avenue to liberate student learning capacity and, by doing so, to help teachers take charge of their lives as teachers. CHAPTER 1: BEGINNING THE INQUIRY Creating Communities of Expert Learners On the whole, students are in schools and classes within those schools. Both need to be developed into learning communities and provided with the models of learning that enable them to become expert learners. We study how to build those learning communities. CHAPTER 2: WHERE MODELS OF TEACHING COME FROM Multiple Ways of Constructing Knowledge The history of teacher researchers comes to us in the form of models of teaching that enable us to construct vital environments for our students. Models have come from the ages and from teacher-researchers who have invented new ways of teaching. Some of these are submitted to research and development and how teachers can learn to use them. Those are the models that are included in this book. CHAPTER 3: STUDYING THE SLOWLY-GROWING KNOWLEDGE BASE IN EDUCATION A Basic Guide Through the Rhetorical Thickets We draw on descriptive studies, experimental studies, and experience to give us a fine beginning to what will eventually become a research-based profession. Here we examine what we have learned about how to design good instruction and effective curriculums. And, we learn how to avoid some destructive practices. CHAPTER 4: MODELS OF TEACHING AND TEACHING STYLES Three Sides of Teaching--Styles, Models, and Diversity We are people and our personalities greatly affect the environments that our students experience. And, as we use various models of teaching our selves -- our natural styles -- color how those models work in the thousands of classrooms in our society. Moreover, those models and our styles affect the achievement of the diverse students in our classes and schools. PART II: THE INFORMATION-PROCESSING FAMILYOF MODELS How can we and our students best acquire information, organize it, and explain it? For thousands of years philosophers, educators, psychologists, and artists have developed ways to gather and process information. Here are several live ones. CHAPTER 5: LEARNING TO THINK INDUCTIVELY Forming Concepts by Collecting and Organizing Information Human beings are born to build concepts. The vast intake of information is sifted and organized and the conceptual structures that guide our lives are developed. The inductive model builds on and enhances the inborn capacity of our students. CHAPTER 6: ATTAINING CONCEPTS Sharpening Basic Thinking Skills Students can develop concepts. They also can learn concepts developed by others. Concept attainment teaches students how to learn and use concepts and develop and test hypotheses. CHAPTER 7: THE PICTURE-WORD INDUCTIVE MODEL Developing Literacy across the Curriculum Built on the language experience approach, the picture-word inductive model enables beginning readers to develop sight vocabularies, learn to inquire into the structure of words and sentences, write sentences and paragraphs, and, thus, to be powerful language learners. In Chapter 19 the outstanding results from primary curriculums and curriculums for older struggling readers are displayed. CHAPTER 8: SCIENTIFIC INQUIRY AND INQUIRY TRAINING The Art of Making Inferences From the time of Aristotle, we have had educators who taught science-in-the-making rather than teaching a few facts and hoping for the best. We introduce you to a model of teaching that is science on the hoof, so to speak. This model has had effects, among other things, on improving the capacity of students to learn. We concentrate on the Biological Sciences Study Group, where for 40 years science teachers have shared information and generated new ideas. And, Inquiry training is a "best yet" model for teaching basic inquiry skills. CHAPTER 9: MEMORIZATION Getting the Facts Straight Memorization has had something of a bad name, mostly because of deadly drills. Contemporary research and innovative teachers have created methods that not only improve our efficiency in memorization, but also make the process delightful. CHAPTER 10: SYNECTICS The Arts of Enhancing Creative Thought Creative thought has often been thought of as the province of a special few, and something that the rest of us cannot aspire to. Not so. Synectics brings to all students the development of metaphoric thinking -- the foundation of creative thought. The model continues to improve. CHAPTER 11: LEARNING FROM PRESENTATIONS Advance Organizers Learning from presentations has almost as bad a name as learning by memorization. Ausubel developed a system for creating lectures and other presentations that will increase learner activity and, subsequently, learning. PART III: THE SOCIAL FAMILY OF MODELS Working together might just enhance all of us. The social family expands what we can do together and generates the creation of democracy in our society in venues large and small. In addition, the creation of learning communities can enhance the learning of all students dramatically. CHAPTER 12: PARTNERS IN LEARNING From Dyads to Group Investigation Can two students who are paired in learning increase their learning? Can students organized into a democratic learning community apply scientific methods to their learning? You bet they can. Group Investigation can be used to redesign schools, increase personal, social, and academic learning among all students, and -- is very satisfying to teach. CHAPTER 13: THE STUDY OF VALUES Role Playing and Public Policy Education Values provide the center of our behavior, helping us get direction and understand other directions. Policy issues involve the understanding of values and the costs and benefits of selecting some solutions rather than others. In these models, values are central. Think for a moment about the issues that face our society right now -- research on cells, international peace, including our roles in Iraq and the rest of the Middle East, the battle against AIDS, poverty, and who controls the decisions about pregnancy and abortion. Not to mention just getting along together. PART IV: THE PERSONAL FAMILY OF MODELS The learner always does the learning. His or her personality is what interacts with the learning environment. How do we give the learner centrality when we are trying to get that same person to grow and respond to tasks we believe will enhance growth? CHAPTER 14: NONDIRECTIVE TEACHING The Learner at the Center How do we think about ourselves as learners? As people? How can we organize schooling so that the personalities and emotions of students are taken into account? Let us inquire into the person who is the center of the education process. CHAPTER 15: DEVELOPING POSITIVE SELF-CONCEPTS The Inner Person of Boys and Girls, Men and Women If you feel great about yourself, you are likely to become a better learner. But you begin where you are. Enhancing self concept is a likely avenue. The wonderful work by the SIMs group in Kansas (see Chapter 3) has demonstrated how much can be accomplished. PART V: THE BEHAVIORAL SYSTEMS FAMILY OF MODELS We are what we do. So how do we learn to practice more productive behaviors? Let's explore some of the possibilities. CHAPTER 16: LEARNING TO LEARN FROM MASTERY LEARNING Bit by bit, block by block, we climb our way up a ladder to mastery. CHAPTER 17: DIRECT INSTRUCTION Why beat around the bush when you can just deal with things directly? Let's go for it! However, finesse is required, and that is what this chapter is all about. CHAPTER 18: LEARNING FROM SIMULATIONS Training and Self-Training How much can we learn from quasi-realities? The answer is, a good deal. Simulations enable us to learn from virtual realities where we can experience environments and problems beyond our present environment. Presently, they range all the way to space travel, thanks to NASA and affiliated developers. PART VI: INDIVIDUAL DIFFERENCES, DIVERSITY, AND CURRICULUM The rich countryside of humanity makes up the population of our schools. The evidence suggests that diversity enhances the energy of schools and classrooms. However, some forms of teaching make it difficult for individual differences to flourish. We emphasize the curriculums and models of teaching that enable individual differences to thrive. CHAPTER 19: LEARNING STYLES AND MODELS OF TEACHING Making Discomfort Productive By definition, learning requires knowing, thinking, or doing things we couldn't do before the learning took place. Curriculums and teaching need to be shaped to take us where we haven't been. The trick is to develop an optimal mismatch in which we are pushed but the distance is manageable. CHAPTER 20: EQUITY Gender, Ethnicity, and Socioeconomic Background The task here is to enable differences to become an advantage. The best curriculums and models of teaching do just that. In other words, if differences are disadvantages, it is because of how we teach. CHAPTER 21: CREATING AND TESTING CURRICULUMS The Conditions of Learning Robert Gagne's framework for building curriculums is discussed and illustrated. This content is not simple, but it is powerful. CHAPTER 22: TWO WORDS ON THE FUTURE The Promise of Distance Learning and Using Models of Teaching to Ensure that No Child is Left Behind. Afterword APPENDIX PEER COACHING GUIDES Related Literature and References Index

教学模式 = Models of Teaching

The present invention provides a method and apparatus for the production and labeling of objects in a manner suitable for the prevention and detection of counterfeiting. Thus, the system incorporates a variety of features that make unauthorized reproduction difficult. In addition, the present invention provides an efficient means for the production of labels and verification of authenticity, whereby a recording apparatus which includes a recording medium, having anisotrophic optical domains, along with a means for transferring a portion of the recording medium to a carrier, wherein a bulk portion of the recording medium has macroscopically detectable anisotrophic optical properties and the detecting apparatus thereon.

Authentication method and system

http://cepac.cheme.cmu.edu/pasi2008/slides/cerda/library/reading/Rejowski_Pinto_2003.pdf

Scheduling of a multiproduct pipeline system

http://cepac.cheme.cmu.edu/pasi2008/slides/cerda/library/reading/Cafaro_Cerda_2004.pdf

Optimal scheduling of multiproduct pipeline systems using a non-discrete MILP formulation

A provocative collection of papers containing comprehensive reviews of previous research, teaching techniques, and pointers for direction of future study. Provides both a comprehensive assessment of the latest research on mathematical problem solving, with special emphasis on its teaching, and an attempt to increase communication across the active disciplines in this area.

Many Voices, Many Views@@@Teaching and Learning Mathematical Problem Solving: Multiple Research Perspectives

Resource scheduling problems are increasingly being solved using AI techniques. Solving real-life versions of these problems demands the ability to model a range of constraints and, at the same time, to be flexible enough to make revisions to these constraints. In this paper, we outline the pipeline schedule generation problem, where the task is to generate a pumping schedule for a single-source multiple-destinations oil pipeline carrying multiple products. The schedule must take into account product availability and requirements while satisfying a wide variety of domain constraints, including tankage constraints, product sequencing constraints, quality control constraints, delivery constraints, etc. We describe an approach based on heuristic search, which we have adopted for solving it. The system has been successfully implemented and is in use.

PIPES: A heuristic search model for pipeline schedule generation

In this paper, we describe an approach to populate an existing ontology with instance information present in the natural language text provided as input. An ontology is defined as an explicit conceptualization of a shared domain. This approach starts with a list of relevant domain ontologies created by human experts, and techniques for identifying the most appropriate ontology to be extended with information from a given text. Then we demonstrate heuristics to extract information from the unstructured text and for adding it as structured information to the selected ontology. This identification of the relevant ontology is critical, as it is used in identifying relevant information in the text. We extract information in the form of semantic triples from the text, guided by the concepts in the ontology. We then convert the extracted information about the semantic class instances into Resource Description Framework (RDF3) and append it to the existing domain ontology. This enables us to perform more precise semantic queries over the semantic triple store thus created. We have achieved 95% accuracy of information extraction in our implementation.

Ontology Guided Information Extraction from Unstructured Text

Information and communication technologies have made a major impact on education. This raises hopes in countries like India which are undergoing rapid growth in their educational efforts. Will Information and Communication Technologies create a revolution in the education sector? What can we expect in the way of impact due to the spread of access to the Internet? Will Internet access over the mobile phone make rapid advances possible in rural areas? What evidence is available to judge popular claims and predictions regarding dramatic growth of Internet usage as a result of the widespread use of cell phones? Can we identify the impeding factors that limit progress in using technology for education at middle schools, secondary schools and higher secondary schools? The paper addresses these questions, focusing mainly on Indian data and surveys progress in the spread of access to the Internet, including access using cell phones. It presents information on expenditure levels to offer insight into relevant socio-economic factors. It discusses the problem of language and the nature of content available over the World Wide Web. The whole effort reported in this paper is to get a realistic view of the current and potential impact of the Internet and Communication Technologies on education in India. Evangelists of technology have a way of creating unsustainable hopes by ignoring social and economic reality, and therefore a critical examination of available information is necessary. The paper concludes by discussing technologies and initiatives worth considering for ameliorating the situation mentioned above.

/pdf/the-internet-and-education-in-the-developing-world-hopes-and-23dgksy9v2.pdf

The internet and education in the developing world - hopes and reality

Educational data mining (EDM) has emerged as a research area in recent years for researchers all over the world from different and related research areas. The EDM obtained knowledge can be used to offer suggestions to the academic planners in higher education institutes to enhance their decision-making process. Literature has suggested various prediction models for predicting the student’s performance. This work proposes the cluster based distributed architecture for predicting the student’s performance. The proposed cluster-based distributed architecture performs the prediction with clustering through Bayesian fuzzy clustering, feature extraction through Kernel-based principal component analysis, and prediction through the proposed Lion–Wolf based deep belief network (LW-DBN). The proposed architecture uses the LW algorithm to find the optimal weights for the DBN. The experimentation of the proposed work is done by collecting a real-time database and measuring the prediction performance through the mean square error (MSE) and root MSE (RMSE). The proposed LW-DBN model has achieved lower error performance than other models with MSE and RMSE values of 0.222606 and 0.050435, for the database.

Cluster-based distributed architecture for prediction of student’s performance in higher education

Well, someone can decide by themselves what they want to do and need to do but sometimes, that kind of person will need some knowledge based computer systems references. People with open minded will always try to seek for the new things and information from many sources. On the contrary, people with closed mind will always think that they can do it by their principals. So, what kind of person are you?

Srinivasan Ramani

Papers

PIPES: A heuristic search model for pipeline schedule generation

Ontology Guided Information Extraction from Unstructured Text

The internet and education in the developing world - hopes and reality

Cluster-based distributed architecture for prediction of student’s performance in higher education

Knowledge Based Computer Systems