Mattingly "AI & Prompt Design: The Basics of Prompt Design"
Th -11-00--davis-reduced
1. Opportunity for Active Learning
in a Global World
Tamra S. Davis, Ph.D.
Assistant Professor
Business Teacher Education
Illinois State University
College of Business
Department of Marketing
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2. Contact Information
Tamra Davis
tdavis2@ilstu.edu
+1.918.906.6574 (cell)
+1.309.438.3823 (office)
Mailing Address:
340 State Farm Hall of Business
Campus Box 5590
Normal, IL 61790-5590
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3. Seminar Outline
Today’s
Intro to
Students
ALS & Key
(Why use
Elements
ALS)
Summary
Lesson
&
Plans
Questions
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5. Generations
• Traditionalist (Born 1900-1945): Build a legacy.
• Baby Boomers (Born 1946-1964): Build a
stellar career.
• Generation Xers (Born 1965-1980): Build a
portable career.
• Millennials (Born 1981-1999): Build parallel
careers.
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6. Millennials in the Classroom
• Step-by-step
Provide structure instructions
Provide guidance • Teaching and coaching
• Millennials are ready
Encourage their to take on the world
“can do” attitude • Their parents told
them they could
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7. More about Millennials in the
Classroom
• Team sports
Place into
• Working with
Teams others
• They have been
Listen to them part of the
conversation
Challenge • Boring is bad
them
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8. And a Little More
• Phone
Plan and allow • Texting
multi-tasking • Music
Electronic • Allow them to
Literacy use media
• They are
Networking connected
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10. Final Thoughts on Millennials in the
Classroom
• Life
Provide
• School
balance
• Fun
Provide a
• Millennials
fun, student-
want to enjoy
centered their work
classroom
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12. What is Active Learning?
This is a Everyone
hard term has a
to define definition
Definition
Based
for our
upon
purposes
research
today
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13. Definition
Active Learning is a teaching
methodology that allows the
students to engage multiple
learning styles in order to promote
higher-order thinking skills1
• 1Meyers, C. & Jones, T.B.
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15. Talking and Listening
“Talk by teachers can be a valuable
prelude to active learning. The
problem, however, is not that
teachers talk; it’s that they talk too
much” (Meyers & Jones, 1993, p.
21).
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16. Writing
“Writing clarifies
thinking. . . . Writing is
an act of creation and
clarification” (p. 23).
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17. Reading
Critical reading involves scanning
the material, identifying the
important information, sorting
that information into
categories, and then prioritizing
the information
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18. Reflecting
In the Model
classroom silence
Build the
skill over WRITE
time
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23. Much More Than Time Allows
I could spend an entire 3-
credit hour class on this topic
But, I want to give you more
specific examples
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24. Lesson Plans
Handouts are provided on the
website that you will receive at the
end of the presentation
You have permission to use and/or
adapt these lessons for your classes
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25. Currency Exchange
Political
Science
Math Geography
Economics Courses Others?
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26. Read the Label
Political
Geography
Science
Economics Others
Courses
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27. Random Acts of Kindness
General
Communications
Business
Ethics Others
Courses
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29. Meet and Greet
Communications Geography
Leadership Others?
Courses
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30. Other Activities
• Across the Board
• Involve to Solve
• Walk the Talk
• These games will not be available on the website
due to copyright issues
Games are from:
El-Shamy, S. (2004). How to design and deliver training of the new and
emerging generations. San Fransico, CA: Pfeiffer Publishing
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31. Other AL Strategies
• Think-Pair-Share
• Brain Dump
• Active Notetaking
• Concept Mapping
• Reciprocal Teaching
• Microsituations Teaching
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34. Works Cited
El-Shamy, S. (2004). How to design and deliver training of
the new and emerging generations. San Fransico, CA:
Pfeiffer Publishing
Heathfield, S. (2009). Managing Millennials: Eleven Tips
for Managing Millennials. Retrieved July 29, 2009, from
http://humanresources.about.com/
od/managementtips/a/millenials.htm
Meyers, C. & Jones, T. B. (1993). Promoting active
learning: Strategies for the college classroom. San
Francisco: Jossey-Bass Publishers
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35. Acknowledgements
• Melinda Smith, MBA from Tulsa Community
College is a former colleague and she typically
co-presents this session with me
• Many of the lesson plans are from her classes
and she has kindly agreed to share
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Hinweis der Redaktion
Analyze: Take apart and look at something closelyCompare: Look for similarities and differences; stress similaritiesContrast: Look for differences and similarities; stress differencesDefine: Explain exactly what something meansDescribe: Show what something looks like, including physical featuresEvaluate: Make a value judgment according to some criteria (which it would be wise to make clear)Justify: Argue in support of something; to find positive reasonsProve: Demonstrate correctness by use of logic, fact, or exampleSummarize: Pull together the main pointsSynthesize: combine or pull together pieces or conceptsSource: Fulwiler, 1987, pp. 117-118 and printed with permission in Meyers, C. & Jones, T.B.