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After day one of the workshop, I felt empowered, yet intimidated. I feel that I am the youngest and least experienced in the program...Do I have what it takes? During the discussions in the workshop, I realized I wasn't making the same connections between readings, even though I had read and thought about them thoroughly. My conclusion to all of this....I will listen and learn from others experience. I may not have as much experience, but I have a different type of experience and contribution. (personal communication, March 23, 2011)

Graduates of the university-district program stated that throughout the course of the program they began to honor struggles and saw learning as not having the answers but having the right questions . Participants in the blended online program shared an increase in their level of comfort with ambiguity as the program progressed:

I have finally come to a place where knowing here is where you are, and here is where you need to be - now you have to figure it out. My cohort instructor said sitting with disequilibrium is something that you always have to sit with so get comfortable with it. (personal communication, March 28, 2011).

This comfort with ambiguity promotes the capacity of the participants to think generatively rather than rely on others to provide answers.

Reflection, critical thinking, and metacognition

Program participants become conscious of their assumptions and the impact assumptions have on their actions through examples and the analysis of their language. The programs are rooted in the organizational theories of Chris Argyris and Donald Schön (1978) and use the “ladder of inference” (Argyris, 1990&Senge, 1990) as an analytical lens. Program participants report that they almost unconsciously identify assumptions that they and others make. Graduates of the university-district program have noted the power of recognizing assumptions so they can explore more dimensions of problems and arrive at more equitable solutions. Graduates and participants in both programs stated that the process of self assessment and reflection became a habit because they were able to bring their reflections and issues to their learning community. In the university-district program, this occurred through a ritual at the opening of each weekly class called Open Frame. This process consisted of an hour devoted to listening to and interacting with the voices of program participants as they shared issues and experiences that emerged in their work at their schools. The blended online program provides access to an open frame through the online community of inquiry. Several participants also stated that the requirement to bring their reflections and issues to their learning community through their weekly discussion threads and journal entries made the spiral process of self assessment and reflection a personal habit. The online community of inquiry provided a vehicle for reflective and critical thinking that was accessible by all participants at all times serving to reinforce the dynamic, iterative approach of the inquiry framework employed throughout the program.

Questions & Answers

show that the set of all natural number form semi group under the composition of addition
Nikhil Reply
explain and give four Example hyperbolic function
Lukman Reply
_3_2_1
felecia
⅗ ⅔½
felecia
_½+⅔-¾
felecia
The denominator of a certain fraction is 9 more than the numerator. If 6 is added to both terms of the fraction, the value of the fraction becomes 2/3. Find the original fraction. 2. The sum of the least and greatest of 3 consecutive integers is 60. What are the valu
SABAL Reply
1. x + 6 2 -------------- = _ x + 9 + 6 3 x + 6 3 ----------- x -- (cross multiply) x + 15 2 3(x + 6) = 2(x + 15) 3x + 18 = 2x + 30 (-2x from both) x + 18 = 30 (-18 from both) x = 12 Test: 12 + 6 18 2 -------------- = --- = --- 12 + 9 + 6 27 3
Pawel
2. (x) + (x + 2) = 60 2x + 2 = 60 2x = 58 x = 29 29, 30, & 31
Pawel
ok
Ifeanyi
on number 2 question How did you got 2x +2
Ifeanyi
combine like terms. x + x + 2 is same as 2x + 2
Pawel
x*x=2
felecia
2+2x=
felecia
Mark and Don are planning to sell each of their marble collections at a garage sale. If Don has 1 more than 3 times the number of marbles Mark has, how many does each boy have to sell if the total number of marbles is 113?
mariel Reply
Mark = x,. Don = 3x + 1 x + 3x + 1 = 113 4x = 112, x = 28 Mark = 28, Don = 85, 28 + 85 = 113
Pawel
how do I set up the problem?
Harshika Reply
what is a solution set?
Harshika
find the subring of gaussian integers?
Rofiqul
hello, I am happy to help!
Shirley Reply
please can go further on polynomials quadratic
Abdullahi
hi mam
Mark
I need quadratic equation link to Alpa Beta
Abdullahi Reply
find the value of 2x=32
Felix Reply
divide by 2 on each side of the equal sign to solve for x
corri
X=16
Michael
Want to review on complex number 1.What are complex number 2.How to solve complex number problems.
Beyan
yes i wantt to review
Mark
use the y -intercept and slope to sketch the graph of the equation y=6x
Only Reply
how do we prove the quadratic formular
Seidu Reply
please help me prove quadratic formula
Darius
hello, if you have a question about Algebra 2. I may be able to help. I am an Algebra 2 Teacher
Shirley Reply
thank you help me with how to prove the quadratic equation
Seidu
may God blessed u for that. Please I want u to help me in sets.
Opoku
what is math number
Tric Reply
4
Trista
x-2y+3z=-3 2x-y+z=7 -x+3y-z=6
Sidiki Reply
can you teacch how to solve that🙏
Mark
Solve for the first variable in one of the equations, then substitute the result into the other equation. Point For: (6111,4111,−411)(6111,4111,-411) Equation Form: x=6111,y=4111,z=−411x=6111,y=4111,z=-411
Brenna
(61/11,41/11,−4/11)
Brenna
x=61/11 y=41/11 z=−4/11 x=61/11 y=41/11 z=-4/11
Brenna
Need help solving this problem (2/7)^-2
Simone Reply
x+2y-z=7
Sidiki
what is the coefficient of -4×
Mehri Reply
-1
Shedrak
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Source:  OpenStax, Ncpea handbook of online instruction and programs in education leadership. OpenStax CNX. Mar 06, 2012 Download for free at http://cnx.org/content/col11375/1.24
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