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Peer review activities cast students in the role of teachers by asking them to read and evaluate a fellow student's work.

Someone please explain to me the whole “hashtag” thing. PLEASE!  I feel so out of the loop!

Participants also highlighted positive aspects related to support received. Respondents to the PLENK2010 survey were appreciative of how the facilitators led without directing and also of the work and engagement provided by the facilitators. Thus, teaching presence, especially exemplified through course design and the type of facilitation, turned out to have a powerful effect on student perceptions of support, inclusiveness, and overall satisfaction with the course. The participants valued greatly the autonomy on connections and participation in networks: “We were given free choice and allowed autonomy about our ways to connect and participate in the network. I greatly value this approach to learning and working together.”

table, trusted, and valued, and where people can access and interact with resources and each other. The new roles that the teacher as facilitator needs to adopt in networked learning environments include aggregating, curating, amplifying, modelling, and persistently being present in coaching or mentoring.

negotiable contracting and his research shows that students who are given a role in the assessment process and provided with the appropriate direction by their teachers are able to accurately evaluate their strengths and weaknesses and better pinpoint areas where they need to focus their efforts for improvement

develop a clearer picture of the task and their teacher's expectations while the teachers reported that they had clearer instructional goals

As a result, students typically perform at higher levels and gradually come to view assessment not as an arbitrary form of reward or humiliation, but rather as a positive tool for educational enrichment and growth.

Teachers can draw on technology applications to simulate real-world environments and create actual environments for experimentation, so that students can carry out authentic tasks as real workers would, explore new terrains, meet people of different cultures, and use a variety of tools to gather information and solve problems." (p. 43)

technology can enhance student engagement and productivity. More specifically, technology increases the complexity of the tasks that students can perform successfully, raises student motivation, and leads to changes in classroom roles and organization

collaborative.

Wikipedia and other social networking sites provide a space or platform upon which all kinds of activities can flourish, with the idea of a platform transcending any particular technology or application and referring to either virtual or physical worlds. Collaboration among many users upon such a platform often produces unplanned and emergent

results—results frequently unattainable in a command-and-control management setting

the logic of commons-based peer production, and the logic of platform management transform the idea of the university and the very activities—teaching and learning, research, and publishing—that lie at the heart of this enterprise

A closer look might provide insight into how this experience will assist in Rachel's development: Positive emotions are created from the established lap reading routine that generates an intimate closeness and feeling of security. Interactive social dialogues between Rachel and her mother build on prior knowledge and provide immediate feedback as they discuss each animal as the story progresses. The language they use to label, compare, explain, and classify creates a supportive context for structuring the processes of thinking and concept formation. Each of the domains of development—linguistic, cognitive, social, and emotional—is affected during Rachel's experience, and all play an important role in her development

As Rachel began to internalize the actions and language of her mother, she began to use these tools to guide and monitor her own processing behavior until she is now able to take over much of the responsibility for reading the book (Dorn, French, & Jones, 1998)

A framework for understanding the interrelated nature of the cognitive, social, emotional, linguistic, and literacy development of children; social interaction; and literature selection in grades K-4 is provided in the appendix. The purpose of the framework is to provide a general guide for teachers, parents, and other caregivers in the appropriate selection of books that takes into consideration the importance of child development.

new students-centered pattern by which students are the main body of the class and the owner of their learning

the roles of the teacher, instead of as a controller and a dominant, should be played fully as a manager and an organizer

QUESTION: When we talk about manufacturing of consent, whose consent is being manufactured? CHOMSKY: To start with, there are two different groups, we can get into more detail, but at the first level of approximation, there's two targets for propaganda. One is what's sometimes called the political class. There's maybe twenty percent of the population which is relatively educated, more or less articulate, plays some kind of role in decision-making. They're supposed to sort of participate in social life -- either as managers, or cultural managers like teachers and writers and so on. They're supposed to vote, they're supposed to play some role in the way economic and political and cultural life goes on. Now their consent is crucial. So that's one group that has to be deeply indoctrinated. Then there's maybe eighty percent of the population whose main function is to follow orders and not think, and not to pay attention to anything -- and they're the ones who usually pay the costs.

was found with the German high school teacher Alexander Kapp in 1833.

‘is built upon two central, defining attributes: First, a conception of learners as self-directed and autonomous; and second, a conception of the role of the teacher as facilitator of learning rather than presenter of content’

Knowles’ basic assumptions is that becoming adult means becoming self-directed.

I appreciate the chance to reflect and recognize that the “me” that comes out in the blog is different than the “me” in the discussion area. I want my students to have various opportunities to express themselves.

In the meantime, I've written a book, from which this article is drawn, about all that I've learned from my research. In my book, I focus on what I identify as seven myths, or widely held beliefs, that dominate our educational practice. I start with the myth that teaching facts prevents understanding, because this (along with my second myth, that teacher-led instruction is passive) is the foundation of all the other myths I discuss. These myths have a long pedigree and provide the theoretical justification for so much of what goes on in schools. Taken together, all seven myths actually damage the education of our pupils. But here, let's focus on facts and the role knowledge has in our understanding.

Why Is It a Myth? My aim here is not to criticize true conceptual understanding, genuine appreciation of significance, or higher-order skill development. All of these things are indeed the true aim of education. My argument is that facts and subject content are not opposed to such aims; instead, they are part of it. Rousseau, Dewey, and Freire were wrong to see facts as the enemy of understanding. All the scientific research of the last half-century proves them wrong. The modern bureaucrats and education experts who base policy and practice on their thinking are wrong too, and with less excuse, as they have been alive when evidence that refutes these ideas has been discovered. Rousseau was writing in the 18th century; Dewey at the turn of the 20th; Freire in the 1970s. Research from the second half of the 20th century tells us that their analyses of factual learning are based on fundamentally faulty premises.

If we want pupils to develop the skills of analysis and evaluation, they need to know things. Willingham puts it this way:23 Data from the last thirty years lead to a conclusion that is not scientifically challengeable: thinking well requires knowing facts, and that's true not just because you need something to think about. The very processes that teachers care about most—critical thinking processes such as reasoning and problem solving—are intimately intertwined with factual knowledge that is stored in long-term memory (not just found in the environment).