Depth of knowledge offers some advantages over Bloom’s Taxonomy for planning lessons and choosing instructional techniques. By increasing the DOK levels of activities, teachers can teach students to adapt to challenges, work cooperatively and solve problems on their own.Whereas Level 1 of DOK prompts students to recall or reproduce, Levels 3 and 4 require students to work without the constant supervision of teachers. Usually students work on higher DOK activities in groups, communicating with one another to solve challenging problems and freely offering their own ideas.
Group items tagged
http://www.theesa.com/facts/pdfs/esa_ef_2012.pdf - 0 views
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Who's playing games?
▶ Did You Know 4 - IV - YouTube - 0 views
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"half of teens are content creators" 70 million blogs 8/10 don't know what a blog is
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We more internet connection (wireless) Meeting online Information moving fast
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Shift happens.
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Video on technology and how it is changing rapidly. Provides statistics and facts on technology. -
Fact on where the U.S. stands on technology in comparison to other countries. -
Remember this from the beginning of class?
Depth of Knowledge in the 21st Century - 0 views
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The teacher’s role at higher DOK levels is therefore to facilitate, not simply dispense the acquisition of knowledge.
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Working on creating activities in such peer groups enables teachers to learn and articulate while planning for lessons that promote high expectations and cognitively challenging curriculum. In addition, administrators need to provide ongoing support for their teachers in order to empower teachers to succeed in this endeavor.Administrative leadership must mentor and assist teachers in providing the enthusiasm and motivation to continuously teach lessons that promote high student expectations and cognitively challenging lessons.
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Webb's Depth of Knowledge
Emotion and E-Learning | The Sloan Consortium - 0 views
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Traditionally, emotion and cognition have been viewed as polar opposites and this view has been incorporated into theories of learning. One reason for this may be a lack of clarity in defining emotion. In fact there are other perspectives on how emotion and cognition, emotion and learning, are related. These considerations emerge with renewed vigor with the move to online education. The author interviewed eleven students studying online. These students identified emotions which were critical to their online learning. Evidence from the literature and from the interviews positions emotion as central and essential to the teaching/ learning process.
Lesson Plans : FactCheckED - 0 views
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How to teach students to check their facts; lesson plans and ideas
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Teaching Students to Examine Resources
Facebook: Facts, Figures & Statistics For 2010 | Digital Buzz Blog - 1 views
Twitter Facts & Figures (history & statistics) | Website Monitoring Blog - 0 views
Asynchronous and Synchronous E-Learning (EDUCAUSE Quarterly) | EDUCAUSE - 0 views
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In the [asynchronous discussions] it is easier to find some more facts, maybe have a look in a book and do more thorough postings.In fact, according to Kock’s estimate,18 an exchange of 600 words requires about 6 minutes for complex group tasks in face-to-face settings, while exchanging the same number of words over e-mail would take approximately one hour.
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Almost every sentence in the asynchronous discussions of the smaller group, and a vast majority of sentences in the larger group, were classified as content-related. This is a remarkable result—imagine if learners on campus spent more than 90 percent of their time discussing issues related to course content. These results can also be interpreted as troublesome, however. If e-learners seldom meet face-to-face and teachers mainly rely on asynchronous e-learning, students might feel isolated and not part of learning communities, which is essential for collaboration and learning.15
Using the Internet affects your memory, study says - 0 views
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Columbia University psychologist Betsy Sparrow and her co-researchers demonstrated that people are more likely to remember things when they think they won’t be able to find them using a computer and vice versa.
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The researchers also showed that people are even better at remembering where facts are stored than they are at remembering the fact itself.
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People remember less when they know it is available online
CNN.com - Why Americans don't vote -- and how that might change - November 7, 2000 - 0 views
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"nations, like Japan and Germany, where 89 percent of the potential voters go to the polls. In fact, most democracies have about 80 percent voter participation. Of the 153 democracies in the world, the United States ranks near the bottom for voter involvement."
Unshielded Colliders: Poverty and Education - 0 views
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For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency.
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or example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficienc
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For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency. Now, I like to actually have data to play around with, in part because people have been known to lie about politically charged issues and in part because I like to have nice graphs (which are not provided by Riddile). Anyway, it turns out that international poverty data is pretty hard to come by and fraught with interpretational difficulties. On the other hand, the National Assessment of Educational Progress provides test data for most of the states in the U.S., and the U.S. Census Bureau provides data on the percentage of people in poverty by state. I took the NAEP data for 8th grade science achievement and regressed on the percentage of people below the poverty line for the measured states. The two are negatively associated: as poverty increases, science achievement scores decrease according to the relationship in the plot below. (Alaska, Kansas, Nebraska, and Vermont did not meet NAEP reporting guidelines and are not included in the plot above.) The association is highly significant (p=9.98*10-6). I also took pilot NAEP data for 8th grade mathematics achievement and regressed on the percentage of people below the poverty line for the measured states. (Evidently, the NAEP has only just started testing for mathematics achievement, and only eleven states were included in their pilot.) Again, the two are negatively associated. The slope of the relation turns out to be almost exactly the same as for science achievement. The association is not as significant, but it is still significant (p=0.0186). (My guess is the association is less significant in this case because fewer states were measured.) Clearly there is an association between poverty and achievement in science and mathem
Making Assessment Personally Relevant | blog of proximal development - 0 views
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I want my students to realize that learning is not about making your work conform to some standard imposed by the teacher. Learning is about creating your own standards and adjusting them based on your goals. Learning is about setting your own goals and monitoring your own progress. It is about having conversations with yourself and others.
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needed to help them visualize their progress, their level of engagement, and their sense of ownership and not simply ask them to rate their own work using the traditional percentage or letter scale. Most importantly, I wanted them to see that an entry that contains lots of facts and links to many valuable resources is not necessarily as valuable as one that shows personal engagement with ideas, one where the readers can hear a unique, personal voice.
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student self-assessment and personal progress charts is a work in progress.
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The Sad, Beautiful Fact That We're All Going To Miss Almost Everything : Monkey See : NPR - 0 views
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The vast majority of the world's books, music, films, television and art, you will never see. It's just numbers. Consider books alone. Let's say you read two a week, and sometimes you take on a long one that takes you a whole week. That's quite a brisk pace for the average person. That lets you finish, let's say, 100 books a year. If we assume you start now, and you're 15, and you are willing to continue at this pace until you're 80. That's 6,500 books, which really sounds like a lot. Let's do you another favor: Let's further assume you limit yourself to books from the last, say, 250 years. Nothing before 1761. This cuts out giant, enormous swaths of literature, of course, but we'll assume you're willing to write off thousands of years of writing in an effort to be reasonably well-read. Of course, by the time you're 80, there will be 65 more years of new books, so by then, you're dealing with 315 years of books, which allows you to read about 20 books from each year. You'll have to break down your 20 books each year between fiction and nonfiction – you have to cover history, philosophy, essays, diaries, science, religion, science fiction, westerns, political theory ... I hope you weren't planning to go out very much. You can hit the highlights, and you can specialize enough to become knowledgeable in some things, but most of what's out there, you'll have to ignore. (Don't forget books not written in English! Don't forget to learn all the other languages!)
E-Coaching Tip 25: Discussion Wraps - A Useful "Cognitive Pattern" or "Collection of Di... - 0 views
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Here are some roles/tasks that are pertinent for online weekly discussion groups. Information and opinion giver. Offers facts, opinions, ideas, suggestions, and relevant information to help group discussion. Information and opinion seeker. Asks for facts, opinions, ideas, suggestions, and relevant information to help group discussion. Summarizer. Pulls together related ideas or suggestions and restates and summarizes main point discussed. Coordinator. Shows relationships among various ideas by pulling them together and harmonizes activities of various subgroups and members. Diagnoser. Figures out sources of difficulties the group has in working effectively and the blocks to progress in accomplishing the group's goals. Reality tester. Examines the practicality and workability of ideas, evaluates alternative solutions, and applies them to real situations to see how they will work.
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"Each of us has a typical way of acting in a group. Some people like to lead, some act to keep the group focused on the task and some serve to keep the group from taking itself too seriously." (Svinski, 2006
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Mayer et al. (1996), showed not only that students remember more of the important material when it is presented as a summary but that they also better understand the material.
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Educators: Are Web - based Resources an Effective Means for Increasing Knowledge in Hig... - 0 views
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Previous research has shown that online instruction has aided in the preparation and retention of special education teachers (Dymond & Bentz, 2006; Knapczyk, Frey, & Wall-Marencik, 2005).
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Online instruction is research proven to help benefit special education students
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positively affect attitudes, knowledge
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lack of training during their preservice years in proper interventions for students with disabilities, including modification, accommodations and assistive technology
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Many facts about students with disabilities and how educators can benefit from online courses and learning to better support the needs of these students. Benefit of taking this course online - community, sharing..
Constructivism | Funderstanding - 0 views
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The purpose of learning is for an individual to construct his or her own meaning, not just memorize the “right” answers and regurgitate someone else’s meaning.
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We can shift the learning from "teacher centered" to "student centered". I see too many students who memorize the facts to regurgitate on an exam, rather than working towards understanding the information.
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Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in
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Rationale for adding discussion to an online course? Through discussion a learner can construct personal meaning from new concepts.
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Teachers also rely heavily on open-ended questions and promote extensive dialogue among students.
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Open ended questions allows for learners to connect their experience to the concepts and explore what it means to each individual. Dialog between students encourages furthering of the conversation and adds new ideas and information to the discussion.
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Reflections - 0 views
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I am finally breathing!
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Glad to know that you are still breathing : )
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Then I realize I am learning I just do not know it. Whenever I answer a discussion question I am learning, whenever I do an assignment I am learning and whenever I just ask a question I am learning.
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This just goes to show sometimes you think you know but there is always more to know.
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