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Free Critical Thinking Worksheets - 0 views

www.teach-nology.com/...critical_thinking worksheets criticalthinking
shared by Anne de la Chapelle on 05 Jul 09 - Cached
  • Anne de la Chapelle on 05 Jul 09
     
    Critical thinking worksheets for teachers. Used in engaging students in the advanced levels of thinking.
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The Truth About Homework - 1 views

www.alfiekohn.org/...homework.htm homework education kohn
shared by Nicole Gallo on 01 Jun 13 - Cached
  • Carole Ames of Michigan State University points out that it isn’t “quantitative changes in behavior” – such as requiring students to spend more hours in front of books or worksheets – that help children learn better.  Rather, it’s “qualitative changes in the ways students view themselves in relation to the task, engage in the process of learning, and then respond to the learning activities and situation.”  In turn, these attitudes and responses emerge from the way teachers think about learning and, as a result, how they organize their classrooms.  Assigning homework is unlikely to have a positive effect on  any of these variables.  We might say that education is less about how much the teacher covers than about what students can be helped to discover – and more time won’t help to bring about that shift.
    • Nicole Gallo
      Nicole Gallo on 01 Jun 13
       
      Developing an online course is not just the transfer of a traditional course to an online platform.  Assigning a video is not providing the student with a relevant experience nor a reason to engage; it can still be viewed through the lens of just homework. 
  • Finally, any theoretical benefit of practice homework must be weighed against the effect it has on students’ interest in learning.  If slogging through worksheets dampens one’s desire to read or think, surely that wouldn’t be worth an incremental improvement in skills.
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http://www.ascilite.org.au/ajet/submission/index.php/AJET/article/viewFile/157/55 - 0 views

www.ascilite.org.au/...55 Web 2.0 teachers
shared by Heather Kurto on 07 Jun 13 - No Cached
    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      Web 2.0 has driven pedagogy so that teachers need to know, not only how to use the Web 2.0 tools for personal purposes but how to use them to support and enhance their students' learning
    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      Over the last few years, Web 2.0 applications, and especially blogs, wikis, e-portfolios, social media, podcasting, social networking etc., have received intense and growing educational interest, with uses including diverse learning groups, from primary and secondary education (Tse, Yuen, Loh, Lam, & Ng, 2010, Sheehy, 2008; Woo, Chu, Ho, & Li, 2011; Angelaina & Jimoyiannis, 2011) to higher education (Bolliger & Shepherd, 2010; Ching & Hsu, 2011; Deng & Yuen, 2011; Roussinos & Jimoyiannis, 2011; Yang, 2009; Zorko, 2009), vocational training (Marsden & Piggot-Irvine, 2012) and teachers' professional development (Doherty, 2011; Wheeler, & Wheeler, 2009; Wopereis, Sloep, & Poortman , 2010).
    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      Existing literature, regarding the integration of ICT in schools, shows that despite governmental efforts and directives, the application of ICT in educational settings is rather peripheral acting, in most cases, as an 'add on' effect to regular teacher-centred classroom work. It remains a common practice, for most teachers, to use ICT primarily for low-level formal academic tasks (e.g., getting information from Web resources) or for administrative purposes (developing lesson plans, worksheets, assessment tests, etc.) rather than as a learning tool to support students' active learning (OFSTED, 2004; Jimoyiannis & Komis, 2007; Tondeur, van Keer, van Braak, & Valcke , 2008).
  • ...1 more annotation...
    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      The theoretical framework presented and the empirical research phase of the paper addressed some of the critical issues arising around Web 2.0 in school practice. TPACK 2.0 and authentic learning can develop and support a coherent pedagogical and instructional framework for future teacher professional development programs aiming to help educators: * to adopt Web 2.0 not as a matter of acquiring new ICT skills but in terms ofspecific pedagogical and instructional dimensions; * to move beyond oversimplified approaches which treat Web 2.0 as a 'trend', a 'special event' or an 'extra tool'supplemental to their traditional instruction; * to understand how Web 2.0 technologies change both pedagogy and learning practice; * to consider, in their instructional design, Web 2.0 technologies, Content and Pedagogy not in isolation, but in the complex relationshipssystem they define.
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Virtual Fieldtrips in the Elementary School Classroom - 0 views

cnx.org/latest
shared by Erin Fontaine on 21 Jun 12 - No Cached
  • inclu sion
  • Inexpensive
  • Accessibility
  • ...20 more annotations...
  • First, virtual fieldtrips can be used to explore a destination that the class will actually explore in the next few weeks.
  • Inexpensive
  • Second, a classroom of elementary school students can take a virtual fieldtrip to a location that would otherwise be inaccessible to them. The virtual fieldtrip is useful for students of all ages, but elementary aged children can benefit even more from virtual field trips.
  • Advantages of Virtual Fieldtrips:
  • pensive.
  • I believe field trips, both real and virtual, should encourage students to socialize during the field trip.
  • Virtual fieldtrips are usually free of charge or very inexpensive.
  • Safety
  • Disadvantages of Virtual Field Trips:
  • Lack of Sensory Experience.
  • Inability to Ask Questions
  • Lack of an Updated Experience
  • Inex pensive
  • evaluation during the virtual fieldtrip.
  • sion of a worksheet
  • reinforces the educational element
  • follow up activities that add enrichment to their experience
  • submit questions to the makers of the virtual field trip, discuss the trip they took with their parents and siblings, and compare the information they learned from the field trip with information they read in magazines and books.
  • large degree of student flexibility and choice
  • Tips for Effective Implementation of Virtual Fieldtrips:
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Scaffolding - 0 views

en.wikipedia.org/...Instructional_scaffolding Education teaching
shared by Diane Gusa on 26 Jun 10 - Cached
  • According to Vygotsky, students develop higher-level thinking skills when scaffolding occurs with an adult expert or with a peer of higher capabilities
    • Joan Erickson
      Joan Erickson on 26 Jun 10
       
      hmmm, I'm not convinced. BTW, is it called "tutoring"?
  • Conflicts would then take place between students allowing them to think constructively at a higher level
    • Joan Erickson
      Joan Erickson on 26 Jun 10
       
      Show me research, pleaes!
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 03 Jul 10
       
      May include worksheets, additional links to materials, assessment rubrics, tutorials, question pronpts, exemplars, FAQs, and other pre-prepared material.
  • Diane Gusa on 07 Jun 11
     
    Instructional scaffolding is the provision of sufficient support to promote learning when concepts and skills are being first introduced to students. These supports may include the following: * Resources * A compelling task * Templates and guides * Guidance on the development of cognitive and social skills
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Why I do what I do | JJ Wagner - 0 views

jaytiger8.edublogs.org/...why-i-do-what-i-do
shared by Diane Gusa on 02 Jul 11 - No Cached
  • I didn’t like English
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      We are complete opposites. I love English because I love to write and find it easy to explain why I like something I've read, how it makes me feel emotionally, etc. Writing is as natural as breathing for me. That being said, I don't understand math beyond the basics. Stats was a VERY difficult course for me, and quite frankly if it hadn't been curved I don't think I would have passed. I do understand that math is a lot more concrete; however, it still doesn't make sense to me. Like I always say, everybody is good at something.
  • discussion online.
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Try thinking about the posts as small research projects that you share with our class. If you have to respond to a comment, again - think of it as a short research assignment. You're still collaborating, but it will feel less social/personal.
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      Hi Jerry, I think the test question is reflective of the discpline. In education and sociology I am looking for application and synthesis of the material. In math I think doing the problem is like a math essay, is it not? I hate that my grandson, gifted in math (he would convert fractions in his head at age 4) but he is only feed in school on repetitive worksheets on computation...any suggestions what I can do this summer to feed his gift? Diane
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Student Self Assessment - 0 views

www.duq.edu/...student-self-assessment.cfm student Self-grading assessment blog module 4 Learning teaching
shared by Diane Gusa on 09 Jul 11 - No Cached
  • Student Self-AssessmentIntentionally involving your students in the assessment process helps students to become lifelong learners.  Peter Senge (2000) says, “A cornerstone of lifelong learning is the capacity for objective self-assessment – the ability to judge for yourself how well you are doing.”  Similarly, William McKeachie (2011) relates the importance of helping students become lifelong learners to faculty members who intentionally involve students in self-assessment:“After the course is over, students will not be able to depend on you to assess the quality of their learning.  If one of your goals is the development of lifelong learning skills, students need practice in self-assessment.
  • To encourage students to learn from past tests, faculty can assign a worksheet that asks students to look at more than the grade on the returned exam.  “Exam wrappers direct students to review and analyze their performance (and the instructor’s feedback) with an eye toward adapting their future learning” (Ambrose, et al, 2010).
  • Questions on an exam wrapper for a physics course might include the following:
  • ...2 more annotations...
  • Student Check Sheet for Literary Critical Essay
  • McKeachie, W. J., & Svinicki, M. D. (2005). McKeachie's teaching tips:  strategies, research and theory for college and university teachers. Boston: Houghton Mifflin.
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miscositas.com | Materials and resources for language teachers - 0 views

lorijoy.globat.com/materials.html
shared by Arnaldo Robles on 18 Jul 14 - No Cached
  • Sancocho Didáctico Photocopiable resources for Spanish teachers A potpourri of teacher-tested and student approved activities for the language classroom. Worksheets including graphic organizers, rubric templates and projects. (57 pages)
    • Arnaldo Robles
      Arnaldo Robles on 18 Jul 14
       
      This document of 57 pages is the motherload of all activities, photos, assessments, and anything else I could ever ask from in a beginnin Spanish course. The only down fall is that the content might be better suited for students at the elementary level. https://diigo.com/020p85
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Making Matters! How the Maker Movement Is Transforming Education - WeAreTeachers - 0 views

www.weareteachers.com/...ment-is-transforming-education module 5 design maker education active learning
shared by lkryder on 14 Aug 14 - No Cached
  • The tools and ethos of the Maker revolution offer insight and hope for schools. The breadth of options and the “can-do” attitude espoused by the movement is exactly what students need, especially girls who tend to opt out of science and math in middle and high school. However, hands-on Making is not just a good idea for young women. All students need challenge and “hard fun” that inspires them to dig deeper and construct big ideas. Making science hands-on and interesting is not pandering to young sensibilities; it honors the learning drive and spirit that is all too often crushed by endless worksheets and vocabulary drills. Making is a way of bringing engineering to young learners. Such concrete experiences provide a meaningful context for understanding the abstract science and math concepts traditionally taught by schools while expanding the world of knowledge now accessible to students for the first time.
  • lkryder on 14 Aug 14
     
    Maker movement a good example of students' need and desire to learn by doing
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