Group items matching

in title, tags, annotations or url

On the other hand, the one life perspective says it is time to help students blend their two lives into an integrated, meaningful approach to living in the digital age.

It says that the technology that kids use is too expensive, problematic, or distracting to integrate into teaching and learning. It says that issues concerning the personal, social, and environmental impacts of living a digital, technological lifestyle are tangential to a school curriculum. Above all, it says that kids will have to figure out how to navigate the digital world beyond school on their own and puzzle through issues of cyber safety, technological responsibility, and digital citizenship without the help of the educational system.

It says that if we don't understand that schools are exactly the place for kids to learn how to use technology not only effectively and creatively but also responsibly and wisely, then heaven help us all.

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.

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.

data has been accruing about the habits and interests of your online life.

digital natives” is having their digital dossier populated with data before they are born, and even after they will die.

Digital dossiers are an aspect of life online that is common to all, yet many users may not even realize the amount of data they are responsible for.

The more engaged a person is with the content, the better the person learns it because (s)he adds his own meaning and associations to it

The more connections people have to a concept, the more likely that person will be able to retrieve it later and in another context

shifts the emphasis from what instructorsdo to what the studentsdo to learn

In order to change to a learner-controlled instructional system and to maximize interaction, I had to change my role from that of a teacher at the front of the classroom and the center of the process to that of facilitator who is one with the participants and whose primary role is to guide and support the learning process.

The result was a course designed as a learner-centered system based on dialogue and cooperation among students (1992, p. 61).

Such a move engenders a radical shift in the power and interaction structures in the classroom as the students must accept the responsibility for their own knowledge creation, and the instructor must relinquish a certain amount of control over the process.

The M-BOD scenarios sketched out above differ from those described in the EL section in that the former take seriously the role of desire in student learning. In the M-BOD scenarios, students resource their creative and dramatic selves to become their own guides in working out the meaning(s) of History, ethics, bullying, etc. This learning is “deep” because it involves the body in several ways: Sometimes bodies actually get up and move through space (i.e., the walking dance or doing field research) Students are prompted to respond to situations more than follow directions; these situations require them to “read” other people and multiple texts and contexts Students’ formal presentations (their strategic, other-directed productions) elicit actual responses from people, which (whether good or bad, or a mix) then require some expression and reflection Back to Discussion of "Situating M-BOD"       Preface One: Situating Embodied Learning Two: Case Study: Oliver Identity and Learning: “Follow What I Am Doing: Do The Rules That I’m Doing: It’s Very CoM-pli-cated” Improvisational/Feedback "1,2,3...16, 17,18, NineTEEN" Innovation: “I Can Look At Your Cards” Producelike Behavior: "Why Do The Make Queen Better Than Jack?" Conclusion: "The Bricolage, The Music, The Movement" Three: Implications for the Literacy Autobiography Assignment              

But there is very BIG difference between being ‘lured’ (false pretenses) and being requested specifically for the purpose of learning – defined and clarified on educational/professional terms.

There is no reason why these tools cannot be used ethically, responsibly and productively if we are mindful and self reflexive in our pedagogies.

It is very important to bond with group members---to break the ice, post photos, details, etc.---so that team members can know each other personally

It is a good idea to discuss and identify the tasks at the beginning of the group work. The key is to divide the work and let individual team member’s work on their tasks

Finally, bring together all the work and make sure it blends in. The work should flow and sound as if it was d

the communicative approach can leave students in suspense as to the outcome of a class exercise, which will vary according to their reactions and responses.

Students' motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics.

Most likely they have an opinion of the topic, and a class discussion could follow, in the target language, about their experiences and viewpoints.