“What we’re talking about is a completely different shift in that paradigm where you as a learner have some choice," Haskell said. “You can choose your own way through the curriculum. You can choose the activities that you want to participate in and eliminate those that don’t fit into your comfort zone or interest.”
We must help them understand why anyone might want to solve this problem or answer this question. We must remind them of the
connection between today's smaller question and the larger issues.
faith in their ability to succeed, if we ask about their attitudes
and their values as well as about their ability to understand, if we act excited, and if we ask them both to understand abstract
concepts and to see the relevance of those concepts to people's lives. We must appeal directly to their curiosity.
teaching students to understand, analyze, synthesize, evaluate
evidence, and so forth.
specific
abstract reasoning capacities.
ess telling and more asking.
bring models of knowledge with them to our classes, preconceptions that have
a profound influence on what they think they learn and how they react to what we tell them.
Relatively few people have fixed styles of learning
in which they can learn from only one kind of experience, but many people do have learning personalities in which they often
express preference for one approach or another.
If we provide that diversity, we can speak to different personalities while encouraging
everyone to expand their preferences, and to consider the joys of learning in new ways.
feel comfortable,
uneasiness, the tension that stems from intellectual excitement, curiosity,
challenge, and intense concern with a particular question, the tension that emerges primarily from the questions that we ask,
the challenges that we issue,
provisions an
author must make are the ones that lead a student to rectify incorrect responses.
work collaboratively in solving
important problems.
Think about uncovering it so your students can better understand it.
sustained, substantial, and positive influence on the way they think, act, or feel)
solve
create
a sense of control over their own education;
work will be considered fairly and honestly
try, fail, and receive
feedback from expert learners
Good Practice Emphasizes Time on Task
paradigms of reality are students likely to bring with them that I
will want them to challenge
challenge students to rethink their assumptions and examine their mental models of reality?
"I always have teachers wanting to know how they can better utilize the iPad in their classrooms. I know that it's very easy when first receiving an iPad to take a worksheet that you have done for several years, and convert it to glass. But glass can be boring too, so I created this Breakfast Club session to give my teachers some ideas on ways to better utilize this powerful tool in their classrooms.
So the "activities" that I started coming up with started turning into all sorts of ideas and app suggestions. I shared all of the ideas with the teachers that attended, but found myself particularly enjoying the conversations that we were having about some of the activities that are taking place in the classrooms at Aurora Public Schools.
Our teachers are doing great things with the iPads in their classrooms and it was great to have teachers share and learn from each other! Here are some of the activities, ideas and apps that we talked about on how to better utilize the iPad in the classroom."