Group items tagged

"If you want to embrace technology effectively and in a meaningful manner in the classroom, you first need to identify your strengths and weaknesses. You need to identify what kind of knowledge you are bringing. Think about your knowledge in the following areas- Technology Pedagogy Content"

"As I continue my semester both as EAP teacher and MA student, I'm confronted with issues related to where learning occurs and how it is most facilitated. As a reflective practitioner, I notice the former evidenced differently among my students and have been trying to connect this to my own graduate experiences to come to some theories about the latter. Though my conclusions are not absolute, I keep questioning whether concrete learning outcomes provide the teacher/student with anything beyond disappointment and whether the teacher really teaches anything. "

"Today is the last day of our first quarter, and I had my IB Theory of Knowledge students work in groups of three to prepare presentations on this topic: How do each of the Ways Of Knowing - Perception, Language, Reason, and Emotion - help and hinder our search for knowledge. Give examples of each."

" According to the latest EQAO report, half of Ontario Grade 6 students don't meet the curriculum standard in math. That's a problem. But it's not the only one. What worries me is that only 13 per cent of students who didn't meet the provincial standard when they were in Grade 3 manage to catch up so they meet the standard for Grade 6. That's the lowest number on that indicator in five years. If you fall behind in math you stay behind. That's why it's important to get it right, not just at some vague moment in the future, but for kids who are in Ontario schools right now. Fortunately, every parent in Ontario is sure they know how to teach math. Many parents want to get rid of "discovery math," broadly defined as "doing it weird." If only that loopy Liberal government would teach math the way we learned it when we were kids, the theory goes, there'd be no problem. Sure, great, except for one thing. Very few parents I've met can perform more than the most rudimentary arithmetic for themselves. If you all learned math so well, why do you inch toward Junior's algebra homework with a cross and a bulb of garlic?"

"One thing that always interested me about History was the growing realisation that even the supposedly simplest and most straightforward facts are quite often shrouded in a mystifying narrative; a trail of sources that leaves the true story open to a range of opposing interpretations and outcomes. Whilst we may think we have answered all the questions and arrived at the correct conclusions about the sequences of events, a differing theory or discovery of a contradictory source can suddenly debunk the accepted. That is what makes learning History so fascinating; the mysteries. The definite mysteries that we may never solve or we can see evolving into an answer as decades move forward, or the certain chronicle that suddenly finds itself turning into a cryptic puzzle as later evidence emerges. Within us all is a person who wants to know the answers when challenged by the unknown, and to embrace the exhilaration of cracking a Sherlockian case. Instead of a just a 'Whodunnit?', exploring history mysteries involves a wider spectrum of narratives and therefore can offer a far more rich tapestry of skills including analysis, questioning and the evaluation of places, events and persons. Follow me down the rabbit's hole into the wonderland of history mysteries."

Jim Minstrell is a leading researcher in formative, diagnostic assessment approaches.  He represents the 'facet,'  as opposed to the 'learning progression theory of knowledge construction.  Through his study of student 'misconceptions,' he formulated a 'facet' apprach to assessment which takes into account student prior knowledge and is culturally sensitive.

"Every athlete knows what they should be doing in order to excel… at least in theory. For serious athletes, capturing their own personal fast-paced sports action for later analysis can be a very valuable training tool. Using Ubersense Coach, athletes or their coaches can record high-quality slow-motion video and "give feedback using the app's annotation tools.""

"Every teacher I've worked with over the last five years recalls two kinds of digital experiences with students. The first I think of as digital native moments, when a student uses a piece of technology with almost eerie intuitiveness. As digital natives, today's teens have grown up with these tools and have assimilated their logic. Young people just seem to understand when to click and drag or copy and paste, and how to move, merge and mix digital elements. The second I call digital naiveté moments, when a student trusts a source of information that is obviously unreliable. Even though they know how easy it is to create and distribute information online, many young people believe -- sometimes passionately -- the most dubious rumors, tempting hoaxes (including convincingly staged encounters designed to look raw and unplanned) and implausible theories. "

"Today while I was going through my Twitter feeds I came across this wonderful infographic created by exit ticket. The visual features six of the most celebrated pedagogues who have left some remarkable imprints on the literature and science of education and pedagogy. Each one of theses thinkers contributed with a theory that transformed the way teaching has been done over decad"

"A much-touted theory suggests that practising any skill for 10,000 hours is sufficient to make you an expert. No innate talent? Not a problem. You just practice. But is it true? "

"Reading well requires much more than just decoding textual input, it is rather a process of making meaning of text using a wide range of critical and intellectual skills and drawing on different cues . Close reading is one example of a theory that explicates the intricacies surrounding effective reading. In close reading, readers need to consider a set of criteria for a better comprehension of the text. Some of the these criteria include: Language, Narrative, Syntax, and Context."

"Is math ability genetic? Sure, to some degree. Terence Tao, UCLA's famous virtuoso mathematician, publishes dozens of papers in top journals every year, and is sought out by researchers around the world to help with the hardest parts of their theories. Essentially none of us could ever be as good at math as Terence Tao, no matter how hard we tried or how well we were taught. But here's the thing: We don't have to! For high-school math, inborn talent is much less important than hard work, preparation, and self-confidence."

"Timelines are a great way to showcase the development of a certain phenomena over time like, for instance, a historical event, an educational theory, a revolution...etc. As teachers and educators, we can have recourse to these tools to create illustrative timelines to share with our students in class. There are now several web tools that are free to use and which will let you create your first timeline in a matter of a few clicks. "

"Mathematicians tend to conjure images of ill-fitting pants and pen protectors, but one fashionable genius is changing that equation, at the same time his theories are adding efficiency to global industries. Cédric Villani is among the modern world's greatest mathematical minds. But he makes a point of dressing like a 19th-century aristocrat. Think three-piece suits, frilly shirts and ribbon-like cravats. His style, combined with his long hair; tall, rake-thin frame and collection of giant spider brooches have earned him the moniker "The Lady Gaga of mathematics."

"Imagine if we taught pilots to fly without ever letting them in a cockpit. Or gave them the keys to a commercial airplane without the required hours-or years-of hands on training and practice. Sure, we'd show them plenty of PowerPoint presentations and make them sit through a few seminars on the theory and physics of flight, but then we'd slap on a graduation cap and let them take off into the big blue sky. Not only would it likely be ineffective, it would be borderline criminal. Yet when it comes to professional development for classroom teachers, that's almost exactly what we do. Most professional development opportunities for educators are still lecture style - telling, showing, and explaining how something can be done. And when the 'learning' is finished, we push teachers onto the runway with a cabin full of students and wish them luck. Predictably, many crash and burn."

"I just learned from Tony Vincent that Math Tools iPad app is now free for a limited time. It used to cost $4.99. Math Tools is a great Math app that is designed specifically to cater to the math needs of kids and preschoolers. Math Tools comprises a collection of familiar math learning tools that allow young learners to: Learn to count Practice addition, subtraction, multiplication, division and times tables Develop an understanding of number ideas and number values Create number bonds Learn to use and practice multibase and number bond theories Challenge themselves through setting numbers and operations to create complex equations"

"Whether we're talking about preschool, elementary through secondary school, college, or even adult learners, I have serious objections to the idea that learning supposedly only comes via the eyes, the ears, and the seat of the pants. Schools -- and policymakers -- have for too long accepted the belief that learning best occurs while students are seated (and quiet, of course). The theory may have been understandable back when they didn't have the research to prove otherwise. But today we do."

"Research by the Penn Graduate School of Education (from the University of Pennsylvania), looking at 1 million students on 16 courses run through Coursera, showed that only half of those enrolled look at a single lecture and an average of 4% completed the course. Let's assume that there's nothing wrong with the product, and nothing wrong with the theory that easier access to education is No Bad Thing. It's something else. It's a commitment thing. It's too much to ask, too big a shift in 'consumer' behaviour, from directed learning to self-directed. So perhaps we should get used to this new style of learning in easier ways. Self-direction without the pressures. Accessing some of the finest academic minds, but because you want to, not because it's a compulsory step in your education paperchase. And if its education for its own sake, then look at these as a starting point. Six of the best/most intriguing free online courses focusing on science, from some of the best boffins around. Dip in, get used to the idea, and follow the video trails they offer til you find what you're intrigued and interested in. So dive in, make yourself clever…"

"GIS (Geographical Information Systems) is everywhere. From your smartphone to your tablet, location enabled devices are present in almost every household. With over 80% of all data having some type of spatial (or geographical) component, GIS and the principles of geographic data have relevancy everywhere. This course will introduce students to GIS and the principles of spatial data in their personal life as well as applications of GIS across various industries. Major components of the course include computer representation of geographic information, the basics of GIS databases, spatial analysis with GIS, and application areas of GIS. At the end of the course, students will have an understanding of elementary GIS theory and examples of GIS-based solutions in the world around them."

"If we are to be completely honest with ourselves, the concept or theory behind computer science in the curriculum is not new, well not within Early Years Education. If we stop and think for a minute, what is happening when we code? We end up with - Problem Solving. Plain and simple……Computer programmers, computer scientists……solve problem! Our young learners spend every day solving and overcoming problems and obstacles. As educators, we set up scenarios, we pose problems and we guide the children towards finding strategies. These challenges are often in Maths and Science lessons but we sometimes see them in Physical Education and language classes too. We always strive to relate these problem solving skills to contexts, it makes sense if children can relate to real life scenarios. And this is where coding fits in."