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3D Printing Enhances Student-Centered Learning | Getting Smart - 0 views

www.gettingsmart.com/...nces-student-centered-learning 3Dprinting enhances student learning makered innovation
shared by John Evans on 30 Apr 18 - No Cached
  • John Evans on 30 Apr 18
     
    "We are in an exciting time in education, where innovative topics like Design Thinking, Rapid Prototyping, Entrepreneurism, Engineering Design, High Quality Project-Based Learning, and The Future of Work are at the center of discussion. How can we give our students the chance to master content knowledge while integrating these student-centered approaches to education in the classroom? For the last five years, 3D printing has been an important part of my classroom because it encourages an innovation mindset, exposes students to elements of design thinking, and fosters self-directed learning."
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10 Reasons To Use Inquiry-Based Learning In Your Classroom - - 1 views

www.teachthought.com/...sed-learning-in-your-classroom inquiry based learning inquiry learning classroom
shared by John Evans on 13 Mar 18 - No Cached
  • John Evans on 13 Mar 18
     
    "We've talked about how and when to use inquiry-based learning-and apps for inquiry-based learning, too. What we haven't done-explicitly anyway-is looked at the reasons for doing so. While the benefits might seem obvious (student-centeredness, critical thinking, self-directed learning, etc.), the graphic above by famed sketch-noter Sylvia Duckworth based on a session by Trevor Mackenzie captures a lot of these ideas in a single visual."
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What Motivates Maker Educators? | EdSurge News - 2 views

www.edsurge.com/...what-motivates-maker-educators maker educators motivation
shared by John Evans on 08 Oct 16 - No Cached
  • John Evans on 08 Oct 16
     
    "Who are the people spearheading maker education? And what motivates them? These are just a few of the questions behind a new study (PDF) from SRI International on the Maker Education Initiative. According to the report, many maker educators believe "making can help students develop real-world skills" such as creativity, problem-solving acumen, critical thinking and perseverance, along with "dispositions associated with positive work and life outcomes." They also find that making can be both a social and self-directed activity that "builds empowerment and participants' sense of agency.""
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10 things Teachers Want in Professional Development | Powerful Learning Practice - 8 views

plpnetwork.com/...chers-professional-development professional development teacher
shared by John Evans on 01 May 17 - No Cached
  • John Evans on 01 May 17
     
    "While on Twitter today this graphic caught my eye. It was posted by @MindShiftKQED linking to an article on their blog. The sketch itself was created by Sylvia Duckworth and it definitely caught my attention. I began to think about the kinds of professional learning we offer at Powerful Learning Practice and asked myself if we were honoring what teachers want. We are a small, intimate group here at PLP, but we have huge hearts and an extensive amount of combined experience both in and out of the classroom when it comes to pedagogy and future ready learning. No one works harder and thinks deeper than the folks at PLP who selflessly plan and offer the coaching, professional learning, e-courses, and products available on our site. I am grateful for each instructor's drive and ability to be self directed, conscientious and caring toward our clients. But I was curious if what we do we aligns with this list of teacher wants? And more importantly, should we? Was anything important missing from this list?"
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DIGITAL LEARNING ENVIRONMENTS: Teachers' Challenges for 21st Century Learning - 9 views

www.guide2digitallearning.com/...allenges_21st_century_learning learning digital environments teacher challenges
shared by John Evans on 07 Jul 10 - Cached
  • Recreating and retooling the teaching practice is a must to well serve students in today’s 21st century learning ecosystem. The real question isn’t ‘will we need teachers’, but ‘what will teachers need to be able to do’ in the new environment.
  • The teachers’ challenge is threefold.  One – to change his/her own foundational beliefs and practices; two – to coach students to become self-directed learners where they do two thirds of the heavy learning lifting toward achievement; three – integrate technologies in meaningful, relevant ways. Each of these is a challenge that requires high quality employee-directed and employer-directed professional development.
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How To Use Technology To Increase Student Achievement Is Not a Mystery! -- THE Journal - 0 views

thejournal.com/...Not-a-mystery.aspx how to technology increase student achievement journal
shared by Phil Taylor on 30 Jan 14 - No Cached
  • redesigning the curriculum to take advantage of the affordances of the 1-to-1 mobile devices that were being used. The technology was not bolted onto an existing curriculum
  • Most importantly, they developed into a community of practice — a professional group of educators who work with each other, who support each other
  • Adding technology to direct-instruction, paper-and-pencil-based pedagogy, will have little impact
  • ...3 more annotations...
  • the school had a vision
  • emphasized inquiry pedagogy along with the development of key 21st century skills such as self-directed learning and collaborative learning
  • One-to-one is the only way to go
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Makerspace for Education - Home - 0 views

www.makerspaceforeducation.com makerspace makered
shared by John Evans on 11 Apr 16 - No Cached
  • The primary goal of both constructivism and constructionism is to have learners create their own knowledge by creating and interacting with physical objects. It has clear connections to media literacy as well as to self-directed learning. Innovative researchers, and those who wish to see schools develop 21st century learners with the skills to work in today’s multidimensional career settings, know constructivism and constructionism are necessary methods.
  • “Ultimately, the outcome of maker education and educational makerspaces leads to determination, independence and creative problem solving, and an authentic preparation for the real world through simulating real-world challenges. In short, an educational makerspace is less of a classroom and more of a motivational speech without words” (Kurti et al., 2014, p. 11).
  • At the heart of this movement is the understanding that “learning happens best when learners construct their understanding through a process of constructing things to share with others” (Donaldson, 2014, p. 1). 
  • John Evans on 11 Apr 16
     
    "​The purpose of Makerspace for Education is to provide educators with a hands-on, creative, user friendly, "anytime, anyplace", professional development tool that can be used as part of a community of practice. It allows educators to inform themselves, with tools at their fingertips, on the various aspects of the makerspace as they are ready. Using interactive tools that allow access to necessary information, directly from a user-friendly interface and based on the key frameworks of constructionism and constructivism, makerspace, design thinking and media literacies, teachers will have the tools they need to begin, or continue, their makerspace journeys. This site will evolve and grow as the participating educators add to the content and support the construction of knowledge. "
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Broadband, Social Networks, and Mobility Have Spawned a New Kind of Learner -- THE Journal - 5 views

thejournal.com/...ial-networks-and-mobility.aspx social networks leaning pew research education
shared by Phil Taylor on 09 Jan 12 - No Cached
  • the near ubiquity of mobile computing is producing a fundamentally new kind of learner, one that is self-directed, better equipped to capture information, more reliant on feedback from peers, more inclined to collaborate, and more oriented toward being their own "nodes of production."
  • "We've all got audiences now on Twitter and Facebook," Rainie said. "Everybody can be a publisher and broadcaster; students in particular are taking advantage of tha
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