Skip to main content

Home/ BBN School/ Group items tagged learners

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Demetri Orlando

Show The Learner Visible Signs of Their Learning « Karl Kapp - 0 views

karlkapp.com/isible-signs-of-their-learning

mastery gaming

shared by Demetri Orlando on 14 Nov 14 - No Cached
  • One of the strengths of gamification is that it provides visible milestones of the student’s mastery of content in real time (when it is well designed). Too often in an instructional setting, the learner doesn’t know whether or not he or she really understands or can apply the knowledge they are learning. There is often no visible sign of mastery of the content or application of the content.
  • Demetri Orlando on 14 Nov 14
     
    A principle that ought to be applied in more learning environments (visible mastery/ability to solve a problem)
Megan Haddadi

What's Worth Learning in School? | Harvard Graduate School of Education - 0 views

www.gse.harvard.edu/...whats-worth-learning-school

education information expertise achievement future learning

shared by Megan Haddadi on 19 Feb 15 - No Cached
  • Indian leader Mahatma Gandhi was getting on a train. One of his sandals slipped off and fell to the ground. The train was moving, and there was no time to go back. Without hesitation, Gandhi took off his second sandal and threw it toward the first. Asked by his colleague why he did that, he said one sandal wouldn’t do him any good, but two would certainly help someone else.
  • It was also a knowledgeable act. By throwing that sandal, Gandhi had two important insights: He knew what people in the world needed, and he knew what to let go of.
  • crisis of content
  • ...10 more annotations...
  • information, achievement, and expertise.
  • ifeworthy — likely to matter, in any meaningful way, in the lives learners are expected to live.
  • Knowledge is for going somewhere,” Perkins says, not just for accumulating.
  • Just as educators are pushing students to build a huge reservoir of knowledge, they are also focused on having students master material, sometimes at the expense of relevance.
  • The achievement gap asks if students are achieving X. Instead, it might be more useful to look at the relevance gap, which asks if X is going to matter to the lives students are likely to lead.
  • the encyclopedic approach to learning that happens in most schools that focuses primarily on achievement and expertise doesn’t make sense.
  • we need to rethink what’s worth learning and what’s worth letting go of — in a radical way
  • With high-stakes testing, he says, there’s a fixation on “summative” versus “formative” assessment — evaluating students’ mastery of material with exams and final projects (achievements) versus providing ongoing feedback that can improve learning.
  • “students are asked to learn a great deal for the class and for the test that likely has no role in the lives they will live — that is, a great deal that simply is not likely to come up again for them in a meaningful way.”
  • “As the train started up and Gandhi tossed down his second sandal, he showed wisdom about what to keep and what to let go of,” Perkins says. “Those are both central questions for education as we choose for today’s learners the sandals they need for tomorrow’s journey.”
  • Megan Haddadi on 19 Feb 15
     
    David Perkins discusses what's worth learning.  We teach a lot that doesn't matter.  There's also a lot we should be teaching that would be a better return on investment.  
Demetri Orlando

The Essence of Authentic Learning @ SLA : 2¢ Worth - 0 views

davidwarlick.com/2cents

authentic

shared by Demetri Orlando on 27 Jan 13 - No Cached
  • The linchpin effect of authentic learning is that.. The value of what is being learned is obvious to the learnerAndDoes not have to be explained by the teacher. There is great powerWhen the learning whyIs part ofThe learning how.
Demetri Orlando

UVA Med School Embraces Innovative Teaching - 0 views

uvamagazine.org/...adjusting_the_prescription

pbl innovation

shared by Demetri Orlando on 04 Mar 11 - No Cached
  • they are expected to graduate with the habits of mind—curiosity, skepticism, compassion, wonder—that will prepare them to be better physicians
  • About half of all medical knowledge becomes obsolete every five years. Every 15 years, the world’s body of scientific literature doubles.
  • better integration of formal knowledge and clinical experience and a learning process that is individualized, not one-size-fits-all
  • ...8 more annotations...
  • One of the goals of this whole model—of having students do a lot of the learning themselves rather than passively listening—is that they need to be lifelong learners
  • Gone is the traditional 50-minute lecture. (Also gone is paper, for the most part.) The students have completed the assigned reading beforehand and, because they’ve absorbed the facts on their own, class time serves another purpose. Self-assessment tests at the start of class measure how well they understand the material. Then it’s time to do a test case, to reinforce their critical thinking and push their knowledge and skills to another level.
  • The room’s interactive technology allows her to link to students’ laptops; it also enables their work to be broadcast onto the big screens. Instead of a blackboard, she can use a document camera, which is like an overhead projector, allowing her to write or draw a diagram that will project on the screens. Absentees can view a podcast of the session.
  • We’re trying to create a situation in which they are thinking as a physician working with a patient, not as a professional test taker,
  • Immediately following the exercise, students move to a separate room where, still highly energized, they watch the video and reflect on their decision making as physicians in that particular situation.
  • studies in modern learning theory indicate that hour-long lectures are not the best way to teach students because the average attention span for listening to one is about 12 minutes.
  • The circular learning studio, Pollart notes, is designed for learning, not teaching.
  • There was some initial resistance. Some faculty felt a little offended
  • Demetri Orlando on 04 Mar 11
     
    a lot of these ideas are applicable to k-12
Megan Haddadi

The Future of Media: A MUST watch video from Chris Brogan | Angela Maiers Educational S... - 1 views

www.angelamaiers.com/...h-video-from-chris-brogan.html

media

shared by Megan Haddadi on 06 May 11 - No Cached
  • Megan Haddadi on 06 May 11
     
    Chris Brogan, A-list blogger and social media extraordinaire, just posted a video about what the future of media might look like. What Chris came up with, rings familiar to the themes discussed in this years Horizon Report (A MUST read for every educator.) If we are to help students and education as an institution take advantage of what the online world allows, we need to seriously take note of what Chris and many others are saying. Chris has come up with seven ideas on how the future of media will evolve.
Demetri Orlando

Getting Schools Ready for the World - Educational Leadership - 0 views

www.ascd.org/...hools-Ready-for-the-World.aspx

WillRichardson

shared by Demetri Orlando on 15 Jan 19 - No Cached
  • 1. Articulate the Abilities Needed To begin, schools need to clearly articulate the abilities that they need to develop in students. For example, the Albemarle, Virginia, School District has identified a dozen "Lifelong Learner Competencies" that are the focus of practice in the classroom. They include things like ▪ Gather, organize, and analyze data; evaluate processes and products; and draw conclusions. ▪ Think analytically, critically, and creatively to pursue new ideas, acquire new knowledge, and make decisions. ▪ Apply and adapt a variety of appropriate strategies to solve new and increasingly complex problems. ▪ Participate fully in civic life, and act on democratic ideals within the context of community and global interdependence. ▪ Apply habits of mind and metacognitive strategies to plan, monitor, and evaluate one's own work.
1 - 8 of 8
Showing 20▼ items per page