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julielyncarlson

11 Strategies To Promote Inclusion In The Clasroom - 0 views

stanfield.com/ote-inclusion-in-the-classroom

inclusion in the classroom tools

shared by julielyncarlson on 06 Sep 21 - No Cached
  • Inclusion is better for kids with special needs because they can see other ‘typical’ kids and emulate them. They get an opportunity to learn acceptable social behaviors and to learn from their peers.
  • Kids social and emotional needs also must be considered.
  • The more kids with special needs are included the more their peers start to see the kids for who they are.
    • julielyncarlson
      julielyncarlson on 06 Sep 21
       
      Kids are kids.
  • ...10 more annotations...
  • Build Relationships:
  • Encourage Interaction:
  • Educate Yourself:
  • Celebrate Diversity:
  • Education leads to understanding
  • Strengths-Based Approach:
  • Teaching Strategies For Inclusion
  • “I do, We do, You do”
  • Have a Positive Attitude:
  • Inclusion is good for all students.
julielyncarlson

Effective Teaching Practices for Students in Inclusive Classrooms | W&M School of Educa... - 1 views

education.wm.edu/...effectiveteach

inclusive classroom methods

shared by julielyncarlson on 06 Sep 21 - No Cached
  • Collaborate with special education teachers, related service providers, and paraprofessionals on a regular basis
  • at least once a week
  • Teachers alternate roles of presenting, reviewing, and monitoring instruction.
  • ...11 more annotations...
  • Be aware of student needs and provide the accommodations
  • Students are divided into mixed-ability groups
  • One person teaches, reteaches, or enriches a concept for a small group, while the other monitors or teaches the remaining students.
  • Differentiate instruction
  • Tips for Classroom Management
    • julielyncarlson
      julielyncarlson on 06 Sep 21
       
      How do I incorporate accommodations into the classroom rules? What do I need to think about here?
  • Think "universal design" when planning instruction. "
  • Provide opportunities for students to work in small groups and in pairs.
  • graphic organizers
  • "I do" (teacher model), "We do" (group practice), and "You do"
  • think, pair, share"
  • Teach learning strategies along with content material.
Siri Anderson

Division of Labor - Contemporary Divisions Of Labor - Gender, Cohabitation, Theory, Fam... - 0 views

family.jrank.org/...temporary-Divisions-Labor.html

shared by Siri Anderson on 23 Jan 11 - No Cached
  • Nevertheless, the average married woman in the United States did about three times as much cooking, cleaning, laundry, and other routine housework in the 1990s as the average married man. Household work continues to be divided according to gender, with women performing the vast majority of the repetitive indoor housework tasks and men performing occasional outdoor tasks (Coltrane 2000).
  • Getting married increases women's domestic labor, whereas it decreases men's.
  • Educational differences between spouses are rarely associated with divisions of labor, and men with more education often report doing more housework, rather than less, as resource theories predict. Similarly, total family earnings have little effect on how much housework men do, though middle-class men talk more about the importance of sharing than working-class men. Some studies show that spouses with more equal incomes— usually in the working class—share more household labor, but women still do more than men when they have similar jobs
  • Siri Anderson on 23 Jan 11
     
    stats on gender and household responsibilities in the US today
Betsy Brokaw

Gold mining - Bing Videos - 0 views

www.bing.com/...54b8c6b388406a362-463744991371

video

shared by Betsy Brokaw on 02 Feb 11 - No Cached
  • Betsy Brokaw on 02 Feb 11
     
    This is a YouTube video of what it looks like in the mines and what the miners actually do. It shows the equipment used and how they move the equipment form place to place.
  • Betsy Brokaw on 02 Feb 11
     
    This clip can get long and boring to watch, but I think it's interesting what the inside of mines look like and what the miners actually do. I'm wondering the hearing lose that must occur for the workers?
Siri Anderson

Visualizing School Equity | Learning for Justice - 0 views

www.learningforjustice.org/...visualizing-school-equity

Lesson Improvement

shared by Siri Anderson on 10 Oct 21 - No Cached
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 7I. Where the teacher is supporting and expanding expression through speaking, writing, or other media. This is happening through connections and building relationships with other schools in different districts and creating a portfolios about the facilities at the schools. Once these portfolios are exchanged they will then use the insights to create their own Student Bill of Rights. This will allow students another perspective to look at, think about, and reflect on.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      Yes this is 7I
  • Form a partnership with a teacher in another district. You will ask your students to assemble a portfolio documenting the facilities at their school (through lists, narratives or photos); your partner teacher will ask her/his students to do the same. Classes can exchange portfolios. Each class can use the insights from the exchange to draft their own Student Bill of Rights. 
  • 3. Ask to students to present their posters to the entire class. 
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 3G where we are using student's thinking and experiences as a resources in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written and other samples of student thinking. This will allow students to look at public information on the per-student funding in the best and least funded schools. They will then present their findings to their peers while listening to others findings and thoughts.
  • ...6 more annotations...
  • 4. Circle back to the “Crossing the Gap” story by ask students to vote on the following proposition: An explicit right to equal per-student funding should be added to the Illinois Council of Students' Bill of Rights. Once your students have voted “yes” or “no” to the proposition, ask each group to present their decision, and three reasons supporting it, to the class as a whole. 
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 4E where we understand how a students learning is influenced by individual experiencs, talents, and prior learning, as well as language, culture, family, and community values. This will allow students to look at their findings and how they think they have affected their choices. This will also allow students culture, family, and community values to play a part in their decision making. School and education is very important to different cultures, individual families, and communities. This will affect how students vote. This will also tap into 3G by encouraging discussion and support of the way they have voted.
  • Then have students find the per-student funding levels (listed in dollar amounts) for the best-funded district, least-funded district, and their own district.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to students individual experiences with their own schools funding to see how it affects them,. This will allow them to connect to and build off this scaffolding.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 4E.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      OK yes
  • Have students create a chart illustrating the funding gap between the best-funded and least-funded districts in the state, along with the per-student funding for their district.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 7I. Where students will create other media in the form of a chart to expand their learning to see the gap in funding between their school, the best funded school, and the least funded school.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      yes
  • Have students brainstorm a list of useful educational items that could be purchased with the funding gap money for the least-funded district and/or their own district.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 3G. Students are actively engaging in inquiry by looking at the gap and figuring what they think could be funded in the least funded school. Things that they may use or see as beneficial in their own school.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      The benefit in 3G is to the teacher, when we elicit student thinking it helps us tailor instruction to meet their needs. The standards are teacher standards, not student standards.
  • • learn about inequities in the system and begin to question why those inequities exist by examining the funding gap in their own state.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 3g. Students will be using their experiences in their school to think about why this funding gap exists . They will then brainstorm ways that they money could benefit the least funded school through oral and written activities.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      I don't see how looking at experiences in their own education will help students understand "why" funding gaps exist.
  • • A large portion of public school funding comes from local property taxes. The funding gap exists when higher tax revenues mean much more school funding is available to wealthy communities than to poor communities.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This could connect to 7I by allowing students to consider if this is fair and how we can look into and prevent this gap in funding. Do they think that this is fair, with wealthy communities paying a higher tax revenue? How do they think they could solve this.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      Standard 7I is about eliciting student communication in written or other forms. I don't see how this demonstrates that.
gracejohn2021

Paulo Freire | Internet Encyclopedia of Philosophy - 0 views

iep.utm.edu/freire

shared by gracejohn2021 on 22 Sep 21 - No Cached
  • To promote democratic interactions between people, Freire suggests that teachers problematize the issue being discussed.  When issues or questions are problematized by teachers who work through critical pedagogy, readily made answers are not available.  Students realize that although some questions do have clear-cut answers, many of our deeper questions do not have obvious answers.  When students learn that teachers are human beings just as everyone else, and that teachers do not know everything but that they are also learners, students then feel more confident in their own search for answers and more comfortable to critically raise questions of their own.  The banking method denies the need for dialogue because it assumes that the teacher is the one who possesses all the answers and the students are ignorant and in need of the teachers’ knowledge. In order to problematize a subject, the teacher assumes a humble and open attitude.
    • gracejohn2021
      gracejohn2021 on 22 Sep 21
       
      How could you promote independent problem-solving in the classroom without leading students along the way?
Bill Olson

Critical pedagogy: schools must equip students to challenge the status quo | Teacher Ne... - 0 views

www.theguardian.com/...ogy-schools-students-challenge

critical classroom implement doing schools cultural literacy opinion

shared by Bill Olson on 24 Sep 21 - No Cached
  • The pedagogy popularised by E.D.Hirsch, and recently promoted by the likes of Civitas, reduces teaching into nothing more than a bleak transmission model of learning.
  • "cultural literacy".
  • But Hirsch's "cultural literacy" is a hegemonic vision produced for and by the white middle class to help maintain the social and economic status quo.
  • ...8 more annotations...
  • Young people who enter the educational system and don't conform to this vision are immediately disadvantaged by virtue of their race, income or chromosomes.
  • Moreover, teaching a prescribed "core knowledge" instills a culture of conformity and an insipid, passive absorption of carefully selected knowledge among young people.
  • The narcissistic notion that we can help underprivileged students by providing them with teachers who are privileged young graduates from elite institutions is a mistake.
  • Teachers can't ignore the contexts, culture, histories and meanings that students bring to their school.
  • Working class students and other minority groups need an education that prepares them with the knowledge of identifying the problems and conflicts in their life and the skills to act on that knowledge so they can improve their current situations.
  • School leaders have a duty to promote learning that encourage students to question rather than forcing teachers to lead drill-oriented, stimulus-and-response methodologies.
  • Students need the freedom and encouragement to determine and discover who they are and to understand that the system shouldn't define them – but rather give them the skills, knowledge and beliefs to understand that they can set the agenda.
  • The philosophy was first described by Paulo Freire and has since been developed by the likes of Henry Giroux, Peter McLaren and Roger Simon. Critical pedagogy isn't a prescriptive set of practices – it's a continuous moral project that enables young people to develop a social awareness of freedom. This pedagogy connects classroom learning with the experiences, histories and resources that every student brings to their school. It allows students to understand that with knowledge comes power; the power that can enable young people to do something differently in their moment in time and take positive and constructive action.
  • Bill Olson on 24 Sep 21
     
    This article is an opinion piece about why critical pedagogy is important to teach to students. What do you think the best way to support your underprivileged students is?
Kelly Nuthak

Top 10 questions teachers are asked at job interviews | Career advice | The Guardian - 0 views

www.theguardian.com/...ob-interview-questions-top-ten

questions interview education

shared by Kelly Nuthak on 10 Apr 22 - No Cached
  • Top 10 questions
  • If I walked into your classroom during an outstanding lesson, what would I see and hear?
  • animated discussions, students clearly making progress as evidenced in oral and written contributions. High quality visual displays of students' work showing progress. High levels of engagement. Behaviour that supports learning."
  • ...12 more annotations...
  • Can you tell me about a successful behaviour management strategy you have used in the past that helped engage a pupil or group of pupils?
  • expect to hear things like: to improve skills and independent learning; to encourage team work; to gain a qualification; for enjoyment (very important, rarely mentioned); to enhance other subjects; to develop literacy, numeracy and ICT skills; to improve career prospects; self discipline; memory development; to encourage life-long learning in that subject.
  • Why do we teach x in schools?
  • If you overheard some colleagues talking about you, what would they say?
  • Why do you want to work in special education?
  • Why do you want to work in this school?
  • We want to see clear indications that candidates have done background work about our school and can talk about why the way we work appeals to them. We'd always want candidates to have visited the school so they should be able to flesh this out with specific examples of what they thought based on their visit.
  • A question that is specific to the candidate's letter of application
  • What are the key qualities and skills that students look for in teachers?
  • "Liking young people. Fairness. Consistency. Sense of humour. Passion for their subject. Good at explaining new concepts/ideas. Able to make the topic or subject relevant. Able to make everyone feel comfortable and confident about contributing."
  • Evaluate your lesson
  • If we decided not to appoint you, what would we be missing out on?
Katelyn Karsnia

The-Personal-Care-Attendant-Program.pdf - 1 views

ABCSoup ED3780 Siri PCA

shared by Katelyn Karsnia on 19 Mar 22 - No Cached
  • The types of care and services you require depend upon how much assistance you need with your Activities of Daily Living (ADLs). These are the activities that are essential to day-to-day functioning such as: • Bathing • Dressing • Toileting (assistance going to the bathroom) • Incontinence (lack of bladder or bowel control) • Eating, and • Transferring (getting in and out of bed or chair).
  • primary role of a personal care attendant is to “fill in the gaps” so that the highest level of independence and socialization in the community can be achieved
  • Through this personalized service, program participants receive hands-on care, help with social and business affairs, such as escorting while doing errands or visiting friends, going on walks and outings, opening and reading mail, paying bills and making light meals.
  • ...3 more annotations...
  • REFERRAL Screen for Initial Eligibility Placement on wait list until slot a v ailable Referral to Access Agency Care Manag er Assessment
    • Katelyn Karsnia
      Katelyn Karsnia on 19 Mar 22
       
      This diagram shows referral process for a PCA
  • To qualify for personal care attendant services you must: • Be between the ages of 18 and 64 • Have a long-term health condition that requires hands on care with at least two activities of daily living such as bathing, dressing, eating, and walking. • Meet financial eligibility requirements • Be able to supervise the personal care attendant or have a conservator who do can do it
  • P articipan t Fiscal Agent Case Manag er Other Supports
    • Katelyn Karsnia
      Katelyn Karsnia on 19 Mar 22
       
      This diagram shows how the PCA program works and who benefits from what role
  • Katelyn Karsnia on 19 Mar 22
     
    Determines who is eligible for PCA and an explanation of what a PCA does in regard to what an individual needs based on their enrollment/eligibility
clwisniewski

Accommodations & Modifications - Teaching Students with Visual Impairments - 2 views

www.teachingvisuallyimpaired.com/mmodations--modifications.html

shared by clwisniewski on 17 Nov 21 - No Cached
  • Accommodations do not reduce grade level standards but rather help provide access to the course content. They do not alter the amount or complexity of the information taught to the student. Accommodations are changes in the program from a way things are typically done so that a student with a disability can have equal opportunity to participate and allow the student to be successful. These changes do not substantially or fundamentally lower or alter the standards.
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      A group thing to remember, not only with this impairment, but when making all accommodations.
  • Be based on current individualized needs;Reduce the effect of the disability to access the current curriculum;Be specific about where, when, who and how the accommodations will be provided;Include current input from parents, teachers, student, and therapists;Be based on current specific needs in each content area.
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      Again, great to remember with all accommodations!
  • Changes in the medium used:braillelarge printaudiotapeelectronic textoral testing/scribing Changes made in the way materials are presentedCopies of overhead projector/smartboard activities to be viewed at his/her desk as needed.The teacher or presenter should verbalize all information as it is written on the board or overhead. Information presented on the board should be in a high contrast color. Use a slant-board to position papers appropriately for reduced visual strain and to avoid glare.The computer screen should be eye level and tilted to avoid glare.Use recorded text as needed.Classroom recording of lectures/instruction by the student.Large Print textbooks/materials.Braille textbooks/materials.Clear, dark copies of worksheets.Use of a reading guide to assist in keeping place while reading and completing worksheets.Present materials against a plain backgroundUse a good contrast background and present on a contrasting tray or mat. Time requirements:Time and a half or double timeConsideration for the student's reading/writing speedConsideration for the time needed to use adaptive equipmentConsideration for eye fatigue and scanning ability Changes in the way students demonstrate learningModified assignments (when appropriate and needed) to accommodate visual fatigue (extended time and/or shortened amount of assignments).Avoid activities requiring extensive visual scanning.Avoid visually cluttered materials.Allow students to use (bold marker, 20/20 pen, mechanical pencil, or another unique writing tool) to complete assignments.Use of bold line paper.Use of raised line paper.Abbreviated homework assignment (includes all concepts, just fewer items).Shorter written assignment.Oral testing. Changes in Setting: preferential seating in the classroom for all films, assemblies and demonstration lessons.seated facing away from windows.permission to move about the room as needed to see information presented away from his/her desk. Changes in the Setting: EnvironmentAvoid glare in general from overhead lights. Consider placing light filters on fluorescent lights.Open and close doors fully (a half-open door can be a dangerous obstacle).Eliminate unnecessary background noise. Consider isolation headphones.Eliminate clutter from the room, particularly in aisles and movement paths.Place materials in consistent places so that students know where particular items are always located.Preferential locker position and locks with keys vs. combination locks.Use of task lighting as needed.
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      An INCREDIBLE list of accommodations that are available when/if working with a student that has a visual impairment
  • ...2 more annotations...
  • Modifications lower the learning expectations and should only be used if this is the only way for the student to be successful. Parents must understand if modifications to grade level standards are being made, their child may be at risk for not meeting graduation requirements.
    • clwisniewski
      clwisniewski on 17 Nov 21
       
      Important to remember! We can make accommodations for students, but not to change the expectations unless approved by the school
  • Reducing assignments so a student only completes the easiest problems;Altering assignments to make them easier;Requiring a student to learn fewer materials that are required by the State's academic content standards; Providing help to a student via hints or clues to the correct answers on assignments and tests.
    • clwisniewski
      clwisniewski on 17 Nov 21
       
      If we have a visually impaired student that needs modifications, these are ways to help, which can be indicated on their IEP
Jill Ollmann

What Do Those Codes On Stickers Of Fruits And Some Veggies Mean? - 1 views

www.drfranklipman.com/f-fruits-and-some-veggies-mean

organic genetically modified fruits and vegetables

shared by Jill Ollmann on 19 Mar 12 - No Cached
  • Jill Ollmann on 19 Mar 12
     
    This short article tells you the information found in the little stickers found on the fruits and vegetables you buy.
joci wicht

5 Foods To NEVER Eat | Beyond Diet - 1 views

www.beyonddiet.com/...landing

foods diet education

shared by joci wicht on 10 Mar 12 - No Cached
  • joci wicht on 10 Mar 12
     
    Although the site is heavily related to diet based information, it's really a concise video about food and eating. I remember watching it a long time ago, and it fit with the rest of the information and research on food and diet i was doing, and I just happened to bump into it again although I forgot all about this site. =)
Siri Anderson

GEOFEST Minnesota - 0 views

www.macalester.edu/...index.htm

NCSS Global Connections NCSS People Places and the Environment NCSS Production Distribution and Consumption

shared by Siri Anderson on 06 Sep 09 - Cached
  • Siri Anderson on 06 Sep 09
     
    This is an amazing resource from the MAGE center at Macalester. Click on each of the sessions at the top to see a list of free curriculum resources on Social Studies themes. Also look for opportunities to do free education forums with this group. Very useful materials!
Siri Anderson

100 Useful Online Calculators and Conversion Tools for Science Students « - 0 views

onlineengineeringdegree.com/?p=56

math science economics NCSS Production Distribution and Consumption calculators online tools

shared by Siri Anderson on 27 Aug 09 - Cached
  • Siri Anderson on 27 Aug 09
     
    This list will let you do all sorts of Social Studies related math with students and begs the question: Would we be in this economic situation if social studies standards had more specific content around personal finance?
Sarah Emery

World Flags and Geography - 0 views

www.enchantedlearning.com/...flags

NCSS Individuals Groups and Institutions

shared by Sarah Emery on 07 Oct 09 - Cached
  • Sarah Emery on 07 Oct 09
     
    This site has a collection of flage printouts and different activities to do-great source. There is also a bunch of materials for Geography (you name it-probably be able to find).
Siri Anderson

The Fischbowl: Transparent Algebra: Homework - 0 views

thefischbowl.blogspot.com/...nsparent-algebra-homework.html

homework Pedagogy 3350 social_studies instructional_time ROI

shared by Siri Anderson on 23 Sep 10 - Cached
  • Siri Anderson on 23 Sep 10
     
    What do you think of this homework policy idea? I've often thought that soon we will be able to assign movies as homework and just have students watch a 2 hour movie at home and then process it in school rather than using critical time with them for the viewing part. I know that seems far away for some areas, but in the metro area I think we are getting close.
  • RACHAEL SCHUMER on 29 Sep 10
     
    It goes back to that 1 out of 100 video. So many people do not have technology whenever they like. It makes me nervous that the more we phase out traditional, and include technological, the wider the learning gap might become? Also, I'm not sure how parents would feel about their children being on the computer or TV at night after school for a 'school' related project. Whether parents capitalize on evening hours or not, that might be the only little bit of time students have to interact with their parents during the day, I wouldn't want to take that away.
Siri Anderson

Blogging About The Web 2.0 Connected Classroom: Why Do We Have To Learn This? - 0 views

web20classroom.blogspot.com/...-do-we-have-to-learn-this.html

blogging web2.0 education medialiteracy

shared by Siri Anderson on 22 Sep 10 - Cached
  • Siri Anderson on 22 Sep 10
     
    Consider this in terms of Understanding by Design
Siri Anderson

YouTube - How Google Apps is Used in Schools (IS 339) - 0 views

www.youtube.com/watch

google school-improvement urban-education social_studies

shared by Siri Anderson on 15 Sep 10 - No Cached
    • Siri Anderson
      Siri Anderson on 15 Sep 10
       
      This video has some very interesitng comments about changes in individual development and identify. What do you think?
  • Siri Anderson on 15 Sep 10
     
    What do you think? Laptops and google as a panacea for failing schools?
Siri Anderson

Paradigms Restrained: Implications of New and Emerging Technologies for Learning and Co... - 1 views

quod.lib.umich.edu/...text-idx

Instructional Design MediaLiteracy technology cognition critical_thinking objectivism EdPsych Pedagogy

shared by Siri Anderson on 14 Feb 10 - Cached
  • Instructional technology seeks to disprove the idea that "great teachers are born, not made."
  • "Students today can't prepare bark to calculate their problems. They depend on slates, which are more expensive. What will they do when the slate is dropped and it breaks? They will be unable to write." From a Teachers Conference, 1703. "Students today depend on paper too much. They don't know how to write on a slate without getting chalk dust all over themselves. They can't clean a slate properly. What will they do when they run out of paper?" From a principal's publication, 1815. "Students today depend too much on ink. They don't know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil." From the National Association of Teachers Journal, 1907. "Students today depend on store-bought ink. They don't know how to make their own. When they run out of ink they will be unable to write words or cipher until their next trip to the settlement. This is a sad commentary on modern education." From The Rural American Teacher, 1928. "Students depend on these expensive fountain pens. They can no longer write with a straight pen and nib. We parents must not allow them to wallow in such luxury to the detriment of how to cope in the business world, which is not so extravagant." From the Parent Teachers Association Gazette, 1941. "Ballpoint pens will be the ruin of education in our country. Students use these devices and then throw them away. The American values of thrift and frugality are being discarded. Business and banks will never allow such expensive luxuries." From Federal Teachers, 1950.
  • What this suggests is that all technologies, be they things that plug in or advances in thought, have various affordances that make them at times useful and at times not useful. The trick is to figure out what makes them useful in what situations in order to leverage their strengths and avoid their weaknesses.
  • ...15 more annotations...
  • Organizational instructional strategies are those decisions the instructional designer makes when designing learning activities. The most important of these decisions is how the designer will assist learners to process new information and to process at a deeper level, producing meaningful learning, whether or not a teacher is presen
  • The choice of strategy is based on the designer's belief in the independent existence of knowledge: does it exist without the learner? Which epistemological approach to learning a designer espouses will have great impact on the organizational instructional strategy selected for use.
  • The goal of learning from the objectivist perspective is to communicate or transfer complete and correct understanding to the learner in the most efficient and effective way possible
  • In simple terms, objectivism holds that learners are the passive receivers of knowledge.
  • Cognitivism requires that learners devise methods for learning content.
  • Cognitivism recognizes that most people must develop a method of processing information to integrate it into their own mental models. The most recognizable mechanism in cognitive theory may be the definition of short term and long-term memory, and the need then to devise learner-appropriate methods of moving information from short-term memory to long-term memory. Learners must develop methods to learn how to learn. Consequently, interest in critical thinking skills has become fashionable in education. In terms of what this means for learning, it may be said that the truths are absolute in terms of what people are supposed to learn, but that we provide them latitude in how they arrive at those truths.
  • nchored instruction is simply the idea that learning should be centered on problems.
  • he major differences between objectivism and constructivism involve beliefs about the nature of knowledge and how one acquires it. Objectivists view knowledge as an absolute truth; constructivists are open to different interpretations depending on who is interpreting. Objectivists believe learning involves gaining the answer; constructivists believe that because there are many perspectives, a correct answer is a limiting factor in learning. Constructivists say learning should focus on understanding and it may involve seeing multiple perspectives.
  • Transfer of inert knowledge from one context to another unfamiliar context (i.e. the real world) is difficult and unlikely.
  • Constructivism, described by von Glaserfeld (1977) as an alternate theory of knowing, is the belief that knowledge is personally constructed from internal representations by individuals who use their experiences as a foundation (
  • Cognitive-flexibility theory is centered on "the ability to spontaneously restructure one's knowledge, in many ways, in adaptive response to radically changing situational demands . . .
  • The idea is to allow students to criss-cross the landscape of a content area so that they might have a rich mental model of the domain. The trick is to determine how much complexity a given group of learners is capable of handling without becoming lost or discouraged. A series of scenarios escalating in complexity can usually accommodate most learners.
  • Kurzweil (1999) says there is exponential growth in the rate of exponential growth; examining the speed and density of computation beginning with the first mechanical computers and not just the transistors that Moore used, he concluded that this doubling now occurs every year. He notes that "if the automobile industry had made as much progress [as the computing industry] in the past fifty years, a car today would cost a hundredth of a cent and go faster than the speed of light" (Kurzweil 1999, 25).
  • Already today it is becoming archaic and superfluous to teach facts. Instead, education needs to focus on ways of thinking. In particular, students will need to be able to recognize a problem, determine what information might be needed to solve a problem, find the information required, evaluate the information found, synthesize that information into a solution for the problem, apply the solution to the problem, and evaluate the results of that application
  • By the year 2099 there will no longer be any clear distinction between humans and computers.
  • Siri Anderson on 14 Feb 10
     
    This artcle really struck me in terms of the descriptions of instructional design and the way they influence the type of learning that happens. Much social studies instruction, it seems to me, produces "inert knowledge" which is why most of us can't remember it later. Consider the descriptions I've highlighted of anchored instruction for an alternative approach.
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