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Gayle Cole

Lawrence Hall of Science - 24/7 Science - 0 views

www.lawrencehallofscience.org/kidsite

science

shared by Gayle Cole on 11 Apr 14 - No Cached
  • Gayle Cole on 11 Apr 14
     
    "Measure"
Jill Bergeron

Beyond Minecraft: Games That Inspire Building and Exploration | MindShift - 0 views

blogs.kqed.org/...spire-building-and-exploration

gaming minecraft gamification physics

shared by Jill Bergeron on 17 Nov 14 - No Cached
  • Jill Bergeron on 17 Nov 14
     
    Five gaming options for teaching principles of science and math.
Jill Bergeron

When Kids Engage In "Making," Are They Learning Anything? « Annie Murphy Paul - 0 views

anniemurphypaul.com/...ing-are-they-learning-anything

makerspace making maker

shared by Jill Bergeron on 18 May 15 - No Cached
  • In all, self-directed maker activities may have students expending a lot of time and effort—and scarce cognitive resources—on activities that don’t help them learn.
  • cognitive load researchers caution that learning and creating are distinct undertakings, each of which competes with the other for limited mental reserves.
  • The best way to ensure learning, these researchers maintain, is to provide direct instruction: clear, straightforward explanation, offered before any making has begun.
  • ...10 more annotations...
  • Kapur has found that presenting problems in this seemingly backwards order helps those students learn more deeply and flexibly than subjects who receive direct instruction. Indeed, the teams that generated the greatest number of suboptimal solutions—or failed—learned the most from the exercise.
  • Learners pay especially close attention when the instructor reveals the correct solution, because they have now thought deeply about the problem but have failed themselves to come up with the correct solution.
  • Some tasks, like those concerning basic knowledge or skills, are better suited to direct instruction.
  • We should tell student makers exactly how to perform straightforward tasks, so that they can devote cognitive resources to more complex operations.
  • By applying cognitive load theory to making, we can “unbundle” learning and creating—at least at first—so as to reduce cognitive overload.
  • Instead of asking learners to learn and make at the same time, these two activities can be separated and then pursued sequentially.
  • Once students begin making, we can carefully scaffold their mental activity, allowing them to explore and make choices but always within a framework that supports accurate and effective learning. The scaffolding lightens learners’ cognitive load until they can take over more mental tasks themselves.
  • Fixed stations have “low barriers to entry,” says Fleming; students can walk into the library and immediately engage in the activities set up there, without any instruction or guidance. Fleming’s fixed stations include LEGOs and a take-apart technology area, where students can disassemble old computers and other machines to investigate how they work.
  • Flexible stations, by contrast, are periodically changed, and they involve much more structured guidance from Fleming, who might lead students step by step through an activity, modeling what to do as she goes.
  • “Before I ordered a single piece of equipment [for the maker space], I did a thorough survey of students’ existing interests,” says Fleming. “I also looked for ways that the maker space could supplement areas in which the academic curriculum was thin, or make available to all students activities that had previously been open to only a select group.”
  • Jill Bergeron on 18 May 15
     
    Two approaches to making- direct instruction and independent learning. Both have psychological studies backing them.
Jill Bergeron

Report: Teachers Better at Using Tech than Digital Native Students -- THE Journal - 0 views

thejournal.com/...n-digital-native-students.aspx

edtech tech integration report education technology

shared by Jill Bergeron on 17 Nov 14 - No Cached
  • According to a recent study of middle school science students and teachers, the teachers tended to have greater technology use.
  • Do school-age students fit the digital native profile? Do school-age students surpass their teachers in terms of technology use? What roles do teachers play in shaping students' technology experiences inside the classroom?
  • "In many ways," the researchers wrote, "it is determined by the requirements teachers place on their students to make use of new technologies and the ways teachers integrate new technologies in their teaching."
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  • "School-age students may be fluent in using entertainment or communication technologies, but they need guidance to learn how to use these technologies to solve sophisticated thinking problems," Wang noted. "The school setting is the only institution that might create the needs to shape and facilitate students' technology experience. Once teachers introduce students to a new technology to support learning, they quickly learn how to use it."
Jill Bergeron

Why Don't Makers Have Higher Social Status? | TechCrunch - 0 views

techcrunch.com/...maker-social-status

maker maker movement social status

shared by Jill Bergeron on 02 Apr 15 - No Cached
  • The creative economy is supposedly taking over, and we are commanded by pundits to nurture our children’s creative talents so that we can help them race against automation in the labor markets. Then we look at American high schools, and find a focus on anything but making. Shop classes, art studios, electronics labs, and student newspapers are disappearing, and higher-level computer science is no longer offered in the Advanced Placement curriculum.
  • When there is space for creativity in school curriculums, teachers and administrators are positive and supportive, but that support seems to completely wither away when a student suddenly desires to do what they love as their job.
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