Skip to main content

Home/ Groups/ ChandlerTechTeam
Rss Feed
Sort By: Most Recent | Popular Filter: All | Bookmarks | Topics Simple Middle

Home | Swivl - 0 views

www.swivl.com/#top video
shared by Gayle Cole on 04 Nov 15 - No Cached
1More

Ms. Whitney - PBL - 0 views

www.mers.k12.nj.us/...default.php roller coasters STEAM fourth grade
shared by Gayle Cole on 21 Sep 15 - No Cached
  • Gayle Cole on 21 Sep 15
     
    "ROLLER"
1More

GCATeachers - Virtual Field Trips - 0 views

gcateachers.wikispaces.com/Virtual+Field+Trips field trips virtual field trips
shared by Gayle Cole on 05 Sep 15 - No Cached
  • Gayle Cole on 05 Sep 15
     
    "Disne"
2More

Adding to My Classroom Innovation Toolkit | The Future of K-12 Education - 0 views

www.grantlichtman.com/y-classroom-innovation-toolkit elc14 twitter innovation STEAM
shared by Gayle Cole on 03 Aug 15 - No Cached
  • Gayle Cole on 03 Aug 15
     
    Adding 2 classroom innovation toolkit http://t.co/FfidD2kNGM HT @boadams1 @claychristensen @Jeffrey_Dyer @HalGregersen @ewanmcintosh #elc14
  • Gayle Cole on 03 Aug 15
     
    Adding 2 classroom innovation toolkit http://t.co/FfidD2kNGM HT @boadams1 @claychristensen @Jeffrey_Dyer @HalGregersen @ewanmcintosh #elc14
1More

Remainders - 0 views

www.facebook.com/remainderspas maker Pasadena crafts tools STEAM
shared by Gayle Cole on 21 May 15 - No Cached
  • Gayle Cole on 21 May 15
     
    Hatsue is a member
14More

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.
1More

Curiosity Hacked - 0 views

www.curiosityhacked.org/...summer2015.html pd maker professional development maker movement
shared by Jill Bergeron on 11 May 15 - No Cached
  • Jill Bergeron on 11 May 15
     
    "CURIOSITY HACKED EDUCATOR WORKSHOP JUNE 15TH - 17TH OR JUNE 29TH - JULY 1ST ($30) Educators can spend three days with us, learning about our approach to creating/supporting a more learner-centered classroom through mentorship, hands-on making, and hacking to integrate skill building into existing curriculum. Participants will be gaining new skills and get training on equipment to enhance their own visions as well as those of their students. This workshop is free (thanks to a generous grant) and CH will offer a Professional Development certificate, space is limited. Fee confirms your seat and lunch included. Register!"
5More

MAKER-CENTERED LEARNING AND THE DEVELOPMENT OF SELF: PRELIMINARY FINDINGS OF THE AGENCY... - 0 views

DIIGO_FILE_HOME/3hfgf/pokb makerspace maker maker movement
shared by Jill Bergeron on 05 May 15 - No Cached
  • A sensitivity to the designed dimension of objects and systems,
  • The second part of the sentence mentions both the inclination and the capacity to make (or remake) things.
  • students often fail to develop the habits of mind we as educators aim to inculcate, not because they cannot do something, and not because they don’t want to, but mainly because they do not notice opportunities to do so. In other words,they lack a sensitivityto notice opportunities to do things.
  • ...1 more annotation...
  • the most salientbenefits of maker-centered learning for young people have to do with developing a sense of self and a sense of community that empower them to engage with and shape the designed dimension of their world.
2More

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.

Home - 0 views

tinker.kiwicrate.com Tinker maker
shared by Gayle Cole on 30 Mar 15 - No Cached
1 - 20 of 256 Next › Last »
Showing 20▼ items per page