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Tero Toivanen

Weblogg-ed » Teachers as Master Learners - 23 views

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    Teachers should be master learners not master teachers!
Kathleen Porter

Educational Leadership:Technology-Rich Learning:Students First, Not Stuff - 1 views

  • What Do We Mean by Learning?
  • allowing students to pursue their interests in the context of the curriculum
  • Teachers must be colearners with kids, expert at asking great, open-ended questions and modeling the learning process required to answer those questions. Teachers should be master learners in the classroom
  • ...13 more annotations...
  • What Does It Mean to Be Literate?
  • What Does It Mean to Be Educated?
  • What Do Students Need to Know?
  • developing the skills and dispositions necessary for them to learn whatever they need to learn whenever they need to learn it? That means rethinking classrooms to focus on individual passions, inquiry, creation, sharing, patient problem solving, and innovation
  • start with the questions that focus on our students
  • Instead of helping our students become "college ready," we might be better off making them "learning ready," prepared for any opportunity that might present itself down the road
  • With access, and with a full set of skills and literacies to use this access well, we now have the power to create our own education in any number of ways
  • manage, analyze, and synthesize multiple streams of simultaneous information
  • Some, like Stanford professor Howard Rheingold, believe that technology now requires an attention literacy—the ability to exert some degree of mental control over our use of technology rather than simply being distracted by it—for users to be productive. Professor Henry Jenkins at the Massachusetts Institute of Technology (MIT) advocates for transmedia literacy, which includes networking and performance skills that take advantage of this connected, audience-rich moment.
  • it's about addressing the new needs of modern learners in entirely new ways. And once we understand that it's about learning, our questions reframe themselves in terms of the ecological shifts we need to make: What do we mean by learning? What does it mean to be literate in a networked, connected world? What does it mean to be educated? What do students need to know and be able to do to be successful in their futures? Educators must lead inclusive conversations in their communities around such questions to better inform decisions about technology and change
  • Right now, we should be asking ourselves not just how to do school better, but how to do it decidedly differently
  • Learning is now truly participatory in real-world contexts. The transformation occurs in that participation, that connection with other learners outside school walls with whom we can converse, create, and publish authentic, meaningful, beautiful work
  • what do we do as schools become just one of many places in both the real and virtual world where our students can get an education? Welcome to what portends to be the messiest, most upheaval-filled 10 years in education that any of us has ever seen. Resistance, as they say, is futile
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    "Putting technology first-simply adding a layer of expensive tools on top of the traditional curriculum-does nothing to address the new needs of modern learners."
sophiya miller

Master Your Courses with Ease: Dive into the World of TakeMyClassCourse - 2 views

Welcome to the digital age, where the pursuit of knowledge has taken on new dimensions with the advent of online education. As students navigate the complex landscape of virtual classrooms and e-le...

college university education student takemyclasscourse

started by sophiya miller on 09 Dec 23 no follow-up yet
erikerickson

How Does the Brain Learn Best? Smart Studying Strategies | MindShift - 41 views

  • pupils today can change the way they study to exploit the brain’s quirky learning processes, using the strategies revealed by memory and learning research
  • Students need to understand that learning happens not only during reading and studying, but in all sorts of ways, so that they can examine their own habits to know which ones may be helping or not, and make adjustments
  • We can be tactical in our schooling.
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  • forgetting serves as a powerful spam filter
  • when the brain has to work hard to retrieve a half-forgotten memory (such as when reviewing new vocabulary words you learned the day before), it re-doubles the strength of that memory.
  • The brain is a foraging learner.
  • The human brain evolved to pick up valuable pieces of information here and there, on the fly, all the time, and put it all together
  • and it’s not only during study or practice
  • By foraging in this way, the brain is “building knowledge continually
  • Forgetting isn’t always bad.
  • Breaking up and spacing out study time over days or weeks can substantially boost how much of the material students retain, and for longer, compared to lumping everything into a single, nose-to-the-grindstone session.
  • Varying the studying environment
  • can help reinforce and sharpen the memory of what you learn.
  • A 15-minute break to go for a walk or trawl on social media isn’t necessarily wasteful procrastination. Distractions and interruptions can allow for mental “incubation” and flashes of insight — but only if you’ve been working at a problem for a while and get stuck, according to a 2009 research meta-analysis.
  • Quizzing oneself on new material, such as by reciting it aloud from memory or trying to tell a friend about it, is a far more powerful way to master information than just re-reading it
  • Experimenting With Learning Tactics
  • benefits of sleep (which improves retention and comprehension of what you learn), perceptual learning modules and mixing up different kinds of related problems or skills in practice sessions instead of repetitively rehearsing just one skill at a time.
  • teachers see all sorts of reforms come and go, and they’re skeptical
  • Surviving the Modern Jungle
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    Chen sums up an interview about Benedict Carey's book, How We Learn: The Surprising Truth about When, Where, and Why It Happens, highlighting and exemplifying take-away messages for self-directed learners as well as teachers.
Nigel Coutts

Letting how we choose to learn inform our teaching - The Learner's Way - 0 views

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    Think of a time when you were completely immersed in a learning challenge. A time when you became aware of the need to master a new skill or concept. A situation that took you outside of your comfort zone, when there were times that you became frustrated, when you thought of quitting, downed tools and walked away, but came back time and time again. Maybe it was a problem you had to solve. Maybe it was a challenge you wanted to overcome.
Nigel Coutts

Learning and Cognitive Load - Part Two - 9 views

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    There are three cognitive loads that impact the efficient formation of schemas. Extraneous cognitive load are those not directly required to master a task and have a negative impact on schema formation, reducing these is desirable and can be achieved through efficient design. Intrinsic cognitive load is that which is inherent in the task and for the most part cannot be reduced. Tasks with high intrinsic cognitive load are by nature more complex for an individual and in the long term are managed through equally complex schema. Germane cognitive load refers to the mental resources devoted to the efficient formation of schemas and is seen to have a positive effect on learning. Understanding these things will allow us to more effectively target our efforts as learners and teachers ensuring the cognitive load theory has a valuable role to play.
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    http://treehousecottages.co.in/ Tree House Jaipur - World's largest, most unique, 5 Star & Luxury Tree House Resort. Located atop "trees", the tree have several live branches running through the rooms making nature universal in the Lap of luxury. Jaipur Airport is 40 km from Tree House resort Jaipur
Robbi McKenney

YouTube - 21CLearners MasterTeacher - 0 views

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    David Warlick and teachers in Qatar gather to talk about being a Master Learner and teacher in the 21st Century. More info at http://elearning.qataracade...
Melissa Seifman

Sketchup: Apartment Design in Elementar... - 0 views

  • my nine year old daughter
    • Melissa Seifman
       
      Yes... even younger and younger students can start to learn 3D modeling for computational thinking
  • It was hard to keep away my oldest daughter, who is 12, so we could finish.
  • It was hard to keep away my oldest daughter, who is 12, so we could finish.   Taylor told her teacher what she did and asked if I could bring in my Lap Top to show her. She asked if I would show the whole class as well.
    • Melissa Seifman
       
      Engagement!
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  • Sketchup is remarkably user-friendly! Technology in the classroom is a great tool... it motivates students, stimulates learning, and often levels the playing field. Sketchup is a terrific example... there were gasps of delight and exclamations of enthusiasm as Brian demonstrated just a few of the basics. We all wondered why we had spent so much time with pencil and paper... this looked to be a whole lot more fun and more versatile. Needless to say, every child wanted to try it and they were all able to quickly master a few simple steps with Brian's guidance. I think they would have gladly designed an entire city had we given them time!"
    • Melissa Seifman
       
      visual and interesting to today's digital learners
  • As a teacher, I saw a multitude of curriculum connections; geometry, measurement, logic, problem solving, art, perspective... the list goes on and on.
    • Melissa Seifman
       
      Multiple cognates and higher levels of learning
dsatkins1981

Five Psychological Principles Fueling Gamification : Learning Solutions Magazine - 0 views

  • narratives developed around a learning activity make the activity more engaging and relevant to the learner
    • dsatkins1981
       
      How could we build content and narrative into an Escape Room to enhance the already value elements such as problems-solving and creative thinking?
  • leveling up should become more difficult as users progress through the material.
    • dsatkins1981
       
      Designers at Nintendo often say: the best games are simple to play, but difficult to master (i.e. Mario).
  • the brain can only handle a finite amount of information at one time before becoming overloaded.
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  • Better learning happens when this occurs.
  • Gamification has been shown to relieve stress and clear the brain of distractions.
  • “If you play Angry Birds or some other game on your mobile or laptop, you are not thinking about what you are making tonight for dinner. You are thinking about what is going on in the game,” she says.
  • incorporate learning in that experience, it causes a hyper focus on the key learning point.”
    • dsatkins1981
       
      Some in the field of brain science are finding that multitasking is actually detrimental to task-quality. In other words, each additional task you undertake decreases the quality of your focus on all tasks exponentially and therefore decreases each resultant product. Hyperfocus for limited periods may be much more inline with the way the brain wants to work.
  • on a psychological level, losses can be twice as powerful as gains
  • Individuals will keep playing
  • relieves cognitive overload
  • forges an emotional connection
  • individuals would rather avoid losses than acquire equivalent gains.
  • an individual would prefer to not lose $5, as opposed to finding $5.
  • Users who earn or receive awards as a result of gamification do not want to lose them and, thus, will continue playing in order to retain them.
    • dsatkins1981
       
      Like sonic the hedgehog losing rings? I like it. On the other hand, what about the evil of our day: microtransactions? Where does that come into play and what are the risks of abuse by designers of gamification in education?
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