Skip to main content

Home/ Classroom 2.0/ Group items tagged teaching learner

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Maggie Verster

10 Ways Technology Supports 21st Century Learners in Being Self Directed - 81 views

whatworks.wholechildeducation.org/...earners-in-being-self-directed

21stcenturylearning school2.0 ict students education learning

shared by Maggie Verster on 17 Feb 11 - No Cached
  • Maggie Verster on 17 Feb 11
     
    Life in the 21st century provides a whole new world of opportunities for self-directed, passion-driven, personalized learning. Educators who are ready to move on from teaching the way they were taught, and administrators who will let them, can begin supporting students using tools and strategies available to the 21st century learner.
Duane Sharrock

Scaffolding for Deeper Understanding - 1 views

plpnetwork.com/...scaffolding-deep-understanding

deep understanding visual literacy learning reflection scaffolding visual multimedia

shared by Duane Sharrock on 03 Dec 12 - No Cached
  • Schoenfeld has said that, ‘Groups are not just a convenient way to accumulate the individual knowledge of their members. They give rise synergistically to insights and solutions that would not come about without them.’
  • Encourage the philosophy in the classroom that “deep thinking is a highly valued activity.”
  • collaborative journal writing environments
  • ...2 more annotations...
  • have found that (in addition to the familiar strategies associated with student-driven, authentic inquiry-based projects) scaffolded, collaborative journal writing is helpful to move kids beyond the social comments.
  • The elaboration triggers are connecting words or phrases that can be used to help kids extend their thinking beyond what they might otherwise attempt. So once they write something, they are encouraged to check the list of ‘elaboration triggers’ to think more deeply.
  • Duane Sharrock on 03 Dec 12
     
    "Posted by Peter Skillen on Nov 30, 2012 in The How of 21st Century Teaching, Peter Skillen writes, How CAN we help our students be the kind of thinkers we want? Several years ago, my friend and colleague, @brendasherry, wrote a thoughtful post called "What is Deep Understanding?" She asked several excellent questions: what kind of thinkers do we want our students to be? what is deep understanding? can schools really provide the learning environment to nurture and develop it? In thinking about these questions, I would like to also ask: "How can we help novice learners become more expert learners?"
  • Duane Sharrock on 03 Dec 12
     
    Peter Skillen explores ideas about developing deep understading in students.
Nigel Coutts

Taking time to design programmes for understanding - The Learner's Way - 3 views

thelearnersway.net/...to-programme-for-understanding

design programmes understanding education teaching learning

shared by Nigel Coutts on 24 Feb 19 - No Cached
  • Nigel Coutts on 24 Feb 19
     
    Identifying what our children need to learn is one of the most important processes within education. For the teacher this is the question they engage with as they design their teaching and learning units. By no means is this an easy task and the teacher must balance multiple factors to ensure that the programmes they design provide their students with the learning they require. Even the most effective sequence of lessons is of little value if what it sets out to teach has little importance in the lives our learners are likely to lead. 
Nigel Coutts

The little things that make a difference - The Learner's Way - 1 views

thelearnersway.net/...-things-that-make-a-difference

difference learner teaching learning

shared by Nigel Coutts on 17 Jul 16 - No Cached
  • Nigel Coutts on 17 Jul 16
     
    In teaching it is often the little things we do on a daily basis that have the largest cumulative effect. While the events, festivals, camps and more spectacular lessons may stand out in our memories these moments have less overall impact across the time that our students spend in our company. Getting these little details right however is a complex business that demands we bring our best to every interaction, every lesson and every opportunity we have to shape the minds and dispositions of our learners. The result is that there are no easy lessons, no easy days.
Nigel Coutts

Banishing The Culture of Busyness - The Learner's Way - 4 views

thelearnersway.net/...ishing-the-culture-of-busyness

culture learner collaboration teaching learning

shared by Nigel Coutts on 22 Jan 17 - No Cached
  • Nigel Coutts on 22 Jan 17
     
    At the start of each year we arrive back from our break hopefully rested and energised. The new year brings many new opportunities including new students, new team members and new teaching programmes. We begin again the climb up the hill with a fresh group of learners arriving at our doors full of excitement who will rely on us to meet their learning needs in the year ahead. All of this means we are at risk of starting the year with a certain level of panic. There is so much to do, our students are not accustomed to our routines, we don't know each other well, there are parents to meet, assessments to be done and before we know it we are back to being busy. 
Nigel Coutts

The power of powerful ideas shared simply - The Learner's Way - 5 views

thelearnersway.net/...f-powerful-ideas-shared-simply

power ideas learner education teaching learning

shared by Nigel Coutts on 28 Oct 18 - No Cached
  • Nigel Coutts on 28 Oct 18
     
    Some statements stand out in your memory for the power with which they resonate through you mind. I recall the first time I encountered the question posed by Alan November "Who owns the learning?" on the cover of his book of the same name. In four words, Alan poses a question that strikes at the heart of education and encourages us to re-think our approach. If we believe that the learner should own the learning, what are the implications of this for our teaching? Like a stone dropped on the surface of a calm pond, the ripples from a powerful idea spread, expand and gain strength. 
Nigel Coutts

The purpose of education - The Learner's Way - 16 views

thelearnersway.net/...the-purpose-of-education

purpose education teaching learning

shared by Nigel Coutts on 27 Mar 16 - No Cached
  • Nigel Coutts on 27 Mar 16
     
    Behind the rhetoric and politics, education is about the outcomes it achieves for its learners. More than being about the nuances of technology, learning space design, curriculum structures and pedagogical practices schools should have effective answers to questions that focus on what they hope to achieve for their learners. How we answer this question should then dictate the measures we utilise to achieve these goals and it is to these ends that we must apply our efforts.
  • anonymous on 04 Apr 16
     
    Happy mothers day 2016 quotes
Nigel Coutts

The learner's role in their search for learning - The Learner's Way - 3 views

thelearnersway.net/...e-in-their-search-for-learning

learner learning education teaching

shared by Nigel Coutts on 19 Aug 18 - No Cached
  • Nigel Coutts on 19 Aug 18
     
    Rather than expecting to be immersed in learning that shines a light on the path forward the notion of searching for driftwood that suits the learner's needs is very empowering. It requires an imagining of learning as a very active process where the learner is aware of their context, their current understanding and what they might need to move forward. It demands a conscious practice of reflection and a disposition towards taking charge of one's learning. It is a very agentic view where learning is something that you do, not something that happens to you. 
Nigel Coutts

Thinking and learning in the postnormal era - The Learner's Way - 4 views

thelearnersway.net/...learning-in-the-postnormal-era

thinking learning postnormal post truth education teaching

shared by Nigel Coutts on 01 Sep 19 - No Cached
  • Nigel Coutts on 01 Sep 19
     
    We live in a time of chaos, complexity and contradiction. (Sardar, 2010 [1]) Where rapid changes and transformations through technology, politics, globalisation and the climate, conspire against normality (Friedman, 2016 [2]) These times demand a fresh approach to education, one that provides learners with the thinking dispositions they need to turn challenges into opportunities, to connect their learning to their passions and emerge from their years of formal education as self-navigating life-long learners. 
Sheri Edwards

Education Week: Backers of '21st-Century Skills' Take Flak - 0 views

www.edweek.org/...23pushback_ep.h28.html

21stCentury debate

shared by Sheri Edwards on 05 Mar 09 - Cached
  • Unless states that sign on to the movement ensure that all students are also taught a body of explicit, well-sequenced content, a focus on skills will not help students develop higher-order critical-thinking abilities, they said at a panel discussion here in the nation’s capital last week.
  • Array of Skills In the Partnership for 21st Century Skills’ vision for K-12 education, the arches of the rainbow depict outcomes, while the pools represent the resources needed to support those outcomes. But critics contend that states implementing this vision might focus too heavily on discrete skills instruction, at the expense of core content. SOURCE: Partnership for 21st Century Skills
  • Ten states have agreed to work with P21 to incorporate a focus on technology, analytical and communication skills into their content standards, teacher training, and assessments.
  • ...16 more annotations...
  • “We’ve been having this curriculum war for years.”
  • Mr. Kay, in contrast, painted the P21 vision as one that transcends this debate. The partnership tries to encourage states to be more deliberative about how they help students learn the skills,
  • “[But] the liberal arts movement, which we embrace, has not been as purposeful and intentional about the skill outcomes as we need to be.”
  • Mr. Willingham argued not only that the teaching of skills is inseparable from that of core content, but also that it is the content itself that allows individuals to recognize problems and to determine which critical-thinking skills to apply to solve them.
  • Students become proficient critical thinkers only by gleaning a broad body of knowledge in multiple content domains, he said.
  • Those techniques include student-directed methods such as project-based learning, which requires students to work in groups to solve a specified problem, relying on teachers for guidance rather than for explicit instruction.
  • “Teachers will rise to the challenge given the kind of supports they need.”
  • “If [curriculum] is just picking up a manual, or a series of nonconnected or nonsequenced experiments in science or literary works with no connection and no background knowledge, it’s not going to help our kids think any better,” she said in an interview.
  • Academics like Ms. Darling-Hammond said that setting forth a clear understanding once and for all about what students should know, and which teaching methods best help students engage that content in depth, will be crucial to putting such debates to rest.
  • The highest-scoring countries on international exams, she said, undertook efforts to outline such goals specifically 20 to 30 years ago. “When you really think about delivering a rich curriculum, it takes a very skillful type of teaching,” Ms. Darling-Hammond said. “It can be done badly; we have to acknowledge that. But we don’t really have a choice, if we want to join other nations.”
  • Meanwhile the critics go about squawking while promoting their own panaceas
  • he majority of kids just go right on tuning out, dropping out, or just getting by
  • I challenge what I read by looking at source material. These are timeless skills. It's the technology that is 21st century.
  • As for the topics we are unfamiliar with, the poster just before me rightly points out that the Internet is out there for just that purpose. Real teachers are also learners, and should be constantly seeking to know more.
  • Many recent studies have concluded that the current system is broken beyond repair and that point solutions like those being advocates above cannot fix it. We know that people learn best when they teach others so small groups that encourage peer-to-peer mentoring should be encouraged. Those same small groups require the students to learn and use the high-performance skills advocated by P21. At the same time, there is a body of knowledge that has been determined to be important to a student's future - represented by the state academic content standards. Robust, in-depth discussions of academic content help achieve the mastery of academic content. To ensure the content has meaning, it is best learned in a multi-disciplinary environment. By embedding a selected set of content standards from a variety of disciplines into a realistic setting/project the students get the opportunity to use the knowledge and go beyond the standards as their interest leads them.
  • The fact is, while "experts" pore over the fabric of pedagogical delivery methods, online teaching and learning is quietly replacing classroom environments globally. Educators better make some quick adjustments or the very definition of what an "education" means nowadays will make many of these folks irrelevant.
  • Sheri Edwards on 05 Mar 09
     
    What do you think? How do we envision the future and teach for it?
Evelyn Izquierdo

Come join Podcasting for the ESL/EFL Classroom - 20 views

Hi all! Happy New Year! Here is an invitation for you. Come join Podcasting for the ESL/EFL Classroom, a totally free, 5-week, hands-on, TESOL - Electronic Village Online (EVO) workshop aimed at ...

podcasting web2.0 technology tools resources Teaching learning

started by Evelyn Izquierdo on 05 Jan 12 no follow-up yet
Paul Beaufait

TESOL Connections - January 2014 - 20 views

newsmanager.commpartners.com/...index.html

action research data collection instruments learning materials methods questionnaires repositories research second languages foreign languages

shared by Paul Beaufait on 08 Jan 14 - No Cached
  • Paul Beaufait on 08 Jan 14
     
    "IRIS holds data collection instruments from a wide range of theoretical and methodological perspectives. These include, for example, questionnaires about motivation, attitudes, learning strategies, and intercultural understanding; experimental teaching methods; classroom observation and interview schedules; teaching tasks; sound and video files; word lists; pictures for encouraging learners to use specific structures; language tests for different skills and types of knowledge… and many more besides" (Materials on IRIS, ¶1).
Nigel Coutts

Reimagining Education for Uncertain Times with David Perkins - The Learner's Way - 7 views

thelearnersway.net/...rtain-times-with-david-perkins

education thinking lifeworthy future wise

shared by Nigel Coutts on 23 Aug 20 - No Cached
  • Nigel Coutts on 23 Aug 20
     
    These two powerful questions framed a recent webinar presented by Professor David Perkins of Harvard Graduate School of Education's Project Zero. Answering these questions and helping teachers find meaningful and contextually relevant answers to these questions has been a focus of Perkins' work, especially in recent times. His book "Future Wise: Educating Our Children for a Changing World" introduced us to the notion of lifeworthy learning or that which is "likely to matter in the lives our learners are likely to live". This is a powerful notion and one that has the potential to change not only what we teach but also how we go about teaching what we do.
Paul Beaufait

MultiBrief: The 4 C's of 21st century learning for ELLs: Critical thinking - 20 views

exclusive.multibriefs.com/...education

education communication critical thinking English English language learners higher order thinking learning problem solving

shared by Paul Beaufait on 16 Mar 15 - No Cached
  • Paul Beaufait on 16 Mar 15
     
    "This is the first article of a four-part series on teaching the four C's effectively to English learners: Critical thinking | Communication | Collaboration | Creativity" (deck, 2015.03.16).
Nigel Coutts

Teaching and Learning as Dialogue with the World - The Learner's Way - 3 views

thelearnersway.net/...ing-as-dialogue-with-the-world

teaching learning world dialogue learner education collaboration

shared by Nigel Coutts on 01 Dec 19 - No Cached
  • Nigel Coutts on 01 Dec 19
     
    Learning should always be an active process and a two-way partnership between teaching and learning. In essence, learning and its counterpart exist as a vibrant dialogue between individuals whose role in the relationship is continually transformative. I'd like to explore this thinking further.
Nigel Coutts

Teaching in the 21st Century - The Learner's Way - 11 views

thelearnersway.net/...teaching-in-the-21st-century

education teaching learning

shared by Nigel Coutts on 19 Mar 17 - No Cached
huong3a3y liked it
  • Nigel Coutts on 19 Mar 17
     
    The consistent message is that we are preparing our students for success in a world very different to that which was the norm only a short time ago. The implications of this change are immense and require a shift in our thinking about what matters most in our classrooms. Such is the pace of change that within any school there will be multiple generations who normalise different perspective on technology and its place in their lives. What becomes clear that the skills we most need within our schools at every level are those which are critical for individuals to be empowered, self-navigating learners. But what does this mean in practical terms?
Paul Beaufait

Excerpt From My Book On Teaching English Language Learners | Larry Ferlazzo's... - 12 views

larryferlazzo.edublogs.org/...hing-english-language-learners

education leadership learning intrinsic motivation motivation reflection students teaching

shared by Paul Beaufait on 25 Feb 12 - Cached
  • Paul Beaufait on 25 Feb 12
     
    This post pointed out reviews, and included "a portion of my [Larry's] Introduction that explains the parts of the 'Organizing Cycle': Building Strong Relationships with Students ... Accessing Prior Knowledge through Stories ... Identifying and Mentoring Students' Leadership Potential ... Learning by Doing ... [&] Reflection.
Martin Burrett

Early Years (EYFS) and KS1 Primary Teaching Resources | twinkl - 0 views

www.twinkl.co.uk

resources printables primary nursery young children

shared by Martin Burrett on 07 Aug 11 - Cached
  • Martin Burrett on 07 Aug 11
     
    Twinkl is a great cross-curricular resource rich site for teachers of young learners. A must try site if you teach under 3-7 year olds. http://ictmagic.wikispaces.com/Early+Years
Nigel Coutts

Number Talks for Number Sense - The Learner's Way - 3 views

thelearnersway.net/...number-talks-for-number-sense

number talks sense education teaching learning mathematics

shared by Nigel Coutts on 07 Apr 19 - No Cached
  • Nigel Coutts on 07 Apr 19
     
    "Number Talks" is an approach to the teaching and learning of Number Sense. Rather than relying on the rote-memorisation of isolated number facts achieved through drills of "table-facts", Number Talks aim to build confident, number fluency, where learners recognise patterns within and between numbers and understand the properties of numbers and operations. Number Talks are a "mind on" learning task that engages students in an active learning process as they search for patterns, decompose and recompose numbers and develop a flexible understanding.
Nigel Coutts

Mathematical thinking presents teachers and students with new challenges - The Learner'... - 4 views

thelearnersway.net/...d-students-with-new-challenges

thinking teachers challenges mathematics understanding education teaching learning

shared by Nigel Coutts on 21 Apr 19 - No Cached
  • Nigel Coutts on 21 Apr 19
     
    The shift away from teaching for the rote memorisation of prescribed methods requires teachers to rethink their approach to the discipline. With this new pedagogy comes a need to understand the processes of mathematical thinking in ways not previously required. When we require our students to be able to reason and problem-solve through unique challenges we also require our teachers to have an understanding of the mathematical moves that their learners are likely to call upon.
‹ Previous 21 - 40 of 182 Next › Last »
Showing 20▼ items per page