"Metacognition (or thinking about thinking) is the secret to and driving force behind all effective learning. If you want your students to learn as much as possible, then you want to maximize the amount of metacognition they're doing. It's a pretty simple equation.
The only problem is that most classrooms are set up to promote metacognition in the teachers, not the students."
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We use new technologies in innovative ways to solve problems. The bigger the problem, the more creative and innovative we need to be. It’s like the United State space program in the 1960’s and 70’s. The huge advancements in fuel cells, integrated circuits, or even freeze-dried foods were not the results of research units considering how space travel might work; rather, they were the results of a national imperative to put a person on the moon within a decade.
When we have a working, effective systems – like liberal education – new technologies like mobile computing find less context for innovation.
Have you ever wanted to create short "how to" video for your students to use for homework, remembering facts, and solving math problems.
How often have your students stated, "I could not complete the homework assignment, because I could not remember the steps and no one could help me."
Well the answer is to create a screencast or video for posting on your class wiki or blog for students to view at home or anywhere else they have web access.
Shout, will help teachers integrate project-based learning to develop students' problem-solving skills by having them team up with their peers around the globe to solve real-world challenges.
The Open University of Sri Lanka (OUSL) was set up for the purpose of providing higher educational facilities to persons above 18 years of age with relevant basic qualifications, in Sri Lanka. It is the only recognized university in Sri Lanka where students are able to pursue further education by distance education techniques in keeping with the philosophy of open and distance learning. The main focus of this lecture would be to identify and evaluate the impact of online learning on the students. This lecture would essentially discuss the findings from a research done using random sampling method with a questionnaire technique. According to the findings, most students prefer forums as the best online teaching/ collaboration tool. They like this method because they can contact their coordinator at any time and at any place, and can also network as well as discuss their queries. Students pursuing their studies at post graduate level prefer this method more than other students. However, the students have identified this method as a complement and not as a substitute for traditional face to face learning. As far as barriers for Online Education are concerned : Lack of resources (computers as well as experts in the field), infrastructure, no proper training on Moodle, and low awareness level of e-Learning are considered as main problems. This Lecture would be more of a discussion on impact of Online Learning and lessons learned from it in a developing country. I will present our findings and then we can have an open house to discuss this further.
Traditional course in Statistics is outlined in twenty-four, two-page learning units each followed by a two-page practice set and two pages of Quick Questions. Learning units and practice sets are designed as a continuous case dealing with marketing questions for descriptive statistics and probability and then dealing with manufacturing questions for inferential statistics. Complete solutions are provided at the back arranged in a row so they appear as the solution to case problem.\n
Project Tomorrow is a national, education nonprofit organization. Our vision is to insure that today's students are well prepared to be tomorrow's innovators, leaders and engaged citizens of the world. We believe that by supporting the innovative uses of science, math and technology resources in our K-12 schools and communities, students will develop the critical thinking, problem solving and creativity skills needed to compete and thrive in the 21st century
CoSN Receives MacArthur Grant: Exploring Policy and Leadership Barriers to Effective Use of Web 2.0 in Schools The $450,000 grant began July 1st and over the coming year CoSN will focus on the following key objectives: 1.Identify findings from existing empirical research relevant to the use of new media in schools and the barriers to their adoption and scalability. 2. Assess the awareness, understanding, and perspectives of U.S. educational leaders (superintendents, district curriculum and technology directors/CTOs) and policymaker's on the role, problems, and benefits of new media in schools within a participatory culture context. 3. Investigate and document the organizational and policy issues that are critical obstacles for the effective deployment of new media. 4. Develop a concise report of findings and construct an action plan for intervention.
Because the internet is interactive, it seems that no problem can be solved in a 20th century manner. As we learn more about how to protect ourselves from identity theft, we need to teach our communities. All teachers, young and old, deserve enough respect to be allowed to defend their honor and not be condemned without due process.
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.
“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.
We call DJEEO an outdoors computer game for children. DJEEO combines advanced IT technology with outdoors activities in a multimedia treasure hunt/orientation run. DJEEO is designed to:
Facilitate learning through physical activity and play.
Strengthen cooperation and communication.
Increase intensity and activity for all participants.
How do you win?
To win a mission a team needs to score the most points. A team scores points by solving problems and finding posts in the field. The game can only be completed through close cooperation between the agents in the field and the control center.
DJEEO in Education
The problems that need to be solved can be tailored to the subject being taught in class. In other words DJEEO can be used as an educational tool in almost any subject at primary school.
After a session where 20 teachers participated we asked them which subjects they thought DJEEO could be used in. Their answer: Mathematics, social studies, geography, language, physical education, etc.
We then discussed DJEEOs usefulness as an educational tool. All agreed that the ability to adjust the level of difficulty and the tailoring of questions to subject matter, allowed by the flexible project module, makes DJEEO a valuable tool for almost any subject.
"Our investigations have shown that social software tools support a variety of ways of learning: sharing of resources (eg bookmarks, photographs), collaborative learning, problem-based and inquiry-based learning, reflective learning, and peer-to-peer learning. Students gain transferable skills of team working, online collaboration, negotiation, and communication, individual and group reflection, and managing digital identities."
The depiction of graphic violence, sexual themes, advertising, consumption of illegal drug or tobacco, and profanity in games have recently been exposed as the roots to many of the problems of our modern society.