Skip to main content

Home/ Teaching and Learning with Web 2.0/ Group items tagged procedure

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
REZA CHOWDHURY

Project Zero: Cultures of Thinking - 0 views

www.pz.gse.harvard.edu/cultures_of_thinking.php

#idt7078 #CulturesofThinking #projectzero #IndependentLearning

shared by REZA CHOWDHURY on 16 Apr 15 - No Cached
  • Cultures of Thinking” (CoT) as places where a group’s collective as well as individual thinking is valued, visible, and actively promoted as part of the regular, day-to-day experience of all group members.
  • Ron Ritchhart (2002)
  • CoT project focuses
  • ...32 more annotations...
  • eight cultural forces
  • in every school, classroom, and group learning situation.
  • language, time, environment, opportunities, routines, modeling, interactions, and expectations.
  • scaffolds
  • make their own thinking visible,
  • this work doesn’t happen by teachers merely implementing a defined set of practices; it must be supported by a rich professional culture.
  • a core premise of the CoT project is
  • that for classrooms to be cultures of thinking for students
  • schools must be cultures of thinking for teachers.
  • In 2005, we began our work at Bialik College by forming two focus groups of eight teachers with whom we worked intensively. These groups were all heterogeneous, including K-12 teachers of various subjects, representing a departure from traditional forms of professional development that target specific subject areas or levels. 
  • diverse range of teachers
  • Team teaching efforts
  • developmental perspective on students’ thinking
  • In 2011, we published Making Thinking Visible,
  • which captures much of the great work being done by teachers in the project.
  • the CoT project’s research agenda
  • sought to better understand changes in teachers’ and students’ attitudes and practices as thinking becomes more visible in the school and classroom environments.
  • measures of school and classroom thoughtfulness to capture these changes.
  • at how students’ conceptual understanding of the domain of thinking developed
  • case studies of teachers
  • Our research to date has shown that students recognize CoT classrooms as being more focused on thinking, learning, and understanding, and more likely to be collaborative in nature than those of teachers not in the project
  • Teachers in the project notice that as they work with CoT ideas, their classrooms shift in noticeable ways. Specifically, they find that they give thinking more time, discussion increases, and their questioning of students shifts toward asking students to elaborate on their thinking rather than testing them on their recall of facts and procedures.
  • Our research on students’ conceptual development found that
  • over the course of a single school year, the average CoT classroom students’ growth and maturity, with respect to understanding thinking processes that they themselves use and control, increased by twice the normal rate one might expect by virtue of maturity alone (Ritchhart, Turner, Hadar, 2009).
  • Recent data on students’ language arts performance has shown superior performance by students coming from strong CoT classrooms/schools on standardized tests such as the MAEP Writing Assessment (Michigan), MCAS ELA (Massachusetts), VCE English (Victoria, Australia), and IB English exams.
  • The new book, Creating Cultures of Thinking,
  • The book draws on case studies from teachers around the world to demonstrate the power and importance of each cultural force in shaping classroom culture.
  • hese include frameworks and tools for professional learning communities, videos, and frameworks for understanding classroom questioning.
  • Though the formal research phase of the project ended in 2009, the project continues through 2013 in a support phase to develop internal leadership and outreach around these ideas.
  • he research ideas are also being taken up by many new sites, including Oakland County Michigan and Santa Fe, New Mexico. 
  • Funding: Bialik College (Melbourne, Australia) under the patronage of Abe and Vera Dorevitch 
  • Project Staff: Ron Ritchhart Mark Church (consultant)
  • REZA CHOWDHURY on 16 Apr 15
     
    Project Zero: Cultures of Thinking
Michael Johnson

Teaching in Social and Technological Networks « Connectivism - 17 views

www.connectivism.ca/?p=220

teaching Learning Social Media social networks George Siemens

shared by Michael Johnson on 17 Feb 10 - Cached
  • The model falls apart when we distribute content and extend the activities of the teacher to include multiple educator inputs and peer-driven learning.
  • Skype brings anyone, from anywhere, into a classroom. Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs. The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage. Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.
  • Traditional courses provide a coherent view of a subject. This view is shaped by “learning outcomes” (or objectives). These outcomes drive the selection of content and the design of learning activities. Ideally, outcomes and content/curriculum/instruction are then aligned with the assessment. It’s all very logical: we teach what we say we are going to teach, and then we assess what we said we would teach. This cozy comfortable world of outcomes-instruction-assessment alignment exists only in education. In all other areas of life, ambiguity, uncertainty, and unkowns reign. Fragmentation of content and conversation is about to disrupt this well-ordered view of learning. Educators and universities are beginning to realize that they no longer have the control they once (thought they) did
  • ...18 more annotations...
  • I’ve come to view teaching as a critical and needed activity in the chaotic and ambiguous information climate created by networks.
  • In networks, teachers are one node among many. Learners will, however, likely be somewhat selective of which nodes they follow and listen to. Most likely, a teacher will be one of the more prominent nodes in a learner’s network. Thoughts, ideas, or messages that the teacher amplifies will generally have a greater probability of being seen by course participants. The network of information is shaped by the actions of the teacher in drawing attention to signals (content elements) that are particularly important in a given subject area.
  • While “curator” carries the stigma of dusty museums, the metaphor is appropriate for teaching and learning. The curator, in a learning context, arranges key elements of a subject in such a manner that learners will “bump into” them throughout the course. Instead of explicitly stating “you must know this”, the curator includes critical course concepts in her dialogue with learners, her comments on blog posts, her in-class discussions, and in her personal reflections. As learners grow their own networks of understanding, frequent encounters with conceptual artifacts shared by the teacher will begin to resonate.
  • Today’s social web is no different – we find our way through active exploration. Designers can aid the wayfinding process through consistency of design and functionality across various tools, but ultimately, it is the responsibility of the individual to click/fail/recoup and continue. Fortunately, the experience of wayfinding is now augmented by social systems. Social structures are filters. As a learner grows (and prunes) her personal networks, she also develops an effective means to filter abundance. The network becomes a cognitive agent in this instance – helping the learner to make sense of complex subject areas by relying not only on her own reading and resource exploration, but by permitting her social network to filter resources and draw attention to important topics. In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • Aggregation should do the same – reveal the content and conversation structure of the course as it unfolds, rather than defining it in advance.
  • Filtering resources is an important educator role, but as noted already, effective filtering can be done through a combination of wayfinding, social sensemaking, and aggregation. But expertise still matters. Educators often have years or decades of experience in a field. As such, they are familiar with many of the concepts, pitfalls, confusions, and distractions that learners are likely to encounter. As should be evident by now, the educator is an important agent in networked learning. Instead of being the sole or dominant filter of information, he now shares this task with other methods and individuals.
  • Filtering can be done in explicit ways – such as selecting readings around course topics – or in less obvious ways – such as writing summary blog posts around topics. Learning is an eliminative process. By determining what doesn’t belong, a learner develops and focuses his understanding of a topic. The teacher assists in the process by providing one stream of filtered information. The student is then faced with making nuanced selections based on the multiple information streams he encounters
  • Stephen’s statements that resonated with many learners centers on modelling as a teaching practice: “To teach is to model and to demonstrate. To learn is to practice and to reflect.” (As far as I can tell, he first made the statement during OCC in 2007).
  • Modelling has its roots in apprenticeship. Learning is a multi-faceted process, involving cognitive, social, and emotional dimensions. Knowledge is similarly multi-faceted, involving declarative, procedural, and academic dimensions. It is unreasonable to expect a class environment to capture the richness of these dimensions. Apprenticeship learning models are among the most effective in attending to the full breadth of learning. Apprenticeship is concerned with more than cognition and knowledge (to know about) – it also addresses the process of becoming a carpenter, plumber, or physician.
  • Without an online identity, you can’t connect with others – to know and be known. I don’t think I’m overstating the importance of have a presence in order to participate in networks. To teach well in networks – to weave a narrative of coherence with learners – requires a point of presence. As a course progresses, the teacher provides summary comments, synthesizes discussions, provides critical perspectives, and directs learners to resources they may not have encountered before.
  • Persistent presence in the learning network is needed for the teacher to amplify, curate, aggregate, and filter content and to model critical thinking and cognitive attributes that reflect the needs of a discipline.
  • Teaching and learning in social and technological networks is similarly surprising – it’s hard to imagine that many of the tools we’re using are less than a decade old (the methods of learning in networks are not new, however. People have always learned in social networks).
  • We’re still early in many of these trends. Many questions remain unanswered about privacy, ethics in networks, and assessment.
  • We’re still early in many of these trends. Many questions remain unanswered about privacy, ethics in networks, and assessment.
  • The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality.
  • In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • Michael Johnson on 17 Feb 10
     
    Discusses the role of teachers in the learning  process through social networks: He gives seven roles 1. Amplifying, 2. Curating, 3. Wayfinding and socially-driven sensemaking, 4. Aggregating, 5. Filtering, 6. Modelling, 7. Persistent presence. He ends with this provocative thought: "My view is that change in education needs to be systemic and substantial. Education is concerned with content and conversations. The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality."
Brad alamder

Payday Loans Now With No Cash Worries In Canada Online Medium - 0 views

www.instantpaydayloansbadcredit.ca/apply.html

finance loans cash loans payday loans payday loans now instant cash loans instant payday loans

shared by Brad alamder on 18 Sep 15 - No Cached
  • Brad alamder on 18 Sep 15
     
    Instant payday loans bad credit, a suitable money value for those who still facing unexpected monetary issues. These loans source readily meet borrowers requirement without much application procedure or any delay. Read more - http://www.instantpaydayloansbadcredit.ca/apply.html
aststraining1

ARCS Online Training | Account Reconciliation Training - ASTSTraining - 3 views

www.aststraining.com/arcs-online-training

#OracleARCSTraining #ARCSOnlineTraining #ARCSTraining #ARCSCorporateTraining #OracleAccountReconciliationCloud #OnlineTraining #ARCSOnlineCourse #OracleARCS #ASTSTraining #ASTSOnlineTraining #ARCSSupportTraining #ARCSTrainingSupport

shared by aststraining1 on 28 Apr 20 - No Cached
  • aststraining1 on 28 Apr 20
     
    Before the finish of this course you will be able to create and deal with Oracle's Account Reconciliation Cloud applications to help smooth out close procedures and convey understanding about the constant status of account reconciliations. Online training registration form: shorturl.at/uyJR2 Feel free please call us: +91 96037 04766 Please drop us a mail: contact@astsonlinetraining.com For more information please reach our site: https://bit.ly/33AK9yn
reviewsserviceit

Buy Google 5 Star Reviews - 100% Permanent, Best Quality - 0 views

reviewsserviceit.com/...buy-google-5-star-reviews

5 Buy 5-Star Trustpilot Reviews Star Business Maps google bulk fiverr free reddit is it illegal to

shared by reviewsserviceit on 13 Aug 23 - No Cached
  • reviewsserviceit on 13 Aug 23
     
    Introduction In essence, Google Verified Reviews are a mechanism for Google to confirm that the reviews that show up on a search results page are legitimate and not spam. Google accomplishes this by confirming the reviewer's identification and the fact that they actually have an account with the company they are evaluating. This verification procedure is intended to help raise the caliber of reviews that show up on Google and assist companies in gaining the trust of prospective clients. Buy Google Verified Reviews
  • reviewsserviceit on 16 Aug 23
     
    Buy Google 5 Star Reviews Introduction Google is the biggest search engine in the world, thus its views count for a lot. Because of this, companies ought to be concerned with Google 5 Star Reviews. Google uses five star reviews to guide users to the finest companies. A high rating indicates that Google users have had favorable experiences with the company. Google 5 Star Reviews are comparable to online word-of-mouth recommendations, in other words. How do they work? Customers can rate their interactions with a company on Google by leaving a review with a five-star rating. On Google Maps or Search, clients can give businesses a 5-star rating and review. Customers will conduct a Google search for a company and use the "Write a Review" button to offer a rating or review. Following that, clients will be given the option to rate their experience on a scale of 1 to 5 stars and to submit a brief review summarizing it. Buy Google 5 Star Reviews You have no control over what customers write in their reviews if you're a business owner. However, you have power over how you respond to reviews, which can demonstrate to prospective clients that you are concerned about their experiences.
« First ‹ Previous 41 - 58 of 58
Showing 20▼ items per page