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Evidence-based practices for teaching writing - 1 views

shared by Tim Pettine on 08 May 12 - No Cached

- Tim Pettine on 08 May 12
  
  Huge skill in academic writing.
  
  <div class="cArrow"> </div><div class="cContentInner">Huge skill in academic writing.</div>
  
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Tim Pettine on 08 May 12

e within their cooperative groups or partnerships. For example, if the class is working on using descriptive adjectives in their compositions, one student could be assigned to review another's writing. He or she could provide positive feedback, noting several instances of using descriptive vocabulary, and provide constructive feedback, identifying several sentences that could be enhanced with additional adjectives. After this, the students could switch roles and repeat the process. Goals: Set specific goals for the writing assignments that students are to complete. The goals can be established by the teacher or created by the class themselves, with review from the teacher to ensure they are appropriate and attainable. Goals can include (but are not limited to) adding more ideas to a paper or including specific elements of a writing genre (e.g., in an opinion essay include at least three reasons supporting your belief). Setting specific product goals can foster motivation, and teachers can continue to motivate students by providing reinforcement when they reach their goals. Word processing: Allow students to use a computer for completing written tasks. With a computer, text can be added, deleted, and moved easily. Furthermore, students can access tools, such as spell check, to enhance their written compositions. As with any technology, teachers should provide guidance on proper use of the computer and any relevant software before students use the computer to compose independently. Sentence combining: Explicitly teach students to write more complex and sophisticated sentences. Sentence combining involves teacher modeling of how to combine two or more related sentences to create a more complex one. Students should be encouraged to apply the sentence construction skills as they write or revise. Process writing: Implement flexible, but practical classroom routines that provide students with extended opportunities for practicing the cycle of planning, writing, and revie

<div class="cArrow"> </div><div class="cContentInner">e within their cooperative groups or partnerships. For example, if the class is working on using descriptive adjectives in their compositions, one student could be assigned to review another's writing. He or she could provide positive feedback, noting several instances of using descriptive vocabulary, and provide constructive feedback, identifying several sentences that could be enhanced with additional adjectives. After this, the students could switch roles and repeat the process. Goals: Set specific goals for the writing assignments that students are to complete. The goals can be established by the teacher or created by the class themselves, with review from the teacher to ensure they are appropriate and attainable. Goals can include (but are not limited to) adding more ideas to a paper or including specific elements of a writing genre (e.g., in an opinion essay include at least three reasons supporting your belief). Setting specific product goals can foster motivation, and teachers can continue to motivate students by providing reinforcement when they reach their goals. Word processing: Allow students to use a computer for completing written tasks. With a computer, text can be added, deleted, and moved easily. Furthermore, students can access tools, such as spell check, to enhance their written compositions. As with any technology, teachers should provide guidance on proper use of the computer and any relevant software before students use the computer to compose independently. Sentence combining: Explicitly teach students to write more complex and sophisticated sentences. Sentence combining involves teacher modeling of how to combine two or more related sentences to create a more complex one. Students should be encouraged to apply the sentence construction skills as they write or revise. Process writing: Implement flexible, but practical classroom routines that provide students with extended opportunities for practicing the cycle of planning, writing, and revie</div>

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Using Text Adventures in Education - 0 views

textadventures.co.uk/education coetail4 text adventures gbl game interactive stories

shared by Kim Cofino on 17 Nov 13 - No Cached

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textadventures.co.uk - Play text adventure games online - 0 views

textadventures.co.uk coetail4

shared by Kim Cofino on 18 Nov 13 - Cached

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QuizBean | Quickly Create Online Quizzes For Free - 0 views

quizbean.com quizzes quizmaker assessment Technology_Integration learning

shared by Melissa Enderle on 05 Feb 14 - No Cached

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elearnspace. Connectivism: A Learning Theory for the Digital Age - 16 views

www.elearnspace.org/...connectivism.htm connectivism education learning elearning collaboration coetail4 technology George siemens

shared by Tim Pettine on 01 Feb 12 - Cached

- Tim Pettine on 01 Feb 12
  
  this is a form of transactive memory...very relevant to Emotional intelligence and collaboration
  
  <div class="cArrow"> </div><div class="cContentInner">this is a form of transactive memory...very relevant to Emotional intelligence and collaboration</div>
  
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Learning, as a self-organizing process requires that the system (personal or organizational learning systems) “be informationally open, that is, for it to be able to classify its own interaction with an environment, it must be able to change its structure…”
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Vaill emphasizes that “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…” (1996, p.42).
- Katy Vance on 17 Feb 13
  
  It's not WHAT we know, it's HOW we know and WHO we know!
  
  <div class="cArrow"> </div><div class="cContentInner">It's not WHAT we know, it's HOW we know and WHO we know!</div>
  
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...29 more annotations...
Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks.
- Katy Vance on 17 Feb 13
  
  To be fair, I think informal learning has always been a significant aspect of our learning experience. It's just that in the "past", it was easier for the "man" to put down informal learning because the infrastructure of business didn't allow you to work outside the box of climbing up the ladder. Now you build your own ladder- damn the "man"!
  
  <div class="cArrow"> </div><div class="cContentInner">To be fair, I think informal learning has always been a significant aspect of our learning experience. It's just that in the "past", it was easier for the "man" to put down informal learning because the infrastructure of business didn't allow you to work outside the box of climbing up the ladder. Now you build your own ladder- damn the "man"!</div>
  
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Interpretivism (similar to constructivism) states that reality is internal, and knowledge is constructed.
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Observable behaviour is more important than understanding internal activities Behaviour should be focused on simple elements: specific stimuli and responses Learning is about behaviour change
- Katy Vance on 17 Feb 13
  
  Booo! This is only true if Henry Ford is still ruling the world!
  
  <div class="cArrow"> </div><div class="cContentInner">Booo! This is only true if Henry Ford is still ruling the world!</div>
  
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Constructivism assumes that learners are not empty vessels to be filled with knowledge. Instead, learners are actively attempting to create meaning. Learners often select and pursue their own learning. Constructivist principles acknowledge that real-life learning is messy and complex. Classrooms which emulate the “fuzziness” of this learning will be more effective in preparing learners for life-long learning.
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In a networked world, the very manner of information that we acquire is worth exploring.
- Katy Vance on 17 Feb 13
  
  Mr. Seimens, are you a librarian? You have all the symptoms!
  
  <div class="cArrow"> </div><div class="cContentInner">Mr. Seimens, are you a librarian? You have all the symptoms!</div>
  
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When knowledge is subject to paucity, the process of assessing worthiness is assumed to be intrinsic to learning. When knowledge is abundant, the rapid evaluation of knowledge is important.
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The ability to synthesize and recognize connections and patterns is a valuable skill.
- Katy Vance on 17 Feb 13
  
  Content Curation, evaluation of resources, evaluation of authority are all essential and at the core of Connectivism.
  
  <div class="cArrow"> </div><div class="cContentInner">Content Curation, evaluation of resources, evaluation of authority are all essential and at the core of Connectivism.</div>
  
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“Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people (undated).”
- Katy Vance on 17 Feb 13
  
  And now we can collect SO MANY FRIENDS! I love the Internet!!!!
  
  <div class="cArrow"> </div><div class="cContentInner">And now we can collect SO MANY FRIENDS! I love the Internet!!!!</div>
  
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Meaning-making and forming connections between specialized communities are important activities.
- Katy Vance on 17 Feb 13
  
  Skype in the Classroom, Scoop.It, Diigo... the list goes on and on. We need to support students in recognizing these communities and forming connections with the people who can help them find their way!
  
  <div class="cArrow"> </div><div class="cContentInner">Skype in the Classroom, Scoop.It, Diigo... the list goes on and on. We need to support students in recognizing these communities and forming connections with the people who can help them find their way!</div>
  
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Learning and knowledge rests in diversity of opinions.
- Katy Vance on 17 Feb 13
  
  ...which is why a filter is dumb! Just because you don't like some opinions or think they are "tasteless" doesn't give you the right to restrict them.
  
  <div class="cArrow"> </div><div class="cContentInner">...which is why a filter is dumb! Just because you don't like some opinions or think they are "tasteless" doesn't give you the right to restrict them.</div>
  
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Nurturing and maintaining connections is needed to facilitate continual learning.
- Katy Vance on 17 Feb 13
  
  ....which is why COETAIL work so well, forcing me to nurture my connections more deeply than before I participated in this PLN.
  
  <div class="cArrow"> </div><div class="cContentInner">....which is why COETAIL work so well, forcing me to nurture my connections more deeply than before I participated in this PLN.</div>
  
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Ability to see connections between fields, ideas, and concepts is a core skill.
- Katy Vance on 17 Feb 13
  
  I wish we had more cross-curricular planning at LIS.
  
  <div class="cArrow"> </div><div class="cContentInner">I wish we had more cross-curricular planning at LIS.</div>
  
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Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
- Katy Vance on 17 Feb 13
  
  A key part of evaluating your resources for C.R.A.A.P.! http://lissecondarylibrary.wordpress.com/2012/11/07/evaluating-resources-for-c-r-a-p/
  
  <div class="cArrow"> </div><div class="cContentInner">A key part of evaluating your resources for C.R.A.A.P.! <a href="http://lissecondarylibrary.wordpress.com/2012/11/07/evaluating-resources-for-c-r-a-p/" rel="nofollow" target="_blank">http://lissecondarylibrary.wordpress.com/2012/11/07/evaluating-resources-for-c-r-a-p/</a></div>
  
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Information flow within an organization is an important element in organizational effectiveness. In a knowledge economy, the flow of information is the equivalent of the oil pipe in an industrial economy. Creating, preserving, and utilizing information flow should be a key organizational activity. Knowledge flow can be likened to a river that meanders through the ecology of an organization. In certain areas, the river pools and in other areas it ebbs. The health of the learning ecology of the organization depends on effective nurturing of information flow.
- Katy Vance on 17 Feb 13
  
  Great PD oriented question - how are we making sure information flows through our school, and that all teachers are accessing knowledge about teaching and learning?
  
  <div class="cArrow"> </div><div class="cContentInner">Great PD oriented question - how are we making sure information flows through our school, and that all teachers are accessing knowledge about teaching and learning?</div>
  
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Management and leadership.
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Media, news, information.
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Personal knowledge management
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Design of learning environments
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Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity. How people work and function is altered when new tools are utilized. The field of education has been slow to recognize both the impact of new learning tools and the environmental changes in what it means to learn. Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era.
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Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical.
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- Katy Vance on 07 Dec 13
  
  Importance of pushing students to engage in connection based learning for their EEs and personal projects
  
  <div class="cArrow"> </div><div class="cContentInner">Importance of pushing students to engage in connection based learning for their EEs and personal projects</div>
  
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John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few. The central premise is that connections created with unusual nodes supports and intensifies existing large effort activities. Brown provides the example of a Maricopa County Community College system project that links senior citizens with elementary school students in a mentor program. The children “listen to these “grandparents” better than they do their own parents, the mentoring really helps the teachers…the small efforts of the many- the seniors – complement the large efforts of the few – the teachers.” (2002).
- Katy Vance on 07 Dec 13
  
  Connectivism is not just digitally connecting.
  
  <div class="cArrow"> </div><div class="cContentInner">Connectivism is not just digitally connecting.</div>
  
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- Katy Vance on 07 Dec 13
  
  Reminds of the image that says that what will matter most in media is whether or not a story gets read by several thousand people within the first few days, not where the story lives.
  
  <div class="cArrow"> </div><div class="cContentInner">Reminds of the image that says that what will matter most in media is whether or not a story gets read by several thousand people within the first few days, not where the story lives.</div>
  
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- Katy Vance on 07 Dec 13
  
  Knowledge Management - sounds like a librarian!
  
  <div class="cArrow"> </div><div class="cContentInner">Knowledge Management - sounds like a librarian!</div>
  
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Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments.
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Landauer and Dumais (1997) explore the phenomenon that “people have much more knowledge than appears to be present in the information to which they have been exposed”.
- Tim Pettine on 25 Jan 14
  
  Consider explanations that moved from what I did to what I didn't do.
  
  <div class="cArrow"> </div><div class="cContentInner">Consider explanations that moved from what I did to what I didn't do. </div>
  
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- Jeff Utecht on 18 Jul 14
  
  Why is this important?
  
  <div class="cArrow"> </div><div class="cContentInner">Why is this important?</div>
  
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Valid sources of knowledge - Do we gain knowledge through experiences? Is it innate (present at birth)? Do we acquire it through thinking and reasoning?
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Behaviorism states that learning is largely unknowable, that is, we can’t possibly understand what goes on inside a person (the “black box theory”). Gredler (2001) expresses behaviorism as being comprised of several theories that make three assumptions about learning:
- Tim Pettine on 01 Apr 15
  
  This makes me think deeply.
  
  <div class="cArrow"> </div><div class="cContentInner">This makes me think deeply.</div>
  
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Katy Vance on 17 Feb 13

Vaill emphasizes that "learning must be a way of being - an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…" (1996, p.42).

<div class="cArrow"> </div><div class="cContentInner">Vaill emphasizes that "learning must be a way of being - an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…" (1996, p.42).</div>

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