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celeste Kirsh

More Progressive Ways to Measure Deeper Level of Learning | MindShift - 0 views

blogs.kqed.org/...asure-deeper-level-of-learning

assessment deeper know_do_reflect

shared by celeste Kirsh on 13 Apr 14 - No Cached
  • celeste Kirsh on 13 Apr 14
     
    An interesting look at ways to structure assessments to get to "deeper learning"; nothing earth shattering in this article, but some interesting ideas to consider!
celeste Kirsh

Diving Into Deeper Learning: Marc Chun | TedX DenverTeachers - 1 views

www.tedxdenverteachers.org/into-deeper-learning-marc-chun

shared by celeste Kirsh on 29 Nov 13 - No Cached
  • celeste Kirsh on 29 Nov 13
     
    "The complex issues we face today require a key set of problem-solving skills.  How can schools best prepare students to be ready to take on these challenges?  How can they help ensure students have the "deeper learning" skills of critical thinking, collaboration, communication, and metacognition, as well as have the content knowledge they need?  Presented by Marc Chun, Education Program Officer at the Hewlett Foundation. "
  • garth nichols on 29 Nov 13
     
    Hi Celeste, This is a great video for me! I'm going to be looking at building grit and perseverance in the classroom context, and these skills are all a part of "intellectual character" that I am exploring. thanks, garth.
Derek Doucet

How Assessment Can Lead to Deeper Learning | Edutopia - 0 views

www.edutopia.org/...ad-to-deeper-learning-bob-lenz

assessment cohort21 reflection SAMR learning

shared by Derek Doucet on 26 Mar 14 - No Cached
  • Here's an illustration of that process:
  • The reflection step in this on-going learning cycle is an essential element where assessment happens.
  • Having students play an active role in this step is distinctive for two reasons:
  • ...2 more annotations...
  • The assessment process itself helps students develop critical thinking and analysis skills.
  • The process also helps students internalize knowledge, turning what and how they learn into a well of resources they can use in the future.
  • Derek Doucet on 26 Mar 14
     
    A great reminder of why we need to give the keys to the students and let them drive from time to time.
lesmcbeth

This is How to Integrate Technology in your Teaching Using SAMR ~ Educational Technolog... - 0 views

www.educatorstechnology.com/...o-integrate-technology-in.html

SAMR teaching

shared by lesmcbeth on 21 Nov 14 - No Cached
  • lesmcbeth on 21 Nov 14
     
    Digging deeper with SAMR
garth nichols

Clearing the Confusion between Technology Rich and Innovative Poor: Six Questions - 1 views

novemberlearning.com/...-innovative-poor-six-questions

TPACK cohort21

shared by garth nichols on 27 Jan 15 - No Cached
  • Transformational Six Did the assignment build capacity for critical thinking on the web? Did the assignment develop new lines of inquiry? Are there opportunities for students to make their thinking visible? Are there opportunities to broaden the perspective of the conversation with authentic audiences from around the world? Is there an opportunity for students to create a contribution (purposeful work)? Does the assignment demo “best in the world” examples of content and skill?
  • Carolyn Bilton on 27 Jan 15
     
    Are we really using technology to make our assignments/tasks/activities/lessons INNOVATIVE?
  • garth nichols on 28 Jan 15
     
    Great questions to ask ourselves and our colleagues as we move deeper into integrating tech into our everyday practice
garth nichols

Educational Leadership:Technology-Rich Learning:Tech Leaders Speak Up About Learning - 0 views

www.ascd.org/...s-Speak-Up-About-Learning.aspx

cohort21 leadership tech

shared by garth nichols on 07 Apr 13 - No Cached
  • The key to infusing technology for deep learning is professional development for teachers. At our school, each teacher wrote his or her own professional development plan. Then we changed the job description of the technology teacher to include meeting with each teacher to refine and review these plans. Instead of teaching computers to the students, the new technology integration coach—a new title to reflect new duties–was now available to partner with the teacher in the classroom. As teachers became more comfortable, the coaching sessions centered on how to extend learning.
  • At the same time, our administrative team began using e-communication folders for parent communication, e-portfolios for teachers, and Moodle for virtual classroom environments. Teachers experienced rich, efficient collaboration and communication through technology. This resulted in more effective face-to face communication.
  • Three things are basic to preparing students to be deeper learners: (1) access to quality curriculums, teaching, and learning, (2) robust information resources, technology tools, devices, and infrastructures, and (3) a student-centered learning environment that promotes critical thinking and problem solving.
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  • One of a leader's most important roles is to be a model for teachers–who then become models for students. Modeling digital learning in professional learning communities, faculty meetings, parent events, and everyday tasks helps adult learners in the school challenge themselves to authentically learn how to use technology.
  • garth nichols on 07 Apr 13
     
    This is a great article for how to introduce edtech into a school - it has real world examples as well
garth nichols

35 Psychology-Based Learning Strategies For Deeper Learning - 4 views

www.teachthought.com/...d-critical-thinking-strategies

shared by garth nichols on 28 Oct 16 - No Cached
  • garth nichols on 28 Oct 16
     
    Brain-based learning strategies
garth nichols

Game Changers | Canadian Education Association (CEA) - 0 views

www.cea-ace.ca/...game-changers

Gaming

shared by garth nichols on 26 Nov 13 - No Cached
  • In 2011, game designer Jane McGonigal published Reality is Broken, where she outlined four simple rules that define a game: a goal, rules, a feedback system, and voluntary participation. Both Jeopardy and The History of Biology fit this definition, but clearly there is a difference between games that teach the recall of facts and those that teach higher-order thinking skills.
  • esame Workshop, published a paper in 2011 called “Games for a Digital Age.” They distinguish between short-form games, “which provide tools for practice and focused concepts,” and long-form games, “which are focused on higher order thinking skills.” This is a useful first distinction teachers can use when evaluating games for use in the classroom.
  • A theme that comes up with teachers who use long-form video games is teaching empathy. “When I first started teaching natural disasters in Grade 7, there were case studies in the textbook, or videos,” says Mike Farley, a high-school teacher at the University of Toronto Schools (UTS). “When we invite students to play a simulation like Stop Disasters or Inside the Haiti Earthquake, they are more immersed; there’s more of an emotional learning.”
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  • UTS Principal Rosemary Evans sees these as “unique learning experiences,” different for each student with each session of play. “What excites me is the experiential component,” she says. “The simulations lead to an authentic experience, where the game environment represents different points of view.”
  • Justin Medved , the Director of Instructional Innovation at The York School, likes to talk about “layers of learning” taking place in the best games. “To what extent does the game offer an experience that offers some critical thinking, decision making, complexity, or opportunity for discussion and debate?” says Medved. The content is the first layer the students interact with, but meta-content skills can take longer to teach. Medved looks for “any opportunity for players to go out and do some research and thinking before coming back to the game.” Many games, says Medved, are super-fast and he tries to intentionally slow them down to allow for deeper thinking. “We want some level of learning to be slow, to discuss bias or different perspectives. Over time you can see a narrative unfolding.”
  • The question of whether to game or not game in class is not one of technology. It is one of pedagogy that starts and ends with the teacher. It is our job to provide a framework for deciding which games can be used in which contexts, and to use the best of the game world to inspire our students to higher-order thinking.
  • Justin Medved on 26 Nov 13
     
    "Game Changers How digital games are creating new learning experiences Using games to teach discrete topics in the classroom is not a new phenomenon; however, games can also be used to teach higher-order thinking skills such as critical thinking, decision-making, creativity and communication. These so-called "long-form" games need to be contextualized by the teacher and woven into a robust curriculum of complimentary activities. Innovative educational gaming companies focus on developing high-quality digital content but also on the pedagogical implications of embedding the game in existing curriculum. Data collected from long-form digital games can be used to personalize instruction for students who are getting stuck on certain concepts or learn in a particular way. As games get more sophisticated, so must the teacher's understanding of the way students use them in the classroom."
  • garth nichols on 26 Nov 13
     
    For those interested in applying characteristics of gaming to their teaching.
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