Skip to main content

Home/ Cohort 21 Shared Resources/ Group items tagged fundamentals

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
middleweldon

Digital Literacy Fundamentals | MediaSmarts - 1 views

mediasmarts.ca/...digital-literacy-fundamentals

literacy digital literacy fundamentals definition

shared by middleweldon on 19 Nov 14 - No Cached
  • This section looks at the various aspects and principles relating to digital literacy and the many skills and competencies that fall under the digital literacy umbrella. The relationship between digital literacy and digital citizenship is also explored and tips are provided for teaching these skills in the classroom
  • Use, Understand, Create
  • The Multi-Literacies of the Digital Age
  • middleweldon on 19 Nov 14
     
    A clear explanation of digital literacy that separates it out from the others - media literacy, information literacy etc. Key definitions to build from - especially in the context of developing a course related to digital or media literacy
Justin Medved

Big Picture | 4.0 Schools - 0 views

4pt0.org/big-picture

shared by Justin Medved on 11 Sep 13 - No Cached
  • Justin Medved on 11 Sep 13
     
    "4.0 Schools launches ventures that solve tough problems in education. We bring educators, entrepreneurs and technologists together to deliver relevant solutions that reimagine the way we teach and learn. Our community has a bias toward products that aren't band-aids on an outdated system. Instead, they are anchored to new ways of thinking about a fundamental set of questions: What is school for? Where does learning happen? What should kids learn? Who delivers learning?"
Derek Doucet

7 Essential Tools for a Flipped Classroom - Getting Smart by Guest Author - classrooms,... - 3 views

gettingsmart.com/...-tools-for-a-flipped-classroom

flipped classroom personalized learning

shared by Derek Doucet on 09 Mar 13 - No Cached
  • 7 Essential Tools for a Flipped Classroom
  • The flipped classroom uses technology to allow students more time to apply knowledge and teachers more time for hands-on education.
  • Google Docs
  • ...13 more annotations...
  • The following tools are listed from most basic to most sophisticated and can be used alone or in tandem to make flipped classrooms more engaging.
  • Google Docs have many advantages over traditional word processing programs, including real-time automatic updates visible to all users, a feature that enables robust discussion and sharing.
  • YouTube
  • Ideal for first-time flippers
  • Teachem
  • Teachem is a timely and valuable resource ideal for teachers interested in a more structured flipped classroom but unwilling to commit to paid or complex programming.
  • The Flipped Learning Network
  • A social media site open to first-time and experienced flippers, the Flipped Learning Network contains resources for all kinds of flipped classrooms while facilitating discussion, collective problem-solving and peer networking.
  • Camtasia Studio
  • Perhaps the most popular screencasting technology available, Camtasia Studio is now in its eighth incarnation and has remained up-to-date with educational trends
  • Edmodo or Schoology
  • eyond enabling activities fundamental to the flipped classroom, such as video lectures and e-readings, these comprehensive online learning platforms offer educator networks and resources,
  • iscussion and collaboration features, and grading and assessment options.
  • Derek Doucet on 09 Mar 13
     
    7 Essential Tools for a Flipped Classroom - nothing earth shattering but a nicely compiled list. 
Justin Medved

Why the war over math is distracting and futile - The Globe and Mail - 2 views

www.theglobeandmail.com/...article17178295

math

shared by Justin Medved on 04 Mar 14 - No Cached
  • The big questions on today’s blackboard is how to make math relevant for tomorrow,
  • “At the beginning of the 20th century, Latin was a required subject – it was seen as fundamental,” he says, to show how, as society changes, so does what it values. “By the end of century, Latin was gone. What will mathematics be by the end of this century?”
  • Dr. Small is showing a third option for two-number multiplication when a father raises his hand and asks: “But what’s the most efficient way?”“What’s your definition of efficient?” Dr. Small responds. “I think it’s probably the calculator.”
  • ...1 more annotation...
  • But so it goes. The one side says, “drill and kill.” The other says “drill for skill.” Basically, though, just about every mathematician and math education researcher who was interviewed for this story agrees that the perfect math class should have a mix of skills and problem solving. They just can’t agree on the amounts of each, when to add them, and what to skip.
Ryan Archer

The Distracted Classroom - The Chronicle of Higher Education - 1 views

www.chronicle.com/...239446

distraction classroom management teaching

shared by Ryan Archer on 26 Apr 17 - No Cached
  • Distraction occurs, the authors argue, when we are pursuing a goal that really matters and something blocks our efforts to achieve it.
  • They argue that distraction actually arises from a conflict between two fundamental features of our brain: our ability to create and plan high-level goals versus our ability to control our minds and our environment as we take steps to complete those goals.
  • cognitive control abilities
  • ...7 more annotations...
  • Our cognitive control is really quite limited: We have a restricted ability to distribute, divide, and sustain attention; actively hold detailed information in mind; and concurrently manage or even rapidly switch between competing goals."
  • while older adults can fully retain their ability to focus their attention, their capacity to block out irrelevant distractions diminishes with age.
  • That’s one reason why older adults may have more trouble concentrating on a conversation in a crowded restaurant than younger people.
  • What goal had I established for Kate’s learning that day? How had I created an environment that supported her ability to achieve that goal? And perhaps most important — assuming that the class had a learning goal that mattered for her — did she know about it?
  • The more powerful the goals we establish for ourselves, and the more we feel ownership over those goals, the more we are able to pursue them in the face of both internal and external distractions.
  • Most of us can shut out distractions when we are pursuing something that really matters to us.
  • Who creates them? How much do they matter? And how well do students understand them?
1 - 5 of 5
Showing 20▼ items per page