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Marcie Lewis

Inquiry learning / Effective pedagogy / Media gallery / Curriculum stories / Kia ora - ... - 1 views

nzcurriculum.tki.org.nz/...Inquiry-learning

inquiry Inquiry learning video

shared by Marcie Lewis on 06 Jan 13 - No Cached
  • Marcie Lewis on 06 Jan 13
     
    Great video on learning through inquiry.
Adam Caplan

https://transformation-technology.wikispaces.com/file/view/Transformation_and_Technolog... - 1 views

transformation-technology.wikispaces.com/...n_and_Technology_Version-2.pdf

resource scenarios tpack exemplar 21C lessons

shared by Adam Caplan on 10 Jan 15 - No Cached
  • Adam Caplan on 10 Jan 15
     
    A huge resource of tech-integrated teaching/learning scenarios, premised on TPACK and open enough to allow for creative pedagogy and teacher imagination. Chew before swallowing.
Derek Doucet

The Professors' Big Stage - NYTimes.com - 0 views

www.nytimes.com/...-the-professors-big-stage.html

blended learning MOOC

shared by Derek Doucet on 09 Mar 13 - No Cached
  • How can colleges charge $50,000 a year if my kid can learn it all free from massive open online courses?
  • Sandel had just lectured in Seoul in an outdoor amphitheater to 14,000 people, with audience participation.
  • ecause increasingly the world does not care what you know. Everything is on Google. The world only cares, and will only pay for, what you can do with what you know. And therefore it will not pay for a C+ in chemistry, just because your state college considers that a passing grade and was willing to give you a diploma that says so. We’re moving to a more competency-based world where there will be less interest in how you acquired the competency — in an online course, at a four-year-college or in a company-administered class — and more demand to prove that you mastered the competency.
  • ...3 more annotations...
  • There seemed to be a strong consensus that this “blended model” combining online lectures with a teacher-led classroom experience was the ideal.
  • We demand that plumbers and kindergarten teachers be certified to do what they do, but there is no requirement that college professors know how to teach. No more. The world of MOOCs is creating a competition that will force every professor to improve his or her pedagogy or face an online competitor.
  • ¶Bottom line: There is still huge value in the residential college experience and the teacher-student and student-student interactions it facilitates. But to thrive, universities will have to nurture even more of those unique experiences while blending in technology to improve education outcomes in measurable ways at lower costs.
su11armstrong

Educational Leadership:Students Who Challenge Us:Eight Things Skilled Teachers Think, S... - 2 views

www.ascd.org/...achers-Think,-Say,-and-Do.aspx

relationships educations teaching leadership pedagogy ASCD

shared by su11armstrong on 31 Oct 12 - No Cached
  • su11armstrong on 31 Oct 12
     
    A good reminder of how important having and modelling a respectful relationship is to build trusting and a positive working environment with students.
garth nichols

25 Things Successful Educators Do Differently - 3 views

teacherswithapps.com/ssful-educators-do-differently

Teachers pedagogy cohort21

shared by garth nichols on 14 Aug 13 - No Cached
  • garth nichols on 14 Aug 13
     
    This is a great article reminding us about what we do, and how we do it. A great way to think about how we want to start our year!
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.”
  • ...3 more annotations...
  • 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.
garth nichols

Sugata Mitra and the new educational Romanticism - a parody - 0 views

www.digitalcounterrevolution.co.uk/...usseau-educational-romanticism

edtech Rousseau technology counterrevolution staff_development

shared by garth nichols on 21 Apr 14 - No Cached
  • ll children are born to drive their education. The problem is that prior to the digital age there were no child-friendly pedagogic vehicles. Now that the military-industrial complex has created them, parents and teachers should give the keys to the kids as soon as possible and let them head off on their own down the beautifully linear highway of knowledge.
  • One of the empires is the empire of fear. Surely we are not free if our lives are dominated by fear. Although Mitra’s minimal model blithely assumes that children greet everything new with a calm curiosity, Rousseau recognises that children can just as easily respond to the new with fear. To avoid this requires early training. A snippet of his advice on this subject:
  • At another junction on the same road is the empire of habit. We are not free if we are too firmly set in our ways. Hence Rousseau’s advice: “the only habit that a child should be allowed to contract is none. Do not carry him on one arm more than the other; do not accustom him to give one hand rather than the other, to use one more than the other, to want to eat, sleep, or be active at the same hours…Prepare from afar the reign of his freedom…” (63) (Sir Ken Robinson’s critique of the school bell is but a footnote to this.)
  • ...11 more annotations...
  • If tools are needed, he suggested, it is better that we make them ourselves, and for the sake of the children’s freedom it is better that they acquire the belief that the imperfect tools they make themselves are better than perfect tools made by others.
  • he great Romantic pedagogy of liberation becomes a parody of itself when it loses sight of how vulnerable the child is to a myriad imperial forces, reducing itself to the myopic claim that the only thing children need to be liberated from is teachers.
  • Of course, the child must feel at every step of the way that she is making the discoveries, or, as Rousseau says of his Emile in his now outdated language: “let him always believe he is the master” but, he reminds the tutor, “let it always be you who are.” (120)
  • Rousseau suggests beginning the scientific part of a child’s education with some geographical discovery learning. He has a nice criticism of his EdTech contemporaries: “You want to teach geography to this child, and you go and get globes, cosmic spheres, and maps for him. So many devices! Why all these representations? Why do you not begin by showing him the object itself so that he will at least know what you are talking about?” (168)
  • If curiosity and attention need cultivation and direction, they also need protection. Rousseau sees a particular risk with the sciences – and this is one which online learning surely magnifies, not diminishes. He puts it beautifully, describing the entry into science as something that can be like entering “into a bottomless sea…When I see a man, enamoured of the various kinds of knowledge, let himself be seduced by their charm and run from one to the other without knowing how to stop himself, I believe I am seeing a child on the shore gathering shells and beginning by loading himself up with them; then, tempted by those he sees next, he throws some away and picks up others, until, overwhelmed by their multitude and not knowing anymore which to choose, he ends by throwing them all away and returning empty-handed.” (172)
  • In a parallel way, learning emerges at the edge of chaos where children meet Google, and it emerges with the same spontaneity seen when the first amoeba dragged itself out of the primordial soup.
  • “The man who did not know pain would know neither the tenderness of humanity nor the sweetness of commiseration. His heart would be moved by nothing. He would not be sociable; he would be a monster among his kind.” (87)
  • Rousseau makes a point more specifically about the psychology of the child, arguing that it is damaging for children to be encouraged to learn things that are beyond the developing sphere of their experience.
  • Children become accustomed to parroting the truth instead of perceiving for themselves that something is true.
  • No child ever came face to face with his mortality when his avatar was struck by a pixelated bullet. No, the child learns infinitely more about the human condition from a single bout of toothache than from 1,000 hours of online gaming.
  • Mitra’s minimalism is not just the minimalism of a hands-off approach to teaching; it is also the minimalism of a theory that – in that questionable analytic tradition – wants to limit itself to technique. All we are given is a methodology – the theoretical equivalent of the automotive machinery that children can drive.
  • garth nichols on 21 Apr 14
     
    This is a real eye-opener for the counter-digital-revolution perspective. It's good to keep these perspectives in mind as we chart our way forward because these ideas can help temper our enthusiasm for tech as a panacea
Sarah Bylsma

iPad Classroom: Exploring Educational iPad Apps - 1 views

www.ipadclassroom.com/samr_model.html

Technology integration pedagogy learning education SAMR iPad

shared by Sarah Bylsma on 23 Aug 13 - No Cached
  • Marcie Lewis on 23 Aug 13
     
    SAMR
  • Sarah Bylsma on 23 Nov 13
     
    IPads in the Classroom with SAMR
Derek Doucet

The Ultimate Guide to Gamifying Your Classroom | Edudemic - 0 views

www.edudemic.com/mate-guide-gamifying-classroom

pedagogy gamification technology edtech SAMR

shared by Derek Doucet on 31 Aug 15 - No Cached
  • Gamification is the process by which teachers use video game design principals in learning environments. The effects are increased student engagement, class wide enjoyment of academic lessons, and high levels of buy-in, even from your most reluctant learners.
  • Components of Gamifying the Classroom There are several aspects of video-game design that can be incorporated into the gamified classroom. Here are several:
  • Points: In video games, users gain points as the travel through their quests. The more time they invest in the game the more points they earn
  • ...12 more annotations...
  • Badges: Badges are public recognition of achievement, with each one designed with a specific achievement in mind.
  • Levels: As a game goes on, players progress through levels that get progressively more difficult. In the classroom, levels could be lessons, or even units of study.
  • Appointments: Thanks to the Internet, people playing a video game in the US can sign in and team up with players all over the world.
  • Bonuses: Most games have hidden, unexpected rewards. Bonuses help drive player loyalty and keep them playing day in and day out.
  • Infinite play: In many video games, players keep playing until they finish a level. They might lose points, or access to valuable items if they are attacked, but they are still able to keep playing.
  • How to Gamify Your Classroom
  • Backwards planning: Any teacher familiar with Understanding By Design has already got a leg up in gamification.
  • Use what’s available: Classcraft is a free, online educational role-playing game that teachers can personalize for their lessons.
  • Gamify one aspect: Rather than attempting to create an entire game with quests and hidden bonuses, start small.
  • Establish a marketplace: Allow students to buy, sell, swap, trade with each other and with you. Maybe students can swap a badge for an open-book test, or use points to purchase a homework-free night.
  • Allow leveling up: If a student has mastered the material in a lesson, offer fun and engaging extension wor
  • Just dive in: It can be difficult to know when your gamified classroom plan is ready for students, but the best advice is to just try it out.
  • Derek Doucet on 31 Aug 15
     
    A great intro to gamifying your classroom.
anonymous

Discovery learning is the new higher learning - The Globe and Mail - 0 views

www.theglobeandmail.com/...article4610656

learning pedagogy

shared by anonymous on 07 Jan 14 - No Cached
  • anonymous on 07 Jan 14
     
    What type of learning is needed in high schools... globe and mail article
garth nichols

Rethinking Learning: The 21st Century Learner | MacArthur Foundation - YouTube - 1 views

www.youtube.com/watch

gaming pedagogy remix Professional_Development staff_development

shared by garth nichols on 02 Dec 14 - No Cached
  • garth nichols on 02 Dec 14
     
    This is still so relevant for education today: "If I'm not learning, it isn't fun"
garth nichols

Interactive Bloom's Taxonomy Tool - 2 views

community.wvu.edu/...blooms_wheel.html

blooms taxonomy pedagogy teaching learning

shared by garth nichols on 08 Jan 15 - No Cached
  • garth nichols on 08 Jan 15
     
    A great interactive tool for verbs and tasks associated with Blooms
Derek Doucet

Personalized Learning, Big Data and Schools | Edutopia - 0 views

www.edutopia.org/...big-data-schools-matt-levinson

SAMR technology edtech Datadrivenpractice

shared by Derek Doucet on 19 Nov 14 - No Cached
  • Similarly, the field of education is facing enormous pressure to adapt to technology as educators figure out how to meet the needs of students in a personalized, meaningful and timely manner based on best practices.
    • Derek Doucet
      Derek Doucet on 19 Nov 14
       
      The key is that tech is rooted in best practices and pedagogy
  • By designing a curriculum that collects data at every step of the student learning process, universities can address student needs with customized modules, assignments, feedback and learning trees in the curriculum that will promote better and richer learning."
    • Derek Doucet
      Derek Doucet on 19 Nov 14
       
      Importance of Chunk, Chew Check or Input Process Output - allowing for Processing and checking for understanding throughout the lessons
    • Derek Doucet
      Derek Doucet on 19 Nov 14
       
      Check out this point!! Thoughts??
  • ...1 more annotation...
  • Simply put, we live in an age of personalization and customization -- and companies know it and are gearing their efforts to serve our needs in the way they think we want to be served.
Derek Doucet

Connected Educator Month 2014 Calendar | Connected Educators - 1 views

connectededucators.org/calendar

edtech connected educators pedagogy flipped classroom blended learning

shared by Derek Doucet on 17 Oct 14 - No Cached
  • Connected Educator Month 2014 Calendar Use the search box and filters at right to help you find events & activities of interest. To find events/activities just for you, roll over “primary audience” at right. To find events/activities on a specific topic of interest, roll over each of the event types at right. By default, events are displayed in Eastern Daylight (New York) time. Learn how to view events in your local time here. Register as an attendee or organization to create a profile, make your customized calendar, interact with other attendees, and more. Click here for tutorial videos. Add your customized calendar to Google Calendar, iCal, and more here. Or add an event to the calendar by clicking here.
Derek Doucet

7 Homework Assignments That Guarantee Learning and the Secret Sauce That Makes Them Wor... - 0 views

www.brilliant-insane.com/...auce-that-makes-them-work.html

personalized learning homework pedagogy edtech

shared by Derek Doucet on 06 Nov 15 - No Cached
  • 1 – Read from a self-selected novel
  • With reading as our most important out-of-class activity, my average student read more than 25 books each year.
  • 2 – Read an article, blog post, or other content on a social network
  • ...4 more annotations...
  • What if teachers leveraged social media and other Internet content? Encourage students to read a bevy of items from their favorite online spaces. Steer them to content related to your class. Challenge them to locate something thought-provoking. Imagine the discussions that might ensue.
  • 3 – Talk about X on Twitter, Facebook, or Pinterest
  • 5 – Write a song, paint a picture, or design a building
  • 6 – Play a game
  • Derek Doucet on 06 Nov 15
     
    Making learning a normal part of their day...
Justin Medved

The Teacher Curse No One Wants to Talk About | Edutopia - 1 views

www.edutopia.org/...curse-of-knowledge-chris-reddy

pedagogy

shared by Justin Medved on 21 Dec 15 - No Cached
  • Justin Medved on 21 Dec 15
     
    "The Curse of Knowledge The Curse of Knowledge has been variously described in articles by Chip and Dan Heath, Carmen Nobel, and Steven Pinker, and also in books such as The Sense of Style and Made to Stick. It has been applied to a variety of domains: child development, economics, and technology are just a few. All of the resources describe the same phenomena -- that a strong base of content knowledge makes us blind to the lengthy process of acquiring it. This curse has implications for all teachers: We do not remember what it is like to not know what we are trying to teach. We cannot relive the difficult and lengthy process that learning our content originally took. As a result, we end up assuming that our lesson's content is easy, clear, and straightforward. We assume that connecti"
lesmcbeth

Google Ventures: Your Design Team Needs A War Room. Here's How To Set One Up | Co.Desig... - 3 views

www.fastcodesign.com/...r-room-heres-how-to-set-one-up

DesignThinking Innovation collaboration

shared by lesmcbeth on 08 Oct 15 - No Cached
  • lesmcbeth on 08 Oct 15
     
    A great article on what a room needs in order to improve opportunities for collaboration and innovation. How can you apply these lessons to the physical design of your classroom?
  • garth nichols on 08 Oct 15
     
    THis is what our classrooms should be, but we need to change the pedagogy too!
jenniferweening

So You Want to Drive Instruction With Digital Badges? Start With the Teachers | EdSurge... - 1 views

www.edsurge.com/...badges-start-with-the-teachers

shared by jenniferweening on 28 Nov 15 - No Cached
  • the HISD badging system provides flexibility for HISD teachers to access the modules online at any time and place and to complete them at their own pace.
    • jenniferweening
      jenniferweening on 28 Nov 15
       
      - action plan: PD as personalized - personalization just as important for teacher learning as for student learning!
  • This flexibility is critical to help teachers balance their everyday demands with the expectation to build new expertise in content, pedagogy and new technologies.
  • It allows them to build a badging portfolio that reflects the skills and knowledge they have developed, as well as evidence of classroom impact. That portfolio is portable.
  • ...1 more annotation...
  • First, personalizing professional development pathways with modules and badges reflect an individual teacher’s learning needs.
    • jenniferweening
      jenniferweening on 28 Nov 15
       
      #actionplan #personalization
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