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Ryan Archer

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

  • 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
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  • 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?
lesmcbeth

What does design thinking feel like? | Design Thinking - 2 views

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    A nice summary of Design Thinking - which can be applied to generating your action plans.
Derek Doucet

What Project-Based Learning Is - and What It Isn't | MindShift - 3 views

  • For Terronez, the goal is to always connect classroom learning to its applications in the outside world.
  • If you inspire them to care about it and draw parallels with their world then they care and remember,”
  • takes a lot of diligent planning by the teacher to design projects that give students space to explore themes and real-world resonance to make it meaningful for them. And it takes trust in the students, as well.
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  • hen students arrived on the first day of school they found an empty classroom. The first project Terronez asked his students to undertake was designing their own learning space, one that would support experience-based, collaborative learning.
  • Terronez asked his students to design an iPod app that would solve a real-world problem. They came up with an idea, designed the display icon, figured out how users would navigate the app, prototyped sample tabs, then pitched their mock-up to an audience.
  • In a project exploring air pressure, Terronez’s students built their own hovercrafts using a leaf blower as the engine. When the hovercrafts worked, the students designed 3D representations of themes from “Freedom Fighters,” a Discovery School education video about racial struggles featuring the stories of Nelson Mandela and Martin Luther King. Their creations were featured in a hovercraft parade on Election Day.
  • Take a look at High Tech High art teacher Jeff Robin’s video explaining the difference between project-oriented learning and project-based learning.
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    A good explanation of the importance of rooting learning in authenticity. It would be interesting to explore this all with the different lenses of TPACK, TIM, SAMR
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