Cohort 21 Shared Resources

4 Phases Of Inquiry-Based Learning: A Guide For Teachers

Learning focuses around a meaningful, ill-structured problem that demands consideration of diverse perspectives Academic content-learning occurs as a natural part of the process as students work towards finding solutions Learners, working collaboratively, assume an active role in the learning process Teachers provide learners with learning supports and rich multiple media sources of information to assist students in successfully finding solutions Learners share and defend solutions publicly in some manner”

The Australian educator Anne Newman (1977) suggested five significant prompts to help determine where errors may occur in students attempts to solve written problems. She asked students the following questions as they attempted problems.1.       Please read the question to me. If you don't know a word, leave it out.2.       Tell me what the question is asking you to do.3.       Tell me how you are going to find the answer.4.       Show me what to do to get the answer. "Talk aloud" as you do it, so that I can    understand how you are thinking.5.       Now, write down your answer to the question.These five questions can be used to determine why students make mistakes with written mathematics questions.

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.)

"When Does 'EdTech' Just Become 'Education,'"

it's not about the technology. It's about the process of learning."

A few years ago, district leaders wanted to know the educational and economic benefits of making a digital transition, according to Bill Goodwyn, president and CEO of Discovery Education, in another panel on public-private partnerships. "Today they're not asking why. They're asking, 'How do I get there?'" he said.  "A lot of districts want to frame this as a technology issue. It's not a technology issue. It's a learning issue."

MERLOT is a free and open peer reviewed collection of online teaching and learning materials and faculty-developed services contributed and used by an international education community.

Fortunately, in a classroom where students already use technology, it’s a simple matter to incorporate a digital citizenship component into any lesson — all while meeting both the ISTE Standards and the Common Core. For example, teachers have the opportunity to address digital citizenship whenever students: 1. Create digital presentations

Anytime students create content to share online, teachers can supplement the lesson with an age-appropriate discussion about copyright and fair use. Mendoza suggests going beyond simply showing students how to properly cite ideas and images. “Flip the tables on them. When they’re creating and sharing their work with the world online, ask them: How do you want other people to use your work? Would you want other people to make a profit off it, share it or alter it? That’s when it really hits home,” she said.

2. Study historical figures or literary characters Prompt students to think about how they present themselves online — and what it means to leave a digital footprint — by creating fake social media profiles for the characters they’re studying in history or English classes. “If Lincoln had a Twitter feed, what would he tweet? Get students to think about how these characters might present themselves online,” Mendoza said. “Reframe social media to look at how the characters might have exemplified themselves in a digital world and how it might have impacted them.” Add another dimension to this activity by using characters that have two very distinct sides to their personalities, such as Jekyll and Hyde. “It helps them think about how sometimes people present themselves online in a whole different way than they really are in person and why we might share things about ourselves that might not really be in line with who we are in person.”

Learning is a culture.

The short answer is that a culture of learning is a collection of thinking habits, beliefs about self, and collaborative workflows that result in sustained critical learning.

12 Ways Teachers are Using Social Media in the Classroom Right Now