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Morten Oddvik

...And Other Fancy Stuff: How Google Wave Could Improve Education: Group Work - 0 views

otherfancystuff.blogspot.com/...e-could-improve-education.html

googlewave wave communication group

shared by Morten Oddvik on 07 Oct 09 - Cached
  • Morten Oddvik on 07 Oct 09
     
    As a teacher, you often want to encourage group projects, since they can help students learn cooperation and teamwork, and since they can often have a synergistic effect and produce amazing results. But, there's always that same concern with group projects - someone will do all the work, someone will do none, and it's impossible to know who deserves the good grade. Well, Wave could potentially solve this, both in terms of knowing who to give credit to, and encouraging a better balance of work across group members.
Guttorm H

Education Week: Attention, Gates: Here's What Makes a Great Teacher - 5 views

www.edweek.org/...20starkey_ep.h29.html

undervisning lærerrollen læring pedagogikk

shared by Guttorm H on 08 Feb 10 - Cached
  • ’m talking about the effect a serious and interested and knowledgeable adult can have on a group of children
  • learning happens regardless of the curriculum, or the objectives, or the strategies. In any given school, on any given day, you could walk by rooms with master teachers doing their thing. One might be a lecturer, and every day students would go into her class, get out notes, and pay attention. Another might be totally committed to large-group discussion, and every day that teacher’s students would be seated in a circle talking to one another. The teacher next door might deal exclusively with small groups. The one next to him might be convinced that a writers’-workshop approach is the best.
  • When you walk by such teachers’ rooms, students will be smiling. There will be no one asleep (well, let’s not get too carried away).
  • ...3 more annotations...
  • Great teaching is not quantifiable. As dorky as this sounds, great teaching happens by magic. It isn’t something that can be taught. I’m not even sure that good teaching can be taught.
  • the keys to great teaching
  • Here are 10 qualities of a great teacher: (1) has a sense of humor; (2) is intuitive; (3) knows the subject matter; (4) listens well; (5) is articulate; (6) has an obsessive/compulsive side; (7) can be subversive; (8) is arrogant enough to be fearless; (9) has a performer’s instincts; (10) is a real taskmaster.
  • Guttorm H on 08 Feb 10
     
    "Great teaching is not quantifiable. As dorky as this sounds, great teaching happens by magic. It isn't something that can be taught. I'm not even sure that good teaching can be taught." ... "Here are 10 qualities of a great teacher: (1) has a sense of humor; (2) is intuitive; (3) knows the subject matter; (4) listens well; (5) is articulate; (6) has an obsessive/compulsive side; (7) can be subversive; (8) is arrogant enough to be fearless; (9) has a performer's instincts; (10) is a real taskmaster."
Rune Mathisen

Improving Learning in Mathematics - NCETM - 1 views

www.ncetm.org.uk/1442

matematikk skole utdanning bok læringsressurser

shared by Rune Mathisen on 23 Feb 11 - No Cached
  • Rune Mathisen on 23 Feb 11
     
    The multi-media resource Improving Learning in Mathematics (ILIM) builds on existing successful practice and explores approaches that encourage a more active way of learning through the use of group work, discussion and open questioning. Learners are encouraged to 'have a go', become more independent and reflective about their mathematics, to learn to think mathematically rather than simply learning rules and most importantly, to enjoy their mathematics.
Morten Oddvik

Wiki - Free Website - Wetpaint - 0 views

www.wetpaint.com

shared by Morten Oddvik on 27 May 09 - Cached
  • Morten Oddvik on 27 May 09
     
    Wetpaint is the largest network of free websites. Wetpaint sites are great for groups, classes, and more; start your free website in 3 steps.
Rune Mathisen

In Math You Have to Remember... - 5 views

www.maa.org/...devlin_06_10.html

matematikk pedagogikk metode

shared by Rune Mathisen on 02 Jun 10 - Cached
  • It's not that people cannot think mathematically. It's that they have enormous trouble doing it in a de-contextualized, abstract setting.
  • absent any clear evidence as to how best to proceed, the majority of teachers quite understandably default to more or less the same teaching methods that they themselves experienced. Overwhelmingly that is the traditional method, though the fact that no one has been able to make this approach work (for the majority of students) in three-thousand years does make some wonder if there is a better way.
  • the majority of claims made about the efficacy of various pedagogies are based on nothing more than an extrapolation from personal experience (of the teacher, not the student)
  • ...4 more annotations...
  • In the nineteenth century and for much of the twentieth, most industrial workers did work silently on their own, in large open offices or on production lines, under the supervision of a manager. Schools, which have always been designed to prepare children for life as adults, were structured similarly. An important life lesson was to be able to follow rules and think inside the box. But today's world is very different - at least for those of us living in highly developed societies. Companies long ago adopted new, more collaborative ways of working, where creative problem solving is the key to success - the ones that did not went out of business - but by and large the schools have not yet realized they need to change and start to operate in a similar fashion.
  • I ask you, which is the more important information: the score on a standardized, written test taken at the end of an educational episode, or the effect that educational episode had on the individual concerned?
  • teaching math in the progressive way requires teachers with more mathematical knowledge than does the traditional approach (where a teacher with a weaker background can simply follow the textbook - which incidentally is why American math textbooks are so thick)
  • First, the students were completely untracked, with everyone taking algebra as their first course, not just the higher attaining students. Second, instead of teaching a series of methods, such as factoring polynomials or solving inequalities, the school organized the curriculum around larger themes, such as "What is a linear function?" The students learned to make use of different kinds of representation, words, diagrams, tables symbols, objects, and graphs. They worked together in mixed ability groups, with higher attainers collaborating with lower performers, and they were expected and encouraged to explain their work to one another.
  • Rune Mathisen on 05 Jun 10
     
    The US ranks much worse than most of our economic competitors in the mathematics performance of high school students. Many attempts have been made to improve this dismal performance, but none have worked. To my mind (and I am by no means alone in thinking this), the reason is clear. Those attempts have all focused on improving basic math skills. In contrast, the emphasis should be elsewhere.
  • eoeuoeu oepup on 05 Jun 10
     
    Jeg skulle gjerne ha gjort mye flere prosjekter/utforsking/åpne oppgaver osv. Men jeg er redd for eksamen. Dessuten - mange lærere tør ikke å innrømme at de knytter seg opp til boka- jeg må ha mye mer støtte fra en bok før jeg har TID (og peil) til å sette i gang)
Guttorm H

apophenia » Blog Archive » Facebook and "radical transparency" (a rant) - 0 views

www.zephoria.org/...dical-transparency-a-rant.html

facebook nettvett dubestemmer

shared by Guttorm H on 15 May 10 - Cached
  • A while back, I was talking with a teenage girl about her privacy settings and noticed that she had made lots of content available to friends-of-friends. I asked her if she made her content available to her mother. She responded with, “of course not!” I had noticed that she had listed her aunt as a friend of hers and so I surfed with her to her aunt’s page and pointed out that her mother was a friend of her aunt, thus a friend-of-a-friend. She was horrified. It had never dawned on her that her mother might be included in that grouping.
  • They never imagine that “everyone” includes every third party sucking up data for goddess only knows what purpose.
  • When they think of everyone, they think of individual people who might have an interest in them, not 3rd party services who want to monetize or redistribute their data.
  • Guttorm H on 15 May 10
     
    Er facebook interessert i at du skal kunne ha noko privat på facebook? Kan du egentlig styra? Dersom du deler med "venners venner", kven deler du egentlig med då?
Albertine Aaberge

forskning.no > Underviser med blogg - 5 views

www.forskning.no/...232201

lms ikt-i-læring ikt-ped blogg

shared by Albertine Aaberge on 22 Oct 09 - Cached
  • Læringsportalene på nett er i liten grad tilpasset de ulike studienes behov
  • Et problem med læringsportalene har vært at de er for generelle. – Dette er ikke fordi systemene er dårlige, men skyldes at de samme systemene brukes til alle fag
  • åpenhet og deling i internettmedia er viktig for den fremtidige utviklingen av skolen
    • Monika Solvig
      Monika Solvig on 22 Oct 09
       
      Joda, men hva med ungdoms- og barneskole? Der er det greit å bruke lukkede systemer for å ta best mulig vare på personvernet. Da er lms med integrert blogg fint, synes jeg.
    • Guttorm H
      Guttorm H on 22 Oct 09
       
      det har du heilt rett i. ELGG og Mahara har støtte for at ein kan bestemma tilgang på kvart enkelt element. public, group, individuals, personal
    • Monika Solvig
      Monika Solvig on 22 Oct 09
       
      Er det opp til elevene/studentene selv å bestemme da?
  • ...3 more annotations...
  • Gjennom å bruke blogg som et åpent forum for å diskutere skolemateriale, kan elevene oppnå store læringsgevinster.
  • De fleste læringsportalene på nett er kjennetegnet av lite dialog og gjensidig deling av informasjon
    • Monika Solvig
      Monika Solvig on 22 Oct 09
       
      Er det lms-en sin feil? Kan det være at de som velger blogg allerede er opptatt av deling og diskusjon? Eller kan det være at bloggen føles nærmere ens eget liv - utenfor institusjonen skole - og dermed føles det mer naturlig å dele og diskutere der?
    • Guttorm H
      Guttorm H on 22 Oct 09
       
      det er vel hovudsakleg brukarane som er problemet. Men teknisk kan det skapa problem og.
    • Monika Solvig
      Monika Solvig on 22 Oct 09
       
      Det hadde vært interessant og lest noe av det han har skrevet. Hvorfor er de mer åpne på blogg, f.eks?
    • Albertine Aaberge
      Albertine Aaberge on 02 Nov 09
       
      Det handler vel også om brukervennlighet på LMS. Og at de er to-down teknologier, mens blogg er mer brukervennlig og bottom-up teknologier.
  • Det sier seg selv at dersom studentene kun møter et begrenset utvalg verktøy, vil heller ikke de som utdannes til lærere ta i bruk mer differensierte verktøy og metoder når de selv skal undervise, sier Hoem.
    • Monika Solvig
      Monika Solvig on 22 Oct 09
       
      Og her ligger kanskje nøkkelen til fremtidens digitalt kompetente skole?
    • Guttorm H
      Guttorm H on 22 Oct 09
       
      Check!
    • Albertine Aaberge
      Albertine Aaberge on 02 Nov 09
       
      Kræsjkurs i bruk av nettverktøy bør være obligatorisk
  • Guttorm H on 22 Oct 09
     
    Jon Hoem med mange gode synspunkt på blogg (PLN) framfor LMS.
  • Monika Solvig on 22 Oct 09
     
    Jon Hoem med mange gode synspunkt på blogg (PLN) framfor LMS.
  • Albertine Aaberge on 02 Nov 09
     
    Jon Hoem med mange gode synspunkt på blogg (PLN) framfor LMS.
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