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Nancy Prentice

Stop The False Generalizations About Personalized Learning - Education Next : Education... - 0 views

educationnext.org/izations-personalized-learning

curriculum_redesign personalized_learning blended_learning

shared by Nancy Prentice on 09 Jun 14 - No Cached
  • Today’s factory-model education system, which was built to standardize the way we teach, falls short in educating successfully each child for the simple reason that just because two children are the same age, it does not mean they learn at the same pace or should follow the same pathway
  • what no one disputes is that each student learns at a different pace
  • everyone has a different aptitude—or what cognitive scientists refer to as “working memory” capacity, meaning the ability to absorb and work actively with a given amount of information from a variety of sources, including visual and auditory
  • ...12 more annotations...
  • everyone has different levels of background knowledge—or what cognitive scientists refer to as “long-term memory.” What this means is that people bring different experiences or prior knowledge into any learning experience, which impacts how they will learn a concept.
  • targeting learning just above a student’s level such that it is not too easy or hard is critical to helping students be successful
  • the logic of personalizing learning and moving away from the current system that mandates the amount of time students spend in class, but does not expect each child to master learning.
  • today students do not in fact learn or master a common body of knowledge and skills at approximately the same time; they are merely taught them—which is far different from truly learning them.
  • Learning some things in common—of course not all things, but a strong foundation—is important
  • evidence seems to suggest that the achievement gap is exacerbated in the factory-model system when a student does not master a concept, develops holes in her learning, and the teacher just moves on to the next concept the next day.
  • when we move to a competency-based learning system concerned with rigor—in which students move on to new concepts only upon mastery (and there exists the notion of a minimum pace so students who are falling behind get more attention and gaps don’t grow too big)—
  • There are lots of notions and differing definitions of what personalized learning is, but when I, and many other disruptors use the phrase, we mean learning that is tailored to an individual student’s particular needs—in other words, it is customized or individualized to help each individual succeed.
  • Benjamin Bloom’s classic “2 Sigma Problem” study
  • by the end of three weeks, the average student under tutoring was about two standard deviations above the average of the control class.
  • The problem is that having a human tutor for each student is prohibitively expensive
  • blended learning is that we can gain the benefits of mass customization—many of the effects of a personal tutor in other words—without the costs.
Nancy Prentice

Adaptability to Online Learning: Differences Across Types of Students and Academic Subj... - 1 views

ccrc.tc.columbia.edu/...bility-to-online-learning.html

online learning research study

shared by Nancy Prentice on 11 Mar 13 - No Cached
  • Nancy Prentice on 11 Mar 13
     
    Adaptability to Online Learning: Differences Across Types of Students and Academic Subject Areas
Nancy Prentice

21st-Century Libraries: The Learning Commons | Edutopia - 0 views

www.edutopia.org/...-learning-commons-beth-holland

LearningCommons

shared by Nancy Prentice on 01 Apr 15 - No Cached
  • Libraries are reinventing themselves as content becomes more accessible online and their role becomes less about housing tomes and more about connecting learners and constructing knowledge.
  • Libraries are reinventing themselves as content becomes more accessible online and their role becomes less about housing tomes and more about connecting learners and constructing knowledge
  • Printed books still play a critical role in supporting learners, but digital technologies offer additional pathways to learning and content acquisition. Students and teachers no longer need a library simply for access. Instead, they require a place that encourages participatory learning and allows for co-construction of understanding from a variety of sources.
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  • a flexible space with moveable chairs, desks, and even bookshelves. Small rooms can be opened up to allow for group projects, and the circulation desk as well as the sides of the stacks are writeable with dry-erase markers to encourage the collaboration and sharing that the previous space had discouraged.
  • the space does include paper books and physical artifacts, as well as flexible furniture and an open environment, digital content encourages students to explore, play, and delve deeper into subjects they may not otherwise experience
  • interact with the content, the technology, the space, and each other in order to gain context and increase their knowledge.
  • the role of the coffeehouse in the birth of the Enlightenment -- it provided "a space where people would get together from different backgrounds, different fields of expertise, and share."
  • Students and teachers no longer need a library simply for access. Instead, they require a place that encourages participatory learning and allows for co-construction of understanding from a variety of sources.
Nancy Prentice

The Top 100 Tools for Learning 2012 list is revealed | Learning in the Social Workplace - 1 views

www.c4lpt.co.uk/...learning-2012-list-is-revealed

CoolTools

shared by Nancy Prentice on 09 Oct 12 - No Cached
  • anonymous on 10 Oct 12
     
    Google docs right on top :)
Nancy Prentice

What Is The Role Of Content In Flipped Classrooms? - Edudemic - 0 views

www.edudemic.com/content-in-flipped-classrooms

flippedclassroom

shared by Nancy Prentice on 19 Mar 14 - No Cached
  • It is not about having fun while learning something; it is about being engaged while learning it.
  • Interactive content is not necessarily inquiry-promoting content — boasting several animations and interactive buttons for the user to click-and-explore does not mean that it is able to get students thinking deeply and posing questions to seek clarification for understanding, or to apply what is taught (in that piece of content) in new situations
  • Put simply and in the context of the flipped classroom, simply forcing students to view a lesson at home before a lesson in class, or rewarding those who do, just won’t work. Having the lesson fronted by a teacher who inspires the students may work for a while but may not be sustainable in the long term.
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  • The benefits of a flipped classroom are progressively recognized and relatively well-documented (Fulton, 2012; Bergmann & Sams, 2013; Bergmann 2011; Ash, 2012). In its ideal state, a flipped classroom can transform the learning experience of students. But this also means that students will need to commit close to two times the amount of time in official lessons for any given topic: once inside the classroom (lesson) and another at home watching the lesson presentation.
anonymous

GeoGebra - 0 views

www.geogebra.org/en

learning thinking working math visual geometry algebra tool skills web2.0 21stcenturylearning Science technology

shared by anonymous on 13 Nov 13 - No Cached
  • anonymous on 13 Nov 13
     
    Dynamic mathematics & science for learning and teaching
Nancy Prentice

The Harsh Reality of the Classroom of the Future - Edudemic - 0 views

edudemic.com/...classroom-of-the-future

Classroom digital

shared by Nancy Prentice on 04 Mar 13 - No Cached
  • the classroom of the future: picture huge, multipurpose spaces that allow for seminar areas, group work using a projector for feeding back to others, private work areas and an area for IT use. How many schools do you know that have classrooms with this amount of space?
  • by utilizing technology in the right way, the dynamics of the classroom could be radically changed for the better
  • I see what they see – I see if what I’m showing them looks worthwhile, if it’s presented in an engaging way, if it’s even legible. All of these things matter, but when we’re at the front, we don’t remember that they matter.
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  • simply try sitting amongst your students; it changes everything
  • Anytime, anywhere learning isn’t just about students going off and learning in their own time, it’s about finding ways of making the classroom a more dynamic space
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