instructionalstrategies
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Differentiating Instruction with Technology - 111 views
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Drawing pictures and pictographsEngaging in kinesthetic activityGenerating mental picturesMaking physical models
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Contemplating the consequences of Constructivism - The Learner's Way - 21 views
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learning is a process which occurs within the mind of the individual as they process stimuli arriving from their sensory buffer from their environment (broadly speaking), into working memory and onward into long-term memory.
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self-guided learning or self-initiated learning
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what is significant
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independent practice
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the research on what produces effective learning supports this
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This desire is evident when we expect our learners to be scientists, historians, geographers, researchers and problem solvers/finders.
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We teach the skills of inquiry, problem solving and experimentation and then provide opportunities for independent practice.
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we have previously instructed them in
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The gradual release of responsibility model of instruction suggests that cognitive work should shift slowly and intentionally from teacher modeling, to joint responsibility between teachers and students, to independent practice and application by the learner
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It is not always the case that learning is best served when the process begins with direct instruction.
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Schools provide a rich environment within which such learning may occur
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best model can be to begin with an independent exploration of new content even when this produces failure
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schools maximise their impact on the learning that occurs
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constructivism urges teachers to ensure that the learner is at least as involved in the process as their teachers are
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Constructivism is one of those ideas we throw around in educational circles without stopping to think about what we mean by it. They are the terms that have multiple meanings, are at once highly technical and common usage and are likely to cause debate and disagreements. Constructivism in particular carries a quantity of baggage with it. It is a term that is appropriated by supporters of educational approaches that are in stark contrast to the opposing view; constructivism vs didactic methods or direct instruction. The question is what are the origins of constructivism and does a belief in this as an approach to understanding learning necessitate an abandonment of direct instruction or is this a false dichotomy?
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The future of the classroom - Fortune Tech - 5 views
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students will learn at their own pace, using software that adapts to their strengths and weaknesses. In other words: aided by emerging technology, the teacher-student relationship—and the classroom itself—will be remade. That is the coming education revolution.
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front of a classroom, a teacher would monitor students' progress and assist those who are struggling on an ad-hoc basis.
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Gates Foundation has invested just under $9 million in a program administered by education nonprofit EDUCAUSE that will allow 20 schools to figure out a solid, financially sustainable way to achieve personalized learning as part of a program called Next Generation Learning Challenges. All of the schools awarded grants will use some combination of digital and traditional instruction.
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every move a student makes in a digital course will be tracked and analyzed to not only change a program to meet a student's current needs, but to track a student's progress—and determine their educational needs—not just during a given course, but throughout their lives.
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"The old model of getting educated in four years and coasting for the next 40 years" is growing increasingly less relevant, says Andrew Ng, co-CEO
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Aligning Philosophy and Practice - nashworld - 34 views
nashworld.edublogs.org/...igning-philosophy-and-practice
philosophy practice learning literacy reading teaching coaching kids children alignment instruction listening
shared by Sean Nash on 21 Nov 15
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One of my foundational rules of classroom engagement is simply this: never be the first one to open your mouth and start talking about any topic. Twenty years in the classroom taught me that one. Never assume. Never take prior knowledge for granted. Listen first, then act. Never presume to know what the students in front of you are capable of. They'll show you if you are bold enough to listen.
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Education Week Teacher: Redefining Instruction With Technology: Five Essential Steps - 95 views
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This was the wrong approach: To truly change how my classroom worked, I needed a technology-based redefinition of my practice.
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By setting aside my pre-conceived notions of how my classroom "should" look, sound, and feel, I was able to transform my practice from the ground up.
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I also asked myself the question: "What can I do with these devices that would be impossible to do without them?" In other words, I was hoping to create new teaching methods rather than just replacing old ones.
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By creating a safe, open environment and by being clear that this endeavor is as foreign to you as it is to them, you encourage risk taking—and greater achievements.
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I saw students become active agents in their own learning—because they now had choices about the methods that worked best for them. Kids who’d professed to hate school were now eager to engage in the classroom. One student wrote in her daily reflection, "[iPads] make me want to come to school every day because I know that Ms. Magiera has a lesson just for me."
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Book In An Hour: A Classroom Strategy « Not All Who Wonder Are Lost - 8 views
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« Thoughts on Collaboration and Developing Higher Level Questioning Skills Twittering with a Purpose: A Starter (or Restarter) Guide » Book In An Hour: A Classroom Strategy April 30, 2009 by Ellsbeth This past winter I had the opportunity to attend a workshop with Organization of American Historians distinguished lecturer, Dr. Lendol Calder. This is the first place where I came across the strategy called Book In An Hour. Since then I’ve tried to find additional internet resources on this strategy, but they appear to be few and far between. I know other people would find it useful, so I decided to write up the strategy and post it here on the blog. If you know of additional resources or ways to adapt this strategy, I would enjoy hearing from you. What: The Book In An Hour strategy is a jigsaw activity for chapter books. While the strategy can take more than an hour depending on the reading and presentation method you choose. Why: While many teachers view this activity as a time saver, I view it as a way to expose students to more literary and historical materials than I might have been able to do otherwise. There are many books that I would love my students to read, but I know that being able to do so is not always my reality. This st
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y gives me an avenue to expose them to additional literature and other important historical works without taking much time away from the other aspects of my courses. It also provides opportunities for differentiation. This strategy can be adapted to introduce a book that students will be reading in-depth. Instead of j
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ng to divide students up into groups or jigsaw with individual students. If you are using groups, I recommend making them heterogeneous or creating them in a way that subtly facilitates differentiation. I also encourage you to give each student in the grou
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Who Makes the Rules in a Classroom? Seven Ideas About Rule-making - Teacher in a Strang... - 85 views
blogs.edweek.org/...n_ideas_about_rule-making.html
education rules activity classroom Classroom Management
shared by Peter Beens on 20 Aug 12
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It never felt as if we were wrestling with the really important issues: Building a functioning community. Safety. Personal dignity. Kindness. Order. Academic integrity. Democracy.
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No matter what rules you put on paper, your most important job is role-modeling those practices, not enforcing them
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On the other hand, do give clear instructions about what kids don't know. What to do when a tornado is spotted
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Rules shouldn't restate the obvious. "No cheating" is a stupid rule. "Bring a pencil to class" is a silly rule.
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Integrity helps build community. The most important directives in democratic classrooms are around ethical practices: A clear definition of cheating, understood by all students, in the digital age
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Carrots and sticks are temporary nudges toward desirable behavior at best, but ultimately destructive
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We want kids to behave appropriately because they understand that there are rewards for everyone in a civil, well-managed school.
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Response: Advice From The "Book Whisperer," Ed Week Readers & Me About Teaching Reading... - 1 views
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Other ways I encourage these kinds of discussions includes having students choose their own groupings and books for independent book "clubs" and using the Web as a vehicle to create audio and/or video "book trailers."
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One facet of our reading instruction that cannot be overlooked is the importance of teacher readers in building a classroom reading community. According to Morrison, Jacobs, and Swinyard (1999), "perhaps the most influential teacher behavior to influence students' literacy development is personal reading, both in and out of school."
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Share your reading life with your students. Show your students what reading adds to your life. If you are reading a nonfiction book at the moment, tell them what you are learning. Pass the children's books you are reading to them when you are done. Describe the funny, sad, or interesting moments in the books you read. When you read something challenging, talk with your students about how you work through difficult text. It will surprise them that you find reading hard at times, too, but choose to read, anyway.
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Many students in today's world do not read books outside of school. When they do read, it is text-messages, web pages or homework assignments. For students who did not grow up in homes with books, with adults who read and who read to them, this time to read in school is both necessary and pleasurable. Many of my students need catch-up time when it comes to "hours-in" reading. The 10 minutes at the beginning of each period that I allow my juniors each day equals hours of reading across the months of the school year. My most dedicated readers begin books in the classroom, finish them at home, and return to the classroom/school library to check out new books.
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This is an important distinction in that I believe (and research indicates) that our kids ARE reading more than ever before. But it comes in non-traditional forms. We must acknowledge that web based reading is still reading, but it differs. Research also indicates that when kids read digitally, they read in a different pattern. In traditional reading, they read in a z pattern down a page. Digital reading is more of an F pattern,indicating skim and scan.
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What makes an interactive whiteboard interactive? - Doug Johnson's Blue Skunk... - 25 views
doug-johnson.squarespace.com/...ve-whiteboard-interactive.html
instruction blog BlueSkunk IWB interactive discussion best practices teaching strategy DougJohnson technology
shared by Jim Tiffin Jr on 19 Sep 11
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But many advocates of this technology (myself included), see IWBs as genuine means of bringing more interactivity, more student-focus into classrooms of traditional teachers
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What we don't want to forget is that someone who is coaching a teacher is not really looking for "good technology use" but for just good educational practices. Having an IWB is not going to change a lecturer into something else.
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just because a teacher has an IWB doesn't mean it has to be used every minute of the day. And yes, a teacher can create truly interactive lessons without using any technology whatsoever.
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use the SmartNotebook software that works with the hardware to organize materials, to find and share lessons, and to seamlessly blend multimedia into lessons.
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While popular (2007, 2010, interactive white boards (IWBs) are controversial even (or especially) among technology enthusiasts. The major complaint is that the use of these devices reinforces the "sage on the stage" teaching methodology. "The IWB is little more than a fancy overhead projector and its touch sensitive screen is only used to save the teacher a couple steps back to the computer to change a slide."
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BetaKit » Is Adaptive Learning the Future of Education? - 2 views
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Knewton is working on having educational content tagged so it can be placed into a “Knowledge Graph.” This system determines what concepts need to be learned before a student can move on to others, and how they all fit together.
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The company recently parterned with Pearson to tag every textbook under their imprint work with the Knewton Knowledge Graph.
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ata mining and take various inputs, like test question results, activity on the system, what links students clicked, etc. to make a prediction of the next best piece of content for a student to learn.
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The technology seems to be working. After a pilot project at Arizona State University with 5,000 remedial math students, pass rates improved from 66 percent to 75 percent, with half the class finishing four weeks early
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“The professors are much better prepared for a single class so that they can give much more individualized instruction,” Lui said. “The practical effectiveness of this means that teachers are now able to use their time more efficiently to hone in on the things that are most troublesome or useful for different groups of students. You’re not teaching to the mean or bottom quartile.”
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Analyzing and collecting big data is really what Junyo is about, enabling everyone in the education sector to make the learning experience more personal.
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Teachers don’t have the time to do detailed reporting of a student’s progress and even if they did, they wouldn’t be able to provide one on one tutoring for every single student at different stages of learning.
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students are learning more outside the classroom than in the classroom, and educators are finally starting to acknowledge that.
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"The professors are much better prepared for a single class so that they can give much more individualized instruction," Lui said. "The practical effectiveness of this means that teachers are now able to use their time more efficiently to hone in on the things that are most troublesome or useful for different groups of students. You're not teaching to the mean or bottom quartile."
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Web 2.0 That Works - home - 5 views
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"Diigo -- highlight and comment on student blogs Wikis or Google Sites -- http://wikispaces.com or http://sites.google.com/ Voicethread-- http://voicethread.com - example: http://voicethread.com/?#q.b1240008.i667294 -- create space to display or share student work across classrooms, across school/district, and/or with larger school community Create interactive "Bulletin Boards" that highlight levels of work/performance Interactive work gallery/critiques Gallery of VoiceThread in education projects - http://voicethread.com/about/library/"
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Twitter Hashtag: #W2TW12 Full Session Description This Classroom Instruction That Works "Cool Tools" session focuses on how we can integrate Web 2.0 tools with research-based effective instructional practices identified by Marzano's meta-research. Come explore tools that support effective instruction while making learning fun and engaging for all students.
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elearnspace. Connectivism: A Learning Theory for the Digital Age - 17 views
www.elearnspace.org/...connectivism.htm
connectivism MEMOIRE learning elearning theory collaboration technology community
shared by Christophe Gigon on 09 Dec 08
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Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.
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I aggree that as teachers we need to realize that technology has changed instruction and the way that our students learn and the way that we learn and instruct.
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Technology has always changed the way we live. How did we respond to changes in the past? One thought is that some institutions, some businesses disappeared, while others, who took advantage of the new tech, appeared to replace the old. It will happen again and we as educators need to lead the way.
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With technology our students brains are wired differently and they can multi-task and learn in multiple virtual environments all at once. This should make us think about how we present lessons, structure learning and keep kids engaged.
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Rubbish. The idea that digital native are adept at multitasking is wrong. They may be doing many things but the quality and depth is reduced. There is a significant body of research to support this. Development of grit and determination are key attributes of successful people. Set and demand high standards. No one plays sport or an instrument because it is easy rather because they can clearly see a link between hard work and pleasure.
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Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
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Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
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Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
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Classrooms which emulate the “fuzziness”
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John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few.
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The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today.
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To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
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a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world”
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Learning theories are concerned with the actual process of learning, not with the value of what is being learned.
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Chaos is the breakdown of predictability, evidenced in complicated arrangements that initially defy order.
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If the underlying conditions used to make decisions change, the decision itself is no longer as correct as it was at the time it was made.
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principle that people, groups, systems, nodes, entities can be connected to create an integrated whole.
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Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual
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Behaviorism, cognitivism, and constructivism do not attempt to address the challenges of organizational knowledge and transference.
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The health of the learning ecology of the organization depends on effective nurturing of information flow.
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This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.
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This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.
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An organizations ability to foster, nurture, and synthesize the impacts of varying views of information is critical to knowledge economy surviva
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As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.
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OPINION: Personalization, Possibilities and Challenges with Learning Analytics | EdSurg... - 34 views
www.edsurge.com/...lenges-with-learning-analytics
personalizedlearning learner research personalized SDW analytics challenges possibilities personalization
shared by Sharin Tebo on 02 Nov 14
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Many of these challenges result from trying to personalize within the context of traditional school structures that standardize the curriculum, the assessments, the grouping, and the instructional time.
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a genuine problem: how to achieve the tremendous academic gains that are possible through personalized instructional methods within the constraints of a traditional classroom.
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Knowledge mapsFormalizing a learning map--sequences of connected concepts and skills that define how one masters a domain, such as beginning Algebra--and mapping student mastery on the map, enables intelligent learning systems to recommend the next concept or skill to be learned, propose aligned instructional content, and present appropriate questions and tasks to assess mastery.
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Learning analytics combines data from student models with data on learning behaviors, knowledge maps, and learning outcomes, and mines these data sets to identify patterns that associate student attributes and behaviors with successful outcomes.
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Learning analytics marks a significant departure from traditional data-driven instructional strategies. That’s because so much more data is available to mine, make sense of, and use.
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It is not enough to design cutting edge analytics to shape educational decision making if we do not understand how teachers can apply them to optimize student learning outcomes.
What is Peer Instruction…in 2 mins - Turn to Your Neighbor: The Official Peer... - 60 views
blog.peerinstruction.net/...-is-peer-instruction-in-2-mins
peer instruction official blog peerinstruciton 2min video flipped flipped classroom
shared by A Gardner on 21 May 14
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Overcoming Technology Barriers: How to Innovate Without Extra Money or Support | Edutopia - 5 views
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Teachers' fear of learning something new is still the main hurdle to technology integration, says Bob Moore, executive director of information technology for the Blue Valley Schools, in Overland Park, Kansas.
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Creating time and opportunities for teachers to share ideas has led to "a common language about student learning and has accelerated our use of instructional technology," Moore notes. "You can't do that if teachers are working in isolation behind closed doors."
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GenYES encourages teachers to learn about technology in the context of their own classroom, side-by-side with their students. Professional development that's embedded in the classroom has more staying power than one-shot workshops.
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Harvard Education Letter - 27 views
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Learning to see all behavior as a form of communication, for example, is a key principle that helps when teachers are frustrated or confused by how students are acting. Even though students’ behavior can look bizarre or disruptive, their actions are purposeful and are their attempts to solve a problem.
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About 10 percent of the school population—or 9–13 million children—struggle with mental health problems. In a typical classroom of 20, chances are good that one or two students are dealing with serious psychosocial stressors relating to poverty, domestic violence, abuse and neglect, or a psychiatric disorder. There is also growing evidence that the number of children suffering the effects of trauma and those with autism-related social deficits is also on the rise.
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If teachers are supported to set up classrooms to promote success, these students (and other challenging students who have similar behaviors but may not have individualized education plans, or IEPs) can improve their performance in school and in life.
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Making positive attention more predictable in the classroom can help break the cycle of negative attention-seeking behaviors. Putting one-on-one time on the student’s personal visual schedule (even if it’s only a couple minutes to read a student’s favorite page in a book) or setting a timer for 10 minutes and telling the student that’s when you will be back are just two strategies that can help.
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Teachers who work with challenging students need support from administrators and others in the school. It is very stressful to have a student in class who is constantly disruptive. In order to make the necessary investment, the teacher needs substantive support from administrators to avoid frustration and burnout and to garner the energy to provide effective interventions. When administrators delegate some of the teacher’s responsibilities to other people in the building, the teacher can devote more time to finding solutions. Regularly meeting with consultants (e.g., special educators, mental health professionals, and behavior analysts) can be essential for designing how the student progresses, but it also takes up the teacher’s prep time. If possible, the administrator can arrange coverage so that the teacher can meet with consultants at times other than lunch and prep. Support staff can instruct small groups of children while the teacher works with the student with behavior challenges. And since there are usually so many people involved with a struggling student, delineating a clear coordination plan is also critical. It can be helpful, as a team, to make a list of responsibilities and indicate who is responsible for what.
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The more intensely the student is taught the underdeveloped skills, and the more the environment is changed to encourage appropriate behavior, the more quickly the student’s behavior is likely to change.
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The Flipped Classroom: Pro and Con | Edutopia - 103 views
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Good instruction, especially for math concepts, requires that ideas be presented in a number of ways
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Our students just don't have the access required for the model to really work.
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5 Critical Mistakes Schools Make With iPads (And How To Correct Them) - From Tom on Edu... - 166 views
edtechteacher.org/...rect-them-from-tom-on-edudemic
iPad teaching education list edutech PD teachertraining EdTechTeacher
shared by anonymous on 03 Dec 12
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technology needs to be — above everything else — in the service of learning. Administrators who fail to articulate the connection between iPads and learning often hamper their iPad initiative.
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Focusing on iPad-versus.-laptop comparisons stifles the ability to see how the iPad facilitates student-centered learning
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Simply handing a teacher an iPad in advance won’t serve to address these challenges when the school year starts
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Teachers need instruction on how to incorporate the devices into the learning process, which is quite different than trying out a few apps
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School administrators should be explaining to their constituents that the iPad supports essential skill areas — complex communication, new media literacy, creativity, and self-directed learning. Instead of focusing on the convenience of ebooks, they should instead be emphasizing the incredibly immersive and active learning environment the iPad engenders and the unprecedented opportunities to develop personalized, student-centered learning. They should highlight some of the beneficial consumption, curation, and creativity activities the iPad facilitates — as well as the student empowerment it inspires.
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"While we've witnessed many effective approaches to incorporating iPads successfully in the classroom, we're struck by the common mistakes many schools are making with iPads, mistakes that are in some cases crippling the success of these initiatives. We're sharing these common challenges with you, so your school doesn't have to make them. "
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"While we've witnessed many effective approaches to incorporating iPads successfully in the classroom, we're struck by the common mistakes many schools are making with iPads, mistakes that are in some cases crippling the success of these initiatives. We're sharing these common challenges with you, so your school doesn't have to make them. "