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Lisa C. Hurst

Inside the School Silicon Valley Thinks Will Save Education | WIRED - 9 views

www.wired.com/altschool

shared by Lisa C. Hurst on 05 May 15 - No Cached
  • Lisa C. Hurst on 05 May 15
     
    "AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15. 05.04.15 TIME OF PUBLICATION: 7:00 AM. 7:00 AM INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION Click to Open Overlay Gallery Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it. At the same time, you're thinking: this school is kind of weird. On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about. Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say. And so, if you are truly fed up with the school stat
Ian Woods

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 77 views

www.ascilite.org.au/...drexler.html

shared by Ian Woods on 26 Sep 10 - Cached
  • Web application(networked studentcomponent) Tool usedin test case Student activitylevel of structure Social bookmarking (RSS) Delicioushttp://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alerthttp://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Readerhttp://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Bloggerhttp://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholarhttp://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesUhttp://www.apple.com/itunes/whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skypehttp://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernotehttp://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaceshttp://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page. The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met. Figure 3: Personal web page compiles learning tools
  • Table 2: Personal learning environment toolset Web application (networked student component) Tool used in test case Student activity level of structure Social bookmarking (RSS) Delicious http://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alert http://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Reader http://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Blogger http://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholar http://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesU http://www.apple.com/itunes/ whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skype http://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernote http://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaces http://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page.
  • The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met.
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  • AssessmentThere were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content. Points were earned for meeting the following requirements: Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day. At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above. The student's ability to synthesise the research was further evaluated with a reflective essay. Writing shapes thinking (Langer & Applebee, 1987), and the essay requirement was one more avenue through which the students demonstrated higher order learning. The personal blog provided an opportunity for regular reflection during the course of the project. The essay was the culmination of the reflections along with a thoughtful synthesis of the learning experience. Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned. The essay provided an overview of everything learned about the contemporary issue. It was well organised, detailed, and long enough to serve as a resource for others who wished to learn from the work. As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure. The purpose of this activity was to give the students an additional opportunity to share and learn from each other. Creativity is considered a key 21st century skill (Partnership for 21st Century Skills, 2009). A number of emerging web applications support the academic creative process. Students in this project used web tools to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page. Analysis and assessment of student work was facilitated by the very technologies in use by the students. In order to follow their progress, the teacher simply subscribed to student social bookmarking accounts, readers, and blogs. Clicking through daily contributions was relatively quick and efficient.
  • Carole Redline on 27 Sep 10
     
    Scholarly and important but also practical. Scroll down for an incredible chart of ideas that challenges older students to take charge of their own learning.
Benjamin Light

The Costs of Overemphasizing Achievement - 83 views

www.alfiekohn.org/...tcooa.htm

assessment grading achievement education kohn

shared by Benjamin Light on 13 May 11 - Cached
  • First, students tend to lose interest in whatever they’re learning. As motivation to get good grades goes up, motivation to explore ideas tends to go down. Second, students try to avoid challenging tasks whenever possible. More difficult assignments, after all, would be seen as an impediment to getting a top grade. Finally, the quality of students’ thinking is less impressive. One study after another shows that creativity and even long-term recall of facts are adversely affected by the use of traditional grades.
    • Deb White Groebner
      Deb White Groebner on 13 May 11
       
      SO true!
    • Terie Engelbrecht
      Terie Engelbrecht on 27 Jun 11
       
      Very true; especially the "avoiding challenging tasks" part.
  • Unhappily, assessment is sometimes driven by entirely different objectives--for example, to motivate students (with grades used as carrots and sticks to coerce them into working harder) or to sort students (the point being not to help everyone learn but to figure out who is better than whom)
  • Standardized tests often have the additional disadvantages of being (a) produced and scored far away from the classroom, (b) multiple choice in design (so students can’t generate answers or explain their thinking), (c) timed (so speed matters more than thoughtfulness) and (d) administered on a one-shot, high-anxiety basis.
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  • The test designers will probably toss out an item that most students manage to answer correctly.
  • the evidence suggests that five disturbing consequences are likely to accompany an obsession with standards and achievement:
  • 1. Students come to regard learning as a chore.
  • intrinsic motivation and extrinsic motivation tend to be inversely related: The more people are rewarded for doing something, the more they tend to lose interest in whatever they had to do to get the reward.
  • 2. Students try to avoid challenging tasks.
  • they’re just being rational. They have adapted to an environment where results, not intellectual exploration, are what count. When school systems use traditional grading systems--or, worse, when they add honor rolls and other incentives to enhance the significance of grades--they are unwittingly discouraging students from stretching themselves to see what they’re capable of doing.
  • 3. Students tend to think less deeply.
  • 4. Students may fall apart when they fail.
  • 5. Students value ability more than effort
    • Deb White Groebner
      Deb White Groebner on 13 May 11
       
      This is the reinforcement of a "fixed mindset" (vs. (growth mindset) as described by Carol Dweck.
  • They seem to be fine as long as they are succeeding, but as soon as they hit a bump they may regard themselves as failures and act as though they’re helpless to do anything about it.
  • When the point isn’t to figure things out but to prove how good you are, it’s often hard to cope with being less than good.
  • It may be the systemic demand for high achievement that led him to become debilitated when he failed, even if the failure is only relative.
  • But even when better forms of assessment are used, perceptive observers realize that a student’s score is less important than why she thinks she got that score.
  • just smart
  • luck:
  • tried hard
  • task difficulty
  • It bodes well for the future
  • the punch line: When students are led to focus on how well they are performing in school, they tend to explain their performance not by how hard they tried but by how smart they are.
  • In their study of academically advanced students, for example, the more that teachers emphasized getting good grades, avoiding mistakes and keeping up with everyone else, the more the students tended to attribute poor performance to factors they thought were outside their control, such as a lack of ability.
  • When students are made to think constantly about how well they are doing, they are apt to explain the outcome in terms of who they are rather than how hard they tried.
  • And if children are encouraged to think of themselves as "smart" when they succeed, doing poorly on a subsequent task will bring down their achievement even though it doesn’t have that effect on other kids.
  • The upshot of all this is that beliefs about intelligence and about the causes of one’s own success and failure matter a lot. They often make more of a difference than how confident students are or what they’re truly capable of doing or how they did on last week’s exam. If, like the cheerleaders for tougher standards, we look only at the bottom line, only at the test scores and grades, we’ll end up overlooking the ways that students make sense of those results.
  • the problem with tests is not limited to their content.
  • if too big a deal is made about how students did, thus leading them (and their teachers) to think less about learning and more about test outcomes.
  • As Martin Maehr and Carol Midgley at the University of Michigan have concluded, "An overemphasis on assessment can actually undermine the pursuit of excellence."
  • Only now and then does it make sense for the teacher to help them attend to how successful they’ve been and how they can improve. On those occasions, the assessment can and should be done without the use of traditional grades and standardized tests. But most of the time, students should be immersed in learning.
  • the findings of the Colorado experiment make perfect sense: The more teachers are thinking about test results and "raising the bar," the less well the students actually perform--to say nothing of how their enthusiasm for learning is apt to wane.
  • The underlying problem concerns a fundamental distinction that has been at the center of some work in educational psychology for a couple of decades now. It is the difference between focusing on how well you’re doing something and focusing on what you’re doing.
  • The two orientations aren’t mutually exclusive, of course, but in practice they feel different and lead to different behaviors.
  • But when we get carried away with results, we wind up, paradoxically, with results that are less than ideal.
  • Unfortunately, common sense is in short supply today because assessment has come to dominate the whole educational process. Worse, the purposes and design of the most common forms of assessment--both within classrooms and across schools--often lead to disastrous consequences.
  • grades, which by their very nature undermine learning. The proper occasion for outrage is not that too many students are getting A’s, but that too many students have been led to believe that getting A’s is the point of going to school.
  • research indicates that the use of traditional letter or number grades is reliably associated with three consequences.
  • Iowa and Comprehensive Tests of Basic Skills,
    • Benjamin Light
      Benjamin Light on 19 Nov 12
       
      I wonder how the MAP test is set?
  • Rob Reynolds on 14 May 11
     
    The message of Daniel Pinks book "Drive" applies here. Paying someone more, i.e. good grades, does not make them better thinkers, problems solvers, or general more motivated in what they are doing. thanks for sharing.
  • Terie Engelbrecht on 27 Jun 11
     
    Excellent summary!
Has Slone

Always Write: Cobett's "7 Elements of a Differentiated Writing Lesson" Resources - 10 views

www.corbettharrison.com/seven_elements.htm

shared by Has Slone on 09 Apr 12 - No Cached
    • Has Slone
      Has Slone on 09 Apr 12
       
      This is a neat way to start a writing class with the creating plot ideas....
  • One of the goals I ask teachers to set after my training is to find new ways to push students to analyze and evaluate as they learn to write.
  • As part of my teacher workshop on the writing process, we investigate multiple uses of student samples. One of my favorite techniques involves having student compare and contrast finished pieces of writing. During both pre-writing and and revision, this push for deeper student thinking both educates and inspires your students.
  • ...30 more annotations...
  • The handout has student writers analyze two fifth graders' published writing with a compare and contrast Venn diagram.
  • Revision is hard, and most teachers recognize it as an area of deficiency; the truth is, a lot of really great writing teachers I know still freely admit that revision is where they struggle the most.
  • revision shouldn't be the first of the seven elements to work on
  • When students like what they've written in rough draft form, they're ready to move to revision. My other six elements aim at helping students increase their pre-writing time so they both like and see more potential in their rough drafts
  • I believe in the power of collaboration and study teams,
  • Professional development research clearly cites the study team model as the most effective way to have learners not only understand new ideas but also implement them enough times so they become regular tools in a teacher's classroom.
  • Below, find three examples created by study teams during past workshops. I use them as models/exemplars when I set the study teams off to work.
  • My students learn to appreciate the act of writing, and they see it as a valuable life-skill.
  • In a perfect world, following my workshop,
  • follow-up tools.
  • I also use variations of these Post-its during my Critical Thinking Using the Writing Traits Workshop.
  • By far, the best success I've ever had while teaching revision was the one I experienced with the revision Post-its I created for my students
  • During my teacher workshop on the writing process, we practice with tools like the Revision Sprint (at right), which I designed to push students to use analysis and evaluation skills as they looked at their own drafts
  • I used to throw my kids into writing response groups way too fast. They weren't ready to provide critical thought for one another
  • The most important trick learned was this: be a writer too. During my first five years of teaching, I had assigned a lot of writing but never once had I written something I intended to show my students.
  • I have the following interactive plot element generator (which can be replicated with three coffee cans and index cards) to help my students feel in control of their options:
  • If you want to hear my take on graphic organizers in detail, you're going to have to hire me to come to present to you. If you can't do that, then I'll throw you a challenge that was thrown once at me, and completing the challenge helped me become a smarter designer of graphic organizers. The challenge came in two parts: 1) learn how to use tables and text boxes in Microsoft Word; 2) for practice, design a graphic organizer that would help students be successfully with the following trait-based skills:
  • "It was the best of times, it was the worst of times, etc," which is an interesting structure that students can borrow from to write about other topics, be they fiction or non-fiction.
  • Asking students to create daily journals from the perspective of other animals or even inanimate objects is a great way to borrow this book's idea.
  • it challenges students to analyze the author's word choice & voice skills: specifically his use of verbs, subtle alliteration, and dialogue.
  • Mentor Text Resource Page here at my website, because this topic has become such a big piece of learning to me. It deserved its own webpage.
  • Here are seven skills I can easily list for the organization trait. Organization is: 1) using a strong lead or hook, 2) using a variety of transition words correctly, 3) paragraphing correctly, 4) pacing the writing, 5) sequencing events/ideas logically, 6) concluding the writing in a satisfying way, 7) titling the writing interestingly and so that the title stands for the whole idea. Over the years, I have developed or found and adapted mini-lessons that have students practice these skills during my "Organization Month."
  • Now, let's talk differentiation:
  • The problem with focusing students on a product--instead of the writing process--is that the majority of the instructional time is spent teaching students to adhere to a formula.
  • the goal of writing instruction absolutely should be the helping students practice the three Bloom's levels above apply: analyze, evaluate, and create.
  • Click here to access the PowerPoint I use during the goal-setting portion of my workshop.
  • Improving one's ability to teach writing to all students is a long-term professional development goal; sticking with it requires diligence, and it requires having a more specific goal than "I want to improve writing
  • "Trying to get better at all seven elements at once doesn't work;
  • strive to make my workshops more about "make and take,
  • Robert Marzano's research convinced me years ago of the importance of having learners set personal goals as they learn to take responsibility for their own learning.
tapiatanova

A Social Network Can Be a Learning Network - The Digital Campus - The Chronicle of High... - 98 views

chronicle.com/...129609

social network sociallearning Social Media learning education millenials socialnetworking socialbookmarking pln ple optometry

shared by tapiatanova on 08 Nov 11 - No Cached
Kate Pok liked it
  • Sharing student work on a course blog is an example of what Randall Bass and Heidi Elmendorf, of Georgetown University, call "social pedagogies." They define these as "design approaches for teaching and learning that engage students with what we might call an 'authentic audience' (other than the teacher), where the representation of knowledge for an audience is absolutely central to the construction of knowledge in a course."
    • trisha_poole
      trisha_poole on 08 Nov 11
       
      Very important - social pedagogies for authentic tasks - a key for integrating SNTs in the classroom.
    • Daniel Spielmann
      Daniel Spielmann on 09 Nov 11
       
      Agreed, for connectivism see also www.connectivism.ca
  • External audiences certainly motivate students to do their best work. But students can also serve as their own authentic audience when asked to create meaningful work to share with one another.
    • Daniel Spielmann
      Daniel Spielmann on 09 Nov 11
       
      The last sentence is especially important in institutional contexts where the staff voices their distrust against "open scholarship" (Weller 2011), web 2.0 and/or open education. Where "privacy" is deemed the most important thing in dealing with new technologies, advocates of an external audience have to be prepared for certain questions.
    • tapiatanova
      tapiatanova on 03 Jan 14
       
      yes! nothing but barriers! However, it is unclear if the worries about pravacy are in regards to students or is it instructors who fear teaching in the open. everyone cites FERPA and protection of student identities, but I have yet to hear any student refusing to work in the open...
  • Students most likely won't find this difficult. After all, you're asking them to surf the Web and tag pages they like. That's something they do via Facebook every day. By having them share course-related content with their peers in the class, however, you'll tap into their desires to be part of your course's learning community. And you might be surprised by the resources they find and share.
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  • back-channel conversations
  • While keynote speakers and session leaders are speaking, audience members are sharing highlights, asking questions, and conversing with colleagues on Twitter
    • trisha_poole
      trisha_poole on 08 Nov 11
       
      An effective use of Twitter that can be translated to classrooms.
    • Daniel Spielmann
      Daniel Spielmann on 09 Nov 11
       
      All classrooms?
    • John Dorn
      John Dorn on 09 Nov 11
       
      classrooms where students are motivated to learn. Will this work in a HS classroom where kids just view their phones as a means to check up on people? Maybe if they can see "cool" class could be if they were responsible for the freedoms that would be needed to use twitter or other similar sites.
  • Ask your students to create accounts on Twitter or some other back-channel tool and share ideas that occur to them in your course. You might give them specific assignments, as does the University of Connecticut's Margaret Rubega, who asks students in her ornithology class to tweet about birds they see. During a face-to-face class session, you could have students discuss their reading in small groups and share observations on the back channel. Or you could simply ask them to post a single question about the week's reading they would like to discuss.
  • A back channel provides students a way to stay connected to the course and their fellow students. Students are often able to integrate back channels into their daily lives, checking for and sending updates on their smartphones, for instance. That helps the class become more of a community and gives students another way to learn from each other.
  • Deep learning is hard work, and students need to be well motivated in order to pursue it. Extrinsic factors like grades aren't sufficient—they motivate competitive students toward strategic learning and risk-averse students to surface learning.
  • Social pedagogies provide a way to tap into a set of intrinsic motivations that we often overlook: people's desire to be part of a community and to share what they know with that community.
  • Online, social pedagogies can play an important role in creating such a community. These are strong motivators, and we can make use of them in the courses we teach.
  • The papers they wrote for my course weren't just academic exercises; they were authentic expressions of learning, open to the world as part of their "digital footprints."
    • Daniel Spielmann
      Daniel Spielmann on 09 Nov 11
       
      Yes, but what is the relation between such writing and ("proper"?) academic writing?
  • Collaborative documents need not be text-based works. Sarah C. Stiles, a sociologist at Georgetown, has had her students create collaborative timelines showing the activities of characters in a text, using a presentation tool called Prezi.com. I used that tool to have my cryptography students create a map of the debate over security and privacy. They worked in small groups to brainstorm arguments, and contributed those arguments to a shared debate map synchronously during class.
  • Daniel Spielmann on 09 Nov 11
     
    A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
  • John Dorn on 09 Nov 11
     
    A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
  • tapiatanova on 03 Jan 14
     
    A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
Mr. Stanley

Teaching Document Design, Not Formatting Requirements - ProfHacker - The Chronicle of H... - 69 views

chronicle.com/...29041

design teaching formatting document education publishing

shared by Mr. Stanley on 03 Dec 10 - No Cached
    • LuAnne Holder
      LuAnne Holder on 03 Dec 10
       
      This would be a great activity for introductions.
  • One of my colleagues asks her students to sketch their names using a typeface that conveys something about themselves
  • One thing I do is bring in the style manuals from different local companies and show students how each company expects different things
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  • Students in all disciplines are more than capable of producing and analyzing visual work in amazingly rich and complex ways.
  • many faculty members continue to specify detailed formatting requirements for student writing.
  • Your paper must be double-spaced, 12 point Times New Roman, with one-inch margins.
  • Such draconian formatting requirements stifle students’ creativity and cut off any critical thinking about what should be a crucial part of any writing-intensive classroom, namely visual design.
  • Teaching Document Design, Not Formatting Requirements
  • well-meaning and thoughtful teachers establish hard and fast formatting rules that may make their lives easier, but do a disservice to their students.
  • By making these requirements, we are telling them not to think critically—or even at all—about the visual layout of their documents.
  • We are telling them we value conformity over creativity, practicality over originality, our needs over theirs.
  • It all starts with students recognizing that design is a part of what they do when they write.
  • the rules we give our students should be negotiable, and in order for them to be negotiable, we need to talk to our students about those rules, why they exist, what the consequences of breaking or following them are, and so on.
  • Your paper should be readable and take into consideration the needs of your audience.  Most importantly, though, you should have fun and be creative with your design.
  • Mr. Stanley on 05 Dec 10
     
    Teachers need to allow their students more room to creatively use visual design, and at the same time, teach students to be aware. Forcing students to follow exact formatting requirements is counterproductive.
Randolph Hollingsworth

ASU - Service Learning USL210 - 5 views

servicelearning.asu.edu/...11

shared by Randolph Hollingsworth on 07 Sep 12 - No Cached
  • Randolph Hollingsworth on 07 Sep 12
     
    COURSE OBJECTIVES: This is a graded internship that allows you to integrate your own coursework with a hands-on service learning experience. The central objective of this course is to provide students with community experiences and reflection opportunities that examine community needs, the importance of civic engagement, and social justice issues affecting ethnic minorities and marginalized populations in contemporary American society. Students dedicate 70 hours at a pre-approved site (including Title I K-12 schools, youth programs, health services, social services, environmental programs, government agencies, etc.) directly serving a population in need or supporting activities that contribute to the greater good of our community. A weekly seminar, course readings, discussions, and reflection assignments facilitate critical thinking and a deeper understanding of cultural diversity, citizenship, and how to contribute to positive social change in our community. The course is also designed to provide "real-world" experiences that exercise academic skills and knowledge applicable to each student‟s program of study and career exploration. STUDENT LEARNING OBJECTIVES: Student will be introduced to essential skills associated with their baccalaureate studies to actively serve the local community. While completing this in-depth study of cultural diversity, citizenship and social justice issues facing our community, students will gain an understanding of the value of Social Embeddedness and the importance of incorporating civic engagement into their collegiate careers, as they strive to become civically engaged students. Students will be introduced to inequalities, discrimination, and other community issues facing ethnic minorities and marginalized populations, as well as the correlation with greater societal issues. INTERNSHIP RESPONSIBILITIES:  Service hours - 70 hours of community outreach (spread throughout the semester in which you are enrolled in the course)
Randolph Hollingsworth

Ariz State Univ - Service Learning syllabus (USL410 Indep Placement) - 7 views

servicelearning.asu.edu/...10

shared by Randolph Hollingsworth on 07 Sep 12 - No Cached
  • Randolph Hollingsworth on 07 Sep 12
     
    COURSE OBJECTIVES: This is a graded internship that allows you to integrate your own coursework with a hands-on service learning experience. The central objective of this course is to provide students with community experiences and reflection opportunities that examine community needs, the importance of civic engagement, and social justice issues affecting ethnic minorities and marginalized populations in contemporary American society. Students dedicate 70 hours at a pre-approved site (including Title I K-12 schools, youth programs, health services, social services, environmental programs, government agencies, etc.) directly serving a population in need or supporting activities that contribute to the greater good of our community. A weekly seminar, course readings, discussions, and reflection assignments facilitate critical thinking and a deeper understanding of cultural diversity, citizenship, and how to contribute to positive social change in our community. The course is also designed to provide "real-world" experiences that exercise academic skills and knowledge applicable to each student‟s program of study and career exploration. STUDENT LEARNING OBJECTIVES: Student will be introduced to essential skills associated with their baccalaureate studies to actively serve the local community. While completing this in-depth study of cultural diversity, citizenship and social justice issues facing our community, students will gain an understanding of the value of Social Embeddedness and the importance of incorporating civic engagement into their collegiate careers, as they strive to become civically engaged students. Students will be introduced to inequalities, discrimination, and other community issues facing ethnic minorities and marginalized populations, as well as the correlation with greater societal issues. INTERNSHIP RESPONSIBILITIES:  Service hours - 70 hours of community outreach (spread throughout the semester in which you are enrolled in the course)
Phil Taylor

Education 2.0 - Edmodo - Free Private Microblogging For Education - 28 views

www.edmodo.com

ictag pd microblogging web2.0 education twitter socialnetworking teaching edmodo Tools

shared by Phil Taylor on 06 Apr 09 - Cached

  • strong and growing. Thank you!

    Mrs. Smokorowski

    Middle School Teacher
    Andover, Kansas

    Site of the Week
     
    • Kalin Wilburn
      Kalin Wilburn on 19 May 11
       
      If you are fearful of Facebook and MySpace then you need to create an Edmodo account. Edmodo was designed specifically for educational purposes. You must be a teacher, student, or parent to gain access. It allows you all the amenities of those other social networking sites but with a lot more security/privacy.
    • Maryalice Kilbourne
      Maryalice Kilbourne on 30 Jul 11
       
      You are so right. I already love edmodo!
    • Denise Krefting
      Denise Krefting on 08 Sep 11
       
      Is it COPPA Compliant?
    • Luv2ride
      Luv2ride on 12 Oct 11
       
      I've used Edmodo for 3 years now. It has revolutionized my teaching to the degree that I don't know what I'll do if I ever have to stop using it.
    • Herb Schulte
      Herb Schulte on 07 Nov 11
       
      That is great question. And do you need parent permission for students to use it?
    • Jordan Moody
      Jordan Moody on 07 Feb 12
       
      Is it free?
    • Gil Anspacher
      Gil Anspacher on 07 Feb 12
       
      Yes, it is free and you can manage student accounts. It is only open to those you invite in and only educators may obtain an account. You may monitor and moderate all conversations, administer quizes, embed media, etc. The groups feature is very effective and you may grant access to your group to other classes. We just had 700+ students interacting in a global collaboration project, Digiteen. Students do not need an email address to use Edmodo, so under 13 is OK for CIPA. It looks much like Facebook, so kids love it and parents need some education on it as they fear it at first. Parents can get monitoring access so they may monitor their child's activity. It is a great tool to show parents how social media is used in education.
  • Melissa Enderle on 18 Jul 10
     
    Social networking for teachers & students. Send homework, links, videos, participate in discussions, share ideas.
Clint Heitz

Edu Leadership:Tech-Rich Learning:The Basics of Blended Instruction - 38 views

www.ascd.org/...cs-of-Blended-Instruction.aspx

classroom blended learning technology blended_learning edtech

shared by Clint Heitz on 23 Nov 15 - No Cached
  • Blended learning, with its mix of technology and traditional face-to-face instruction, is a great approach. Blended learning combines classroom learning with online learning, in which students can, in part, control the time, pace, and place of their learning. I advocate a teacher-designed blended learning model, in which teachers determine the combination that's right for them and their students.
  • Tip 1: Think big, but start small.
  • Tip 2: Patience is a virtue when trying something new.
  • ...17 more annotations...
  • Tip 3: Technology shouldn't be just a frill.
  • Tip 4: Weaving media together makes them stronger.
  • Tip 5: Students need to know where they can get online.
  • Student-centered classrooms are the goal of my teacher-designed blended learning model. Giving students control over the learning process requires that they know how to communicate, collaborate, and solve problems in groups, pairs, and individually. This work can be messy, loud, and disorganized, but in the end, the learning is much more meaningful.
  • Then I found Collaborize Classroom, a free, dynamic discussion platform. I used it to replace many of my pen-and-paper homework assignments with vibrant online debates, discussions, writing assignments, and collaborative group work.
  • Remember that mistakes lead to learning. The best resources I've designed and the most effective strategies I've developed were all born from and refined through mistakes.
  • I anticipated that students might hit some bumps as they navigated their first TED-Ed lesson, so I set up a TodaysMeet back channel so students could ask questions, make comments, and access a support network while going through the online lesson. A back-channel tool makes it possible for people to have a real-time conversation online while a live presentation or real-time discussion is taking place.
  • I asked students to reference specific details to support their assertions, as did one student who commented on the town's poverty by noting that the local doctor often took potatoes as payment for his work. She also showed how the characters nevertheless reflected the country's "cautious optimism" about its future: That same doctor was still able to support himself, she pointed out, and he enjoyed his work. Students posted their responses, complimenting strong points made, asking questions, and offering alternative perspectives.
  • I asked students to analyze examples of strong discussion posts and revise weaker posts. I also realized that I needed to embed directions into our discussion topics to remind students to respond to the questions and engage with their peers. I started requiring them to thoughtfully reply to at least two classmates' posts, in addition to posting their own response to the topic.
  • It's crucial for students to see that the work they do in the online space drives the work they do in the classroom so they recognize the value of the online conversations.
  • For example, during the To Kill a Mockingbird unit, we researched and discussed the death penalty in preparation for writing an argument essay. The students debated online such issues as cost, morality, and racial inequality and then delved into these topics more deeply face-to-face in class.
  • In the classroom, the teacher might give small groups various topics to research. Then he or she could ask students to go online to research and discuss their topic on a shared Google Doc and create a presentation using Glogster, Prezi, or Google Presentation Maker.
  • When we read Romeo and Juliet, I use this strategy to encourage students to research such topics as the monarchy, entertainment, and gender roles in Elizabethan England so they have a better understanding of the historical context in which Shakespeare wrote. Back in the classroom, each group then presents its findings through an oral presentation.
  • Compared with traditional in-class group work, which typically yields a disappointing finished product, online work provides the time necessary for students to complete quality work together.
  • Some teachers think that incorporating online work means they have to be available 24 hours a day. This is not the case. When students are connected online, they have a network of peers they can reach out to for support, and they begin to see one another as valuable resources in their class community.
  • I've embedded a Google map in my website that has pins dropped in all the locations on our campus and in our community where there are computers with public access to the Internet.
  • I even wrote the local computer recycling center to request a computer for my class.
Tony Baldasaro

americas-best-high-schools-2010: Personal Finance News from Yahoo! Finance - 32 views

finance.yahoo.com/...mericas-best-high-schools-2010

highschool top rigor

shared by Tony Baldasaro on 10 Dec 09 - Cached
  • What are the social responsibilities of educated people? Over the course of the school year, students are exploring social responsibility through projects of their own design, ranging from getting school supplies for students with cerebral palsy in Shanghai to persuading their classmates to use handkerchiefs to reduce paper waste.
  • Tony Baldasaro on 10 Dec 09
     
    Thomas Jefferson High School for Science and Technology in Alexandria, Va., the top school in U.S. News & World Report's America's Best High Schools rankings, is designed to challenge students. A course load of offerings that include DNA science, neurology, and quantum physics would seem to be more than enough to meet that goal. But students and the faculty felt those classes weren't enough, so they decided to tackle another big question: What are the social responsibilities of educated people? Over the course of the school year, students are exploring social responsibility through projects of their own design, ranging from getting school supplies for students with cerebral palsy in Shanghai to persuading their classmates to use handkerchiefs to reduce paper waste. The One Question project demonstrates the way "TJ," as it's referred to by students and teachers, encourages the wide-ranging interests of its students.
Dean Whaley

iowaonlinelearning - Teaching Standards - 27 views

iowaonlinelearning.wikispaces.com/Teaching+Standards

shared by Dean Whaley on 12 Jul 11 - No Cached
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • Dean Whaley
      Dean Whaley on 12 Jul 11
       
      What I see in these is that many of these we should be doing already.
  • AEA PD Online Website HomeAbout UsFAQsCurrent InitiativesResearch & ResourcesInstructor ToolboxK-12 Online LearningProject OLLIE Current Projects • Transition Process• Marketing Plan• Job Descriptions guest · Join · Help · Sign In · Teaching StandardsProtected page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion (1) history notify me Details last edit by eabbey Mar 11, 2011 6:56 am - 26 revisions Tags none Iowa Online Teaching Standards Composed from Iowa Teaching Standards and Other Resources 1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1) • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a) • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c) • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F) • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a) 2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2) • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A) • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a) • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication t
Shannon Smith

Need resources to assist in creating a 21st century learner training/ professional deve... - 133 views

Thank you! This is great information! James McKee wrote: > Shannon, > > I was recently referred to this video of Michael Wesch who teaches cultural anthropology at Kansas State University. He ...

professional development 21st century learners technology

started by Shannon Smith on 22 Nov 08 8 follow-ups, last by Shannon Smith on 04 Dec 08
maureen greenbaum

The Future of Learning: An Interview with Alfred Bork - 82 views

net.educause.edu/...erm9946.html

bork adaptive learning

shared by maureen greenbaum on 29 May 11 - No Cached
  • nteraction should be frequent
  • as in human conversation
  • active environment maintains student interest for a long period of time, even with difficult learning material.
  • ...23 more annotations...
  • the computer, keeping detailed records on student performance and using these records in making decisions about what is next to be presented to the student.
  • In our traditional learning environments, some students learn and some do not. It is this second group of students that we want to help.
  • problem of almost all modern learning is the lecture, a noninteractive way of learning
  • , on a moment-to-moment basis, just what the student knows and just what learning problems are occurring
  • It begins immediately with a question, with no preceding text.
  • experience the joy of discovery.
  • tutorial approach to learning makes it possible for everyone to learn.
  • critical factor is that we can react to individual student problems
  • key concept for structuring highly interactive learning experiences is the Benjamin Bloom concept of mastery learning.
  • goal is for everyone to learn everything to the mastery level, grades will no longer be useful
  • A student who has not learned in one way probably needs a different approach, rather than another go-round with the material that was not previously successful in assisting learning.
  • In such an environment, learning and evaluation are no longer separate activities but are part of the same process, intimately blended. So the student is not conscious of taking tests, and we avoid the problems of cheating.
  • highly interactive learning is intrinsically motivating. Motivation is particularly important in a distance-learning environment, since none of the "threats" of the classroom, such as low grades, are available.
  • mastery-based computer segment could also offer human contact. Small groups could work together, either locally or remotely via electronic communication.
  • existing authoring systems. Since they were, and still are, mostly directed toward supplying information, these were inadequate for creating highly interactive software.
  • Bertrand Ibrahim at the University of Geneva,
  • omputer stores much of the information as the students progress through the material.
  • Teaching faculty, in the sense that we know them today, may cease to exist, except for in smaller, advanced courses. But their skills and experiences will be important in the design of learning modules.
  • High costs of development can lead to low costs per student, if many students use the material.
  • $30,000 per student-hour of high-quality learning material
  • highly effective highly interactive distance-learning courses would have a large potential market, making them much cheaper per student than current courses, and if well developed, they will be much superior for almost all students
  • The typical approach is to give some released time to faculty and to give limited support for programming and media production. It is unlikely, almost impossible, that good learning material will be developed this way.
  • Universities are too stuck in their current ways of doing things to be able to compete with well-developed material from "outside." Most university faculty and administrators do not appreciate the current problems of learning and so are not prepared for these future directions.
Maureen Greenbaum

The Future of College? - The Atlantic - 29 views

www.theatlantic.com/...375071

future college education pedagogy

shared by Maureen Greenbaum on 16 Aug 14 - No Cached
  • proprietary online platform developed to apply pedagogical practices that have been studied and vetted by one of the world’s foremost psychologists, a former Harvard dean named Stephen M. Kosslyn, who joined Minerva in 2012.
  • inductive reasoning
  • Minerva class extended no refuge for the timid, nor privilege for the garrulous. Within seconds, every student had to provide an answer, and Bonabeau displayed our choices so that we could be called upon to defend them.
  • ...45 more annotations...
  • subjecting us to pop quizzes, cold calls, and pedagogical tactics that during an in-the-flesh seminar would have taken precious minutes of class time to arrange.
  • felt decidedly unlike a normal classroom. For one thing, it was exhausting: a continuous period of forced engagement, with no relief in the form of time when my attention could flag
  • One educational psychologist, Ludy Benjamin, likens lectures to Velveeta cheese—something lots of people consume but no one considers either delicious or nourishing.)
  • because I had to answer a quiz question or articulate a position. I was forced, in effect, to learn
  • adically remake one of the most sclerotic sectors of the U.S. economy, one so shielded from the need for improvement that its biggest innovation in the past 30 years has been to double its costs and hire more administrators at higher salaries.
  • past half millennium, the technology of learning has hardly budge
  • fellow edu-nauts
  • Lectures are banned
  • attending class on Apple laptops
  • Lectures, Kosslyn says, are cost-effective but pedagogically unsound. “A great way to teach, but a terrible way to learn.”
  • Minerva boast is that it will strip the university experience down to the aspects that are shown to contribute directly to student learning. Lectures, gone. Tenure, gone. Gothic architecture, football, ivy crawling up the walls—gone, gone, gone.
  • “Your cash cow is the lecture, and the lecture is over,” he told a gathering of deans. “The lecture model ... will be obliterated.”
  • One imagines tumbleweeds rolling through abandoned quads and wrecking balls smashing through the windows of classrooms left empty by students who have plugged into new online platforms.
  • when you have a noncurated academic experience, you effectively don’t get educated.
  • Liberal-arts education is about developing the intellectual capacity of the individual, and learning to be a productive member of society. And you cannot do that without a curriculum.”
  • “The freshman year [as taught at traditional schools] should not exist,” Nelson says, suggesting that MOOCs can teach the basics. “Do your freshman year at home.”) Instead, Minerva’s first-year classes are designed to inculcate what Nelson calls “habits of mind” and “foundational concepts,” which are the basis for all sound systematic thought. In a science class, for example, students should develop a deep understanding of the need for controlled experiments. In a humanities class, they need to learn the classical techniques of rhetoric and develop basic persuasive skills. The curriculum then builds from that foundation.
  • What, he asks, does it mean to be educated?
  • methods will be tested against scientifically determined best practices
  • Subsidies, Nelson says, encourage universities to enroll even students who aren’t likely to thrive, and to raise tuition, since federal money is pegged to costs.
  • We have numerous sound, reproducible experiments that tell us how people learn, and what teachers can do to improve learning.” Some of the studies are ancient, by the standards of scientific research—and yet their lessons are almost wholly ignored.
  • memory of material is enhanced by “deep” cognitive tasks
  • he found the man’s view of education, in a word, faith-based
  • ask a student to explain a concept she has been studying, the very act of articulating it seems to lodge it in her memory. Forcing students to guess the answer to a problem, and to discuss their answers in small groups, seems to make them understand the problem better—even if they guess wrong.
  • e traditional concept of “cognitive styles”—visual versus aural learners, those who learn by doing versus those who learn by studying—is muddled and wrong.
  • pedagogical best practices Kosslyn has identified have been programmed into the Minerva platform so that they are easy for professors to apply. They are not only easy, in fact, but also compulsory, and professors will be trained intensively in how to use the platform.
  • Professors are able to sort students instantly, and by many metrics, for small-group work—
  • a pop quiz at the beginning of a class and (if the students are warned in advance) another one at a random moment later in the class greatly increases the durability of what is learned.
  • he could have alerted colleagues to best practices, but they most likely would have ignored them. “The classroom time is theirs, and it is sacrosanct,
  • Lectures, Kosslyn says, are pedagogically unsound,
  • I couldn’t wait for Minerva’s wrecking ball to demolish the ivory tower.
  • The MOOCs will eventually make lectures obsolete.”
  • Minerva’s model, Nelson says, will flourish in part because it will exploit free online content, rather than trying to compete with it, as traditional universities do.
  • The MOOCs will eventually make lectures obsolete.”
  • certain functions of universities have simply become less relevant as information has become more ubiquitous
  • Minerva challenges the field to return to first principles.
  • MOOCs will continue to get better, until eventually no one will pay Duke or Johns Hopkins for the possibility of a good lecture, when Coursera offers a reliably great one, with hundreds of thousands of five-star ratings, for free.
  • It took deep concentration,” he said. “It’s not some lecture class where you can just click ‘record’ on your tape.”
  • part of the process of education happens not just through good pedagogy but by having students in places where they see the scholars working and plying their trades.”
  • “hydraulic metaphor” of education—the idea that the main task of education is to increase the flow of knowledge into the student—an “old fallacy.”
  • I remembered what I was like as a teenager headed off to college, so ignorant of what college was and what it could be, and so reliant on the college itself to provide what I’d need in order to get a good education.
  • it is designed to convey not just information, as most MOOCs seem to, but whole mental tool kits that help students become morethoughtful citizens.
  • for all the high-minded talk of liberal education— of lighting fires and raising thoughtful citizens—is really just a credential, or an entry point to an old-boys network that gets you your first job and your first lunch with the machers at your alumni club.
  • Its seminar platform will challenge professors to stop thinking they’re using technology just because they lecture with PowerPoint.
  • professors and students increasingly separated geographically, mediated through technology that alters the nature of the student-teacher relationship
  • The idea that college will in two decades look exactly as it does today increasingly sounds like the forlorn, fingers-crossed hope of a higher-education dinosaur that retirement comes before extinction.
anonymous

This Exquisite Forest - 72 views

www.exquisiteforest.com

this exquisite forest art resources web tools

shared by anonymous on 14 Nov 12 - No Cached
  • Martin Burrett on 14 Nov 12
     
    This site is a collaborative online drawing and animation project from Google and the UK's Tate Modern art gallery. Draw part of a picture and add to other people's creation. http://ictmagic.wikispaces.com/Art%2C+Craft+%26+Design
  • anonymous on 14 Mar 13
     
    An online art project developed by Google, this site is a place for digital storytelling through pictures, not words. Students can work collaboratively to create a short animated story, with each animation building off the previous branches. Students can create their own seeds & invite others to grow a tree with them. Before students can create their own seeds, they do have to contribute to an already existing tree. If a student does not feel they can express their words with an animation, think about having the students pair up. Have one student become an author & write an outline of the story, while the other student draws the animation of the story.
Martin Leicht

Treehouse teaching and laundry art: Educators find creative ways to reach kids - 5 views

www.washingtonpost.com/...b-bc68-96af0daae728_story.html

learning zoom online teaching laundry

shared by Martin Leicht on 11 Jan 21 - No Cached
  • was also concerned about her students’ lack of engagement — so few were completing the assignments she emailed to parents
  • Playing with her family’s laundry marked the first time Maliah seemed happy — actually happy — since the start of the pandemic.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - happy - happy is good. Happy kids want to learn or are more likely to learn.
  • Nobody should ever be penalized or put at a disadvantage for the supplies they don’t have,” Dillingham thought to herself. “But everyone’s got laundry!”
  • ...19 more annotations...
  • Clark started an online fundraiser to pay for bikes. He raised more than $10,000, and neighbors donated dozens of bikes and helmets for the rides.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - a little digital citizenship too mixed in with online fund raising.
  • She couldn’t be sure whether her kids were uninterested or whether they lacked the necessary pens, paper and crayons at home.
  • He decided he would take his students on socially distanced bike rides across the city. “It was a leap of faith. I got extremely nervous. I was trying to find a way to connect with kids,” Clark said.
  • her young students are musical detectives, in search of learning. She teaches most grade levels and the school chorus.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - musical detectives searching for music.
  • t he’s found other ways to keep his students engaged and cycling the city. He invited students to a weekly entrepreneurship class for which they rode their bikes uptown from Dunbar to the gym where Clark works, Sweat DC. The students met with the owner of the gym and the owners of a nearby bar, Hook Hall, and the bagel shop Call Your Mother Deli to learn what it takes to run a business.
  • She wanted them to create their own composition, their own snowy-day song.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - used flipgrid for this
  • When Clark wanted to teach them about resilience, he took them through the hilly streets of Georgetown.
  • In lessons for older students, some days there were makeshift drums involved or recorders that students had taken home.
  • she was able to use the treehouse as a key part of her lessons.
  • She lugged a bookshelf, desk and heater into the 5-by-7-foot space, and ran an Ethernet cable from the house so she’d have Internet.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - properly set up
  • before climbing into what passes for her classroom in 2020: her daughters’ decade-old treehouse.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - different locals - maybe something with changing backgrounds.
  • So as one class studied architecture this fall, Daney, 54, encouraged them to walk in their neighborhood to take photos of houses of different styles: ranch, colonial, Victorian.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - use what you have around you.
  • nd he stuck with his usual method of helping students learn about the design process, asking them to prepare a meal. They started with ideas and research, made a plan, carried it out and evaluated it. The result: soups and pastas and pastries.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - edTech class on engineering and design
  • Kids need connection, he said. “I think they’re starving for conversation,” including with adults.
  • In fifth grade, students are expected to learn how to add, subtract, multiply and divide with whole numbers, decimals and fractions. Through a computer application the students have, they can program the robot to move a certain distance, stop, maybe even turn.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - use a robot or technology to achieve the same result.
  • With learning all-virtual, he packs a big Ziploc bag — for each student, each quarter — with things like fishing line, foam board, pipecleaners, magnets, Popsicle sticks and rubber bands. Whatever they will need for their projects.
  • And a lot of the math is a little sneaky. They think they are trying to get the robot to move, when they are actually measuring the angles to get it to move.”  
  • Others complete their math problems directly on the computer, which can lead to some troubles as they try to show their work.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - will share screen be viable.
  • When Kristin Gavaza interviewed for the music teacher position at Dorothy I. Height Elementary in the summer, she told the principal she had some ideas for how to create a festive concert while students were scattered and learning from home.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - picture references a complete teacher set up of a large screen and standing desk. Sure, she's video editing yet the concept carries to teaching class too.
  • Martin Leicht on 11 Jan 21
     
    Numerous creative examples to how educators promoted learning on line and worked to build engagement.
Marc Safran

Digital Natives, Digital Immigrants - 1 views

www.twitchspeed.com/...l%20Immigrants%20-%20Part1.htm

digitalnatives web2.0 pedagogy prensky article pd professionaldevelopment integration

shared by Marc Safran on 30 Jul 09 - Cached
  • Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach.
  • today's students think and process information fundamentally differently from their predecessors
  • we can say with certainty that their thinking patterns have changed
  • ...15 more annotations...
  • The importance of the distinction is this: As Digital Immigrants learn - like all immigrants, some better than others - to adapt to their environment, they always retain, to some degree, their "accent," that is, their foot in the past.
  • There are hundreds of examples of the digital immigrant accent. 
  • our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language
  • Digital Immigrant teachers assume that learners are the same as they have always been, and that the same methods that worked for the teachers when they were students will work for their students now. But that assumption is no longer valid. Today's learners are different.
  • So what should happen?  Should the Digital Native students learn the old ways, or should their Digital Immigrant educators learn the new? 
  • methodology
  • learn to communicate in the language and style of their students
  • it does mean going faster, less step-by step, more in parallel, with more random access, among other thing
  • kinds of content
  • As educators, we need to be thinking about how to teach both Legacy and Future content in the language of the Digital Natives.
  • Adapting materials to the language of Digital Natives has already been done successfully.  My own preference for teaching Digital Natives is to invent computer games to do the job, even for the most serious content.
  • "Why not make the learning into a video game!
  • But while the game was easy for my Digital Native staff to invent, creating the content turned out to be more difficult for the professors, who were used to teaching courses that started with "Lesson 1 – the Interface."  We asked them instead to create a series of graded tasks into which the skills to be learned were embedded. The professors had made 5-10 minute movies to illustrate key concepts; we asked them to cut them to under 30 seconds. The professors insisted that the learners to do all the tasks in order; we asked them to allow random access. They wanted a slow academic pace, we wanted speed and urgency (we hired a Hollywood script writer to provide this.)   They wanted written instructions; we wanted computer movies. They wanted the traditional pedagogical language of "learning objectives," "mastery", etc. (e.g. "in this exercise you will learn"); our goal was to completely eliminate any language that even smacked of education.
  • large mind-shift required
  • We need to invent Digital Native methodologies for all subjects, at all levels, using our students to guide us.
  • Marc Safran on 30 Jul 09
     
    Our students have changed radically. Today's students are no longer the people our educational system was designed to teach.
Frederick Eberhardt

Powerful Learning: Studies Show Deep Understanding Derives from Collaborative Methods |... - 85 views

www.edutopia.org/uiry-project-learning-research

Collaborative Learning Powerful Student as Researcher

shared by Frederick Eberhardt on 03 Oct 09 - Cached
  • In essence, students must learn how to learn, while responding to endlessly changing technologies and social, economic, and global conditions.
  • students learn more deeply if they have engaged in activities that require applying classroom-gathered knowledge to real-world problems.
  • developing inquiring minds
  • ...10 more annotations...
  • Studies of problem-based learning suggest that it is comparable, though not always superior, to more traditional instruction in teaching facts and information. However, this approach has been found to be better in supporting flexible problem solving, reasoning skills, and generating accurate hypotheses and coherent explanations.
  • design challenges need to be carefully planned, and they emphasized the importance of dynamic feedback.
  • When students have no prior experience with inquiry learning, they can have difficulty generating meaningful driving questions and logical arguments and may lack background knowledge to make sense of the inquiry.
    • Adrienne Michetti
      Adrienne Michetti on 03 Oct 09
       
      Absolutely true. I discovered this when I used inquiry-based methods with my students in Qatar who were used to rote learning. They truly did not know where to start. They first needed to learn *how* to be inquisitive.
  • Requiring students to track and defend their thinking focused them on learning and connecting concepts in their design work
  • All the research arrives at the same conclusion: There are significant benefits for students who work together on learning activities.
  • groups outperform individuals on learning tasks and that individuals who work in groups do better on later individual assessments.
  • In successful group learning, teachers pay careful attention to the work process and interaction among students.
  • "It is not enough to simply tell students to work together. They must have a reason to take one another's achievement seriously.
  • She and her colleagues developed Complex Instruction, one of the best-known approaches, which uses carefully designed activities requiring diverse talents and interdependence among group members.
    • Adrienne Michetti
      Adrienne Michetti on 03 Oct 09
       
      Interesting... worth checking out.
  • They require changes in curriculum, instruction, and assessment practices -- changes that are often new for teachers and students.
  • Adrienne Michetti on 03 Oct 09
     
    A scholarly article with tremendous real-world practical implications and suggestions. Love this.
  • Adrienne Michetti on 03 Oct 09
     
    A scholarly article with tremendous real-world practical implications and suggestions. Love this.
  • Frederick Eberhardt on 06 Oct 11
     
    Vocational Education meets Research in the dynamic classroom of Linda Darling-Hammond, 2008. The students are doing the research, teaching and learning. They control their own destiny and they are taking the world by storm! They are not waiting to be taught, they are teaching each other and themselves as teams of researchers. Darling-Hammond, L. (2008). Powerful learning: what we know about teaching for understanding. San Francisco, CA: Jossey-Bass.
Tracy Tuten

How Can We Make Assessments Meaningful? | Edutopia - 170 views

www.edutopia.org/...ningful-heather-wolpert-gawron

assessment rubric learning edutopia classroom teaching howto

shared by Tracy Tuten on 09 Aug 12 - Cached
  • Criteria for a Meaningful Classroom Assessment To address these requirements, I ask myself the following guided questions: Does the assessment involve project-based learning? Does it allow for student choice of topics? Is it inquiry based? Does it ask that students use some level of internet literacy to find their answers? Does it involve independent problem solving? Does it incorporate the 4Cs? Do the students need to communicate their knowledge via writing in some way? Does the final draft or project require other modalities in its presentation? (visual, oral, data, etc...)
  • So how can high-stakes assessments be meaningful to students? For one thing, high-stakes tests shouldn't be so high-stakes. It's inauthentic. They should and still can be a mere snapshot of ability. Additionally, those occasional assessments need to take a back seat to the real learning and achievement going on in every day assessments observed by the teacher. The key here, however, is to assess everyday. Not in boring, multiple-choice daily quizzes, but in informal, engaging assessments that take more than just a snapshot of a student's knowledge at one moment in time. But frankly, any assessment that sounds cool can still be made meaningless. It's how the students interact with the test that makes it meaningful. Remember the 4 Cs and ask this: does the assessment allow for: Creativity Are they students creating or just regurgitating? Are they being given credit for presenting something other than what was described? Collaboration Have they spent some time working with others to formulate their thoughts, brainstorm, or seek feedback from peers? Critical Thinking Are the students doing more work than the teacher in seeking out information and problem solving? Communication Does the assessment emphasize the need to communicate the content well? Is there writing involved as well as other modalities? If asked to teach the content to other students, what methods will the student use to communicate the information and help embed it more deeply?
  • Another way to ensure that an assessment is meaningful, of course, is to simply ask the students what they thought. Design a survey after each major unit or assessment. Or, better yet, if you want to encourage students to really focus on the requirements on a rubric, add a row that's only for them to fill out for you. That way, the rubric's feedback is more of a give-and-take, and you get feedback on the assessment's level of meaningfulness as soon as possible.
  • ...1 more annotation...
  • Download the example (left) of a quick rubric I designed for a general writing assessment. I included a row that the participants could fill out that actually gave me quick feedback on how meaningful or helpful they believed the assessment was towards their own learning.
  • Tracy Tuten on 09 Aug 12
     
    Worthwhile article on designing meaningful assessments
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