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.
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.
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.
One of the most profound changes that occurs when modern schooling is introduced into traditional societies around the world is a radical shift in the locus of power and control over learning from children, families, and communities to ever more centralized systems of authority.
Once learning is institutionalized under a central authority, both freedom for the individual and respect for the local are radically curtailed. The child in a classroom generally finds herself in a situation where she may not move, speak, laugh, sing, eat, drink, read, think her own thoughts, or even use the toilet without explicit permission from an authority figure.
In what should be considered a chilling development, there are murmurings of the idea of creating global standards for education – in other words, the creation of a single centralized authority dictating what every child on the planet must learn.
In “developed” societies, we are so accustomed to centralized control over learning that it has become functionally invisible to us, and most people accept it as natural, inevitable, and consistent with the principles of freedom and democracy. We assume that this central authority, because it is associated with something that seems like an unequivocal good – “education” – must itself be fundamentally good, a sort of benevolent dictatorship of the intellect.
We endorse strict legal codes which render this process compulsory, and in a truly Orwellian twist, many of us now view it as a fundamental human right to be legally compelled to learn what a higher authority tells us to learn.
And yet the idea of centrally-controlled education is as problematic as the idea of centrally-controlled media – and for exactly the same reasons.
The First Amendment of the U.S. Constitution was designed to protect all forms of communication, information-sharing, knowledge, opinion and belief – what the Supreme Court has termed “the sphere of intellect and spirit” – from government control.
by the mid-19th century, with Indians still to conquer and waves of immigrants to assimilate, the temptation to find a way to manage the minds of an increasingly diverse and independent-minded population became too great to resist, and the idea of the Common School was born.
We would keep our freedom of speech and press, but first we would all be well-schooled by those in power.
A deeply democratic idea — the free and equal education of every child — was wedded to a deeply anti-democratic idea — that this education would be controlled from the top down by state-appointed educrats.
The fundamental point of the Occupy Wall Street movement is that the apparatus of democratic government has been completely bought and paid for by a tiny number of grotesquely wealthy individuals, corporations, and lobbying groups. Our votes no longer matter. Our wishes no longer count. Our power as citizens has been sold to the highest bidder.
Our kids are so drowned in disconnected information that it becomes quite random what they do and don’t remember, and they’re so overburdened with endless homework and tests that they have little time or energy to pay attention to what’s happening in the world around them.
If in ten years we can create Wikipedia out of thin air, what could we create if we trusted our children, our teachers, our parents, our neighbors, to generate community learning webs that are open, alive, and responsive to individual needs and aspirations? What could we create if instead of trying to “scale up” every innovation into a monolithic bureaucracy we “scaled down” to allow local and individual control, freedom, experimentation, and diversity?
The most academically “gifted” students excel at obedience, instinctively shaping their thinking to the prescribed curriculum and unconsciously framing out of their awareness ideas that won’t earn the praise of their superiors. Those who resist sitting still for this process are marginalized, labeled as less intelligent or even as mildly brain-damaged, and, increasingly, drugged into compliance.
the very root, the very essence, of any theory of democratic liberty is a basic trust in the fundamental intelligence of the ordinary person. Democracy rests on the premise that the ordinary person — the waitress, the carpenter, the shopkeeper — is competent to make her own judgments about matters of domestic policy, international affairs, taxes, justice, peace, and war, and that the government must abide by the decisions of ordinary people, not vice versa. Of course that’s not the way our system really works, and never has been. But most of us recall at some deep level of our beings that any vision of a just world relies on this fundamental respect for the common sense of the ordinary human being.
This is what we spend our childhood in school unlearning.
If before we reach the age of majority we must submit our brains for twelve years of evaluation and control by government experts, are we then truly free to exercise our vote according to the dictates of our own common sense and conscience? Do we even know what our own common sense is anymore?
We live in a country where a serious candidate for the Presidency is unaware that China has nuclear weapons, where half the population does not understand that Saddam Hussein had nothing to do with 9/11, where nobody pays attention as Congress dismantles the securities regulations that limit the power of the banks, where 45% of American high school students graduate without knowing that the First Amendment of the Constitution guarantees freedom of the press. At what point do we begin to ask ourselves if we are trying to control quality in the wrong way?
Human beings, collaborating with one another in voluntary relationships, communicating and checking and counter-checking and elaborating and expanding on one another’s knowledge and intelligence, have created a collective public resource more vast and more alive than anything that has ever existed on the planet.
But this is not a paeon to technology; this is about what human intelligence is capable of when people are free to interact in open, horizontal, non-hierarchical networks of communication and collaboration.
Positive social change has occurred not through top-down, hierarchically controlled organizations, but through what the Berkana Institute calls “emergence,” where people begin networking and forming voluntary communities of practice. When the goal is to maximize the functioning of human intelligence, you need to activate the unique skills, talents, and knowledge bases of diverse individuals, not put everybody through a uniform mill to produce uniform results.
You need a non-punitive structure that encourages collaboration rather than competition, risk-taking rather than mistake-avoidance, and innovation rather than repetition of known quantities.
if we really want to return power to the 99% in a lasting, stable, sustainable way, we need to begin the work of creating open, egalitarian, horizontal networks of learning in our communities.
They are taught to focus on competing with each other and gaming the system rather than on gaining a deep understanding of the way power flows through their world.
And what could we create, what ecological problems could we solve, what despair might we alleviate, if instead of imposing our rigid curriculum and the destructive economy it serves on the entire world, we embraced as part of our vast collective intelligence the wisdom and knowledge of the world’s thousands of sustainable indigenous cultures?
They knew this about their situation: nobody was on their side. Certainly not the moneyed classes and the economic system, and not the government, either. So if they were going to change anything, it had to come out of themselves.
As our climate heats up, as mountaintops are removed from Orissa to West Virginia, as the oceans fill with plastic and soils become too contaminated to grow food, as the economy crumbles and children go hungry and the 0.001% grows so concentrated, so powerful, so wealthy that democracy becomes impossible, it’s time to ask ourselves; who’s educating us? To what end? The Adivasis are occupying their forests and mountains as our children are occupying our cities and parks. But they understand that the first thing they must take back is their common sense.
Carol Black, creator of the documentary, "Schooling the World" discusses the conflicting ideas of centralized control of education and standardization against the so-called freedom to think independently--"what the Supreme Court has termed 'the sphere of intellect and spirit" (Black, 2012). Root questions: "who's educating us? to what end?" (Black, 2012).
Feed readers
are probably the most important digital tool for today's learner because they
make sifting through the amazing amount of content added to the Internet
easy. Also known as aggregators, feed readers are free tools that can
automatically check nearly any website for new content dozens of times a
day---saving ridiculous amounts of time and customizing learning experiences for
anyone.
Imagine
never having to go hunting for new information from your favorite sources
again. Learning goes from a frustrating search through thousands of
marginal links written by questionable characters to quickly browsing the
thoughts of writers that you trust, respect and enjoy.
Feed readers can
quickly and easily support blogging in the classroom, allowing teachers to
provide students with ready access to age-appropriate sites of interest that are
connected to the curriculum. By collecting sites in advance and organizing
them with a feed reader, teachers can make accessing information manageable for
their students.
Here are several
examples of feed readers in action:
Used specifically as
a part of one classroom project, this feed list contains information related to
global warming that students can use as a starting point for individual
research.
While there are literally dozens of different feed reader
programs to choose from (Bloglines andGoogle Reader are two
biggies), Pageflakes is a favorite of
many educators because it has a visual layout that is easy to read and
interesting to look at. It is also free and web-based. That
means that users can check accounts from any computer with an Internet
connection. Finally, Pageflakes makes it quick and easy to add new
websites to a growing feed list—and to get rid of any websites that users are no
longer interested in.
What's even
better: Pageflakes has been developinga teacher version of their tooljust for us that includes an online grade tracker,
a task list and a built in writing tutor. As Pageflakes works to perfect
its teacher product, this might become one of the first kid-friendly feed
readers on the market. Teacher Pageflakes users can actually blog and create a
discussion forum directly in their feed reader---making an all-in-one digital
home for students.
For more
information about the teacher version of Pageflakes, check out this
review:
This is Spring Branch library resource page. You can go to databases, search engines, or find multiple resources for teaching and learning.
Mission
The Learning Commons EMPOWERS students to
globally EXPLORE for
information by CONNECTING them to the
world. Students will inquire, collaborate, and critically think as they gain
knowledge, draw conclusions from skillful research, and ethically use new
information to CREATE final
products.
E2C2@yourLearningCommons
Mission
The Learning Commons
EMPOWERS
students to
globally
EXPLORE
for
information by
CONNECTING
them
to the
world. Students will inquire, collaborate, and
critically think as they gain
knowledge,
draw conclusions from skillful research, and ethically use new
information
to
CREATE
final
products.
E2C2@yourLearningCommons
In school, getting people to share can be difficult. Learners may be diffident, or they may not have good strategies for sharing. Children often do not know how to offer constructive criticism or build on an idea. It can be helpful to give templates for sharing, such as two likes and a wish, where the “wish” is a constructive criticism or a building idea.
But more often than not, it is because one or more of five ingredients is missing: joint attention, listening, sharing, coordinating, and perspective taking.
Using a common visual anchor (e.g., a common diagram) can help people maintain joint visual attention.
Sharing operates on two levels: sharing common goals and sharing ideas.
Many college students dislike group projects. Some of this is naïve egoism and an unwillingness to compromise
Collaboration requires a great deal of turn-taking coordination.
It can be useful to establish collaborative structures and rules.
primary reason for collaborating is that people bring different ideas to the table. The first four ingredients—joint attention, listening, sharing, and coordinating—support the exchange of information. The fifth ingredient is understanding why people are offering the information they do. This often goes beyond what speakers can possibly show and say (see Chapter S). People need to understand the point of view behind what others are saying, so they can interpret it more fully. This requires perspective taking. This is where important learning takes place, because learners can gain a new way to think about matters. It can also help differentiate and clarify one’s own ideas. A conflict of opinions can enhance learning (Johnson & Johnson, 2009).
An interesting study on perspective taking (Kulkarni, Cambre, Kotturi, Bernstein, & Klemmer, 2015) occurred in a massive open online course (MOOC) with global participation. In their online discussions, learners were encouraged to review lecture content by relating it to their local context. The researchers placed people into low- or high-diversity groups based on the spread of geographic regions among participants. Students in the most geographically diverse discussion groups saw the highest learning gains, presumably because they had the opportunity to consider more different perspectives than geographically uniform groups did
HASTAC ("haystack") is a network of individuals and institutions inspired by the possibilities that new technologies offer us for shaping how we learn, teach, communicate, create, and organize our local and global communities. We are motivated by the conviction that the digital era provides rich opportunities for informal and formal learning and for collaborative, networked research that extends across traditional disciplines, across the boundaries of academe and community, across the "two cultures" of humanism and technology, across the divide of thinking versus making, and across social strata and national borders.
while learning will likely always have as its foundation the ability to read, write, and think, in the fast-paced, information-rich, socialized digital world of 2012, new currencies are emerging for learners to master-new skills, concepts, and thinking habits that are crucial to a consistent ability to absorb, process, and redistribute data and original thinking as a global citizen
Digital Promise is a bipartisan independent 501(c)(3) nonprofit corporation authorized by Congress "to support a comprehensive research and development program to harness the increasing capacity of advanced information and digital technologies to improve all levels of learning and education, formal and informal, in order to provide Americans with the knowledge and skills needed to compete in the global economy."
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Diigo is much more than a simple web annotation or social bookmarking tool. It is an online research and collaborative research tool that integrates tags, digital highlights, interactive sticky notes, captured snapshots, and group-based collaboration, allowing a whole new process of online information management, learning, and teaching in the 21st Century.
My Network
is a new Diigo social features that adds to the product's strength. My Network
creates a "content-centric social network," in which people are connected by
what they clip, tag, and highlight. Users will be able to collaborate
with other users based not on who is a friend to whom, but rather by who is
interested in what. My network delivers web content specifically tailored to a
user interests and shows users with similar interest. Participation in a larger
network is made possible with its community features that connects users with
people with common interests; thus, building global communities around topics
and knowledge, tags, and sites.
Digest of Internet Information, Groups and Other Stuff (Diigo) is a powerful free social bookmarking website with annotating capabilities.
Diigo is much more than a simple web annotation or social bookmarking tool. It is an online research and collaborative research tool that integrates tags, digital highlights, interactive sticky notes, captured snapshots, and group-based collaboration, allowing a whole new process of online information management, learning, and teaching in the 21st Century.
One of the best decisions our team made last summer was to pre-install Casper (5) profiles on all of our iPads. We pulled
the student IDs from our ASPEN (6) student
information system, logged each student into Casper and installed the four
profiles needed for our plan. The profiles took Safari web browser off the iPad.
As we progressed through the year, we discovered that these tools took a lot of
time to create something we were trying to move away from in the first place.
The reason for moving away from textbooks is that they offer a myopic vision of
a world that is ever-changing. Simply viewing a textbook on an iPad does not
change or innovate learning, nor does it use the iPad to its full potential. If
your plan is to digitize a standard textbook, save your money and renew your
textbook licenses.
This year we are incorporating K-12 digital portfolios along with revised
information and digital literacy standards. Every BPS student will have a Google
Apps for Education account that they will use in conjunction with the Blogger (15) application
to begin creating their Life of Learning portfolio
Begrundelser for anvendelsen af iPads i undervisningen bevæger sig fra en forestilling om at erstatte tekstbøger til en forestilling om at kunne lærerne kan samarbejde med eleverne i skyen ved hjælp af værktøjer, der automatisk synkroniserer med eleverns iPads
The students that make it into help desk are those who not only enjoy working
with technology in an educational context, but have a desire to serve, support
and possibly solve problems in the school on a daily basis.
.
Aside from simply troubleshooting, our
students help their former teachers at the middle and elementary levels as well
as create how-to scripts and videos for students, faculty and the Burlington
community. Our students have not only helped within the BPS community, but have
helped our Tech Team organize two major conferences in the past year:
You can have the most precisely calculated plan in place before you launch, but
if you don't have the right support in place, your launch may stumble. I regard
our IT department as one of the best I have ever worked with. I say this in all
sincerity because I do "work with" this team. These guys not only manage a
robust infrastructure, but they take part in the educational conversation and
give our staff the best tools to create dynamic, engaging classrooms.
Teknisk support er en del af løsningen og de skal deltage i den løbende pædagogisk/didaksike debet
However, we must work to incorporate information and digital literacy standards
into the K-12 curriculum as early as possible. Students in Kindergarten should
understand what it means to be nice to someone and how that will translate to
writing and living on the Web. As students grow up through the educational
pathways, they must be exposed to new and emerging technologies as early as
possible in a safe, responsible manner. By doing so, we are preparing them for a
global economy that requires these skills.
Our middle school is adding character education to the arts and humanities curriculum. Teaching students at a young age to be thoughtful and responsible with technology will make it a much better experience inside the classroom.
Open education seeks to reduce barriers to learning for everyone while providing tools and resources that facilitate success. Initiatives in open education include open sharing of high-quality educational materials (Open Educational Resources), flexible and free learning formats that make use of open content, alternative pathways to assessment and certification of learning, and projects that support improvements in educational systems.
Welcome to the Open Education Week website. We are busy planning activities for 5-10 March 2012 to explore open education projects, resources and institutions around the world. Events will engage you in discussions and presentations about how open sharing in education can foster improvements in teaching and learning globally, make education more accessible, and create opportunities for collaboration and innovation. All live and virtual activities will be free and open to the public. Please check back for schedules, resources and information.
I find that having a "back channel" conversation during a presentation to actually do the opposite. I am so busy commenting on what was just presented that I miss what is being talked about next.
"I think it's a good idea to use Skype (10) for learning about other states and countries.
I like the idea of Skyping with people from other countries. I could get the kids to come up with a list of questions first. My biggest question is HOW do I connect/find someone from another country?
For more information on Lykowski's Global Explorers Project (including rubrics and other resources), go to Global Explorers (13).
FreePoverty is a geography game that presents you with a city or landmark. You have a short amount of time (5-10 seconds) to locate it on a map. The closer you are to the target, the more cups of water are donated to people in need around the world. (FreePoverty is seeking a nonprofit organization to work with to help turn the site's revenues into water donations.)
Remember that it is NOT about the tools we use with our students, but the skills we are exposing them to and want them to get proficient in.
need to evaluate and interpret information
tag bookmarks (their own and/or the ones collected by their teacher)
summarize bookmarks (their own and/or the ones shared by teacher)
take advantage of “experts in the field” (by subscribing to their RSS for specific tags)
learn to search for relevant information beyond “googling”
collaborate with other members of a study group (local or global)
a critical mistake when introducing digital tools by assuming that armed with a username and a password, students will automatically find meaningful ways to learn together.
apply practices that comply with legal obligations regarding the ownership and use of digital products resources
identify and value the rights to identity, privacy and emotional safety for themselves and others when using ICT and apply generally accepted social protocols when using ICT to collaborate with local and global communities
select and use ICT to articulate ideas and concepts, and plan the development of complex solutions
design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions
use appropriate ICT to collaboratively generate ideas and develop plans
select and use a range of ICT tools efficiently and safely to share and exchange information, and to collaboratively and purposefully construct knowledge
It simply doesn’t make sense to try
to “purge ‘ineffective’ teachers and principals.” His listener, almost giddy
with gratitude now, prepares to chime in, as Samuelson, without pausing, delivers
the punch line: That’s right, it’s time to stop blaming teachers and start .
. . blaming students!
His focus is not on
students’ achievements (the intellectual accomplishments of individual kids)
but only on “student achievement” (the aggregate results of standardized
tests)
As
I’ve noted elsewhere,
we have reason to worry when schooling is discussed primarily in the context
of “global competitiveness” rather than in terms of what children need or
what contributes to a democratic culture
Upon hearing someone castigate students for being
insufficiently motivated, a noneconomist might be inclined to ask two
questions. The first is: “Motivated to do what, exactly”? Anything they’re
told, no matter how unengaging, inappropriate, or, well, demotivating?
Whenever I see students made to cram facts into their short-term memories for
a test, practice a series of decontextualized skills on yet another worksheet,
listen passively to a lecture, or inch their way through the insipid prose of
a corporate-produced textbook, I find myself thinking of a comment made by
Frederick Herzberg, a critic of traditional workplace management: “Idleness,
indifference, and irresponsibility,” he said, “are healthy responses to
absurd work.”
The more you reward people for doing something, or for
doing it well, the less interest they typically come to have in whatever they
had to do to get the reward.
People
who blame students for not being “motivated” tend to think educational
success mean little more than higher scores on bad tests and they’re apt to
see education itself as a means to making sure our corporations will beat
their corporations. The sort of schooling that results is the type almost
guaranteed to . . . kill students’ motivation.
one thing that’s happened is a concatenation of
rewards and punishments, including grades, which teach students that learning
is just a means to an end.
Another thing that’s happened is teaching that’s meant
primarily to raise test scores.
inner-city kids get the worst of the
sort of schooling that’s not about exploring and discovering and questioning
but only about working hard (often at rote tasks) and being nice (read:
obedient).
“Motivation is weak because more
students…don't like school, don't work hard and don't do well.” But why
don’t they like school (which is the key to understanding why, assuming his
premise is correct, they don’t succeed)? What has happened to their desire
to figure out how things work, the hunger to make sense of things, with which
all children start out?
if you want to see
(intrinsically) motivated kids, you need to visit classrooms or schools that
take a nontraditional approach to education, places where students are more
likely to be absorbed and frequently delighted, where what they’re doing is
not merely “rigorous” (a word often applied to very difficult busywork) but
meaningful.
Alfie Kohn's commentary on an article written by Robert J. Samuelson. Samuelson argues in his article that the problem with education reform is not the usual suspects like ineffective teachers, but kids who are lazy and unmotivated. Interesting read with thoughtful information about student motivation.
remember books. Books challenge and improve memory
(The book
will kill the cathedral, alphabet will kill images).
During the sixties, Marshall McLuhan wrote his The Gutenberg Galaxy, where he announced
that the linear way of thinking instaured by the invention of the press, was on the verge of being
substituted by a more global way of perceiving and understanding through the TV images or
other kinds of electronic device
the computer
has become, first of all, an alphabetic instrument
These same teen-agers, if by
chance they want to program their own home computer, must know, or learn, logical procedures
and algorithms, and must type words and numbers on a keyboard, at a great speed.
In this sense one can say that the computer made us to return to a Gutenberg Galaxy.
Today the concept of literacy comprises many media. An enlightened policy of literacy must take
into account the possibilities of all of these media. Educational preoccupation must be extended
to the whole of media.
Images have, so to speak, a sort of Platonic power: they transform
individuals into general idea
who will receive pre-fabricated images and therefore
prefabricated definitions of the world, without any power to critically choose the kind of information
they receive, and those who know how to deal with the computer, who will be able to select and to
elaborate information.
This will re-establish the cultural division which existed at the time of Claude
Frollo, between those who were able to read manuscripts, and therefore to critically deal with religious,
scientifical or philosophical matters, and those who were only educated by the images of the cathedral,
selected and produced by their masters, the literate few.
With a hypertext, instead, I can navigate through the whole encyclopedia. I can connect an event
registered at the beginning with a series of similar events disseminated all along the text, I can compare
the beginning with the end, I can ask for the list of all the words beginning by A, I can ask for all the
cases in which the name of Napoleon is linked with the one of Kant, I can compare the dates of their
birth and death - in short, I can do my job in few seconds or few minutes.
Even if it were true that today visual communication overwhelms written communication, the
problem is not to oppose written to visual communication. The problem is how to improve both.
design thinking is a set of tools, methods, and processes by which we develop new answers for challenges, big and small.
Through applying design thinking to challenges, we learn to define problems, understand needs and constraints, brainstorm innovative solutions, and seek and incorporate feedback about our ideas in order to continually make them better. The more we apply design thinking to the challenges we see, the deeper we strengthen the belief in our ability to generate creative ideas and make positive change happen in the world.
If you are interested in finding a program or resources to help integrate design thinking in your school, the directory offers a great set of organizations already listed for inspiration and new connections.
We are living in an age of increased complexity, and are facing global challenges at an unprecedented scale. The nature of connectivity, interactivity, and information is changing at lightening speed. We need to enable a generation of leaders who believe they can make a difference in the world around them, because we need this generation to build new systems and rebuild declining ones. We need them to be great collaborators, great communicators, and great innovators.
As we help today’s students build their foundation of core academic knowledge and skills, we also need to look at the ways we are helping our youth build their confidence in their abilities to create.
When a comprehensive assessment program at the classroom level balances student achievement information derived from both summative and formative assessment sources, a fuller picture of where a student is relative to established learning targets and standards emerges."> This is a cached version of http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx. Diigo.com has no relation to the site.position:absolute;right:20px;top:5px;color
A scholarly article with tremendous real-world practical implications and suggestions. Love this.
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.
