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Nigel Coutts

Encouraging Metacognition for Learning - 89 views

thelearnersway.net/...ing-metacognition-for-learning

learning thinking metacognition

shared by Nigel Coutts on 21 Jun 15 - No Cached
  • Nigel Coutts on 21 Jun 15
     
    A critical component of learning is the ability to reflect on one's learning and the processes that occur while we are engaged in learning. If we are to develop independent, empowered learners then we need to build the skills required for metacognition both directly through the provision of suitable strategies and indirectly via the modeling of effective learning that we provide.
Maria Nuzzo

20 Ways to Provide Effective Feedback to Your Students ~ Educational Technology and Mob... - 215 views

www.educatorstechnology.com/...rovide-effective-feedback.html

feedback

shared by Maria Nuzzo on 13 Mar 14 - No Cached
    • Elizabeth Sato
      Elizabeth Sato on 13 Mar 14
       
      These four questions are AWESOME.  I want to research Dinham 2002 & 2007.  It's true as adults, why don't we give kids the same consideration?
    • Elizabeth Sato
      Elizabeth Sato on 13 Mar 14
       
      I like the idea of concentrating on one thing -- let the kids know what I'm looking for during the week.  Eg. on the board it could say "conference focus"
    • Sharin Tebo
      Sharin Tebo on 27 Oct 15
       
      Great for conferring to really help students focus on improving one writing skill
  • Utilize this strategy when grading papers or tests. This strategy allows you the necessary time to provide quality, written feedback.
  • ...5 more annotations...
  • Alternate due dates for your students/classes.
  • Educate students on how to give feedback to each other.
  • Model for students what appropriate feedback looks like and sounds like.
    • Sharin Tebo
      Sharin Tebo on 27 Oct 15
       
      Gradual Release of Responsibility: Student learns to do heavy lifting
  • Ask another adult to give feedback.
  • defeated. Here you will find 20 ideas and techniques on how to give effective learning feedback that will leave your students with the feeling they can
  • Elizabeth Sato on 13 Mar 14
     
    20 tips for effective feedback -- ESPECIALLY #4 & 9
  • Sharin Tebo on 27 Oct 15
     
    20 tips for effective feedback -- ESPECIALLY #4 & 9
Benjamin Allen

Getting A Job Is Not The Purpose Of School - 41 views

www.teachthought.com/...ose-school-is-not-to-get-a-job

educational philosophy vocational training

shared by Benjamin Allen on 21 Mar 14 - No Cached
  • By calling it “school” (rather than learning), and “a job” (rather than work), we’re unwittingly creating a tone of drudgery and compliance that centers the institutions and their processes (grades, academic success and performance), and de-centers the end result (skills–>understanding–>creativity–>wisdom).
  • the vast majority of social ills that plague us–as a planet, not just in one country–stem from a surplus of bad work
  • And because we’ve all had jobs that sucked, it’s easy to shrug it off as a necessary evil in life, but it’s not. Work that demeans, dehumanizes, mechanizes, and depersonalizes individuals also, by design, demean, dehumanize, mechanize, and depersonalize society at large, and telling people to “be thankful they have a job” is an antiquated response that misses the point.
  • ...7 more annotations...
  • The curse of social conditioning and norm-referencing here is also at play
  • Wendell Berry in a letter he wrote responding to the idea of a “work-life” balance
  • Only in the absence of any viable idea of vocation or good work can one make the distinction implied in such phrases as “less work, more life” or “work-life balance,” as if one commutes daily from life here to work there.
  • If such questions are not asked, then we have no way of seeing or proceeding beyond the assumptions of (the author) and his work-life experts: that all work is bad work; that all workers are unhappily and even helplessly dependent on employers; that work and life are irreconcilable; and that the only solution to bad work is to shorten the workweek and thus divide the badness among more people.”
  • no matter what sort of values a family promotes, the learning process, by design, changes a person
  • Doesn’t the quality of a culture rely in part on a deep, dynamic interaction between those who are adults now, and those who will be soon?” And in that intersection sits education.
  • Getting a job is not the purpose of school. Good work is a shared core of both education and social improvement. I’m not entirely sure what this means for learning on a practical level, but I keep having the idea of diverse learning forms embedded in authentic local communities as a kind of first response.
Andrew McCluskey

Occupy Your Brain - 111 views

schoolingtheworld.org/...occupy

education education reform education system schooling pedagogy indigenous indigenous pedagogies knowledge alternative education standardization state standards national standards global standards power authority intellect

shared by Andrew McCluskey on 11 Feb 13 - No Cached
Ant Heald liked it
  • 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.
  • ...26 more annotations...
  • 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. 
  • They must occupy their brains.
  • Isn’t it time for us to do the same?
  • Andrew McCluskey on 11 Feb 13
     
    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).
  • Andrew McCluskey on 11 Feb 13
     
    This is a must read. Carol Black echoes here many of the ideas of Paulo Freire, John Taylor Gatto and the like.
Jennifer Carey

My First Attempt at Employing Digital Storytelling in the Classroom « Indiana... - 175 views

indianajen.com/...-storytelling-in-the-classroom

digital storytelling classroom web2.0 technology resources history teaching learning tools

shared by Jennifer Carey on 17 Sep 11 - No Cached
  • Jennifer Carey on 17 Sep 11
     
    Would love colleagues' thoughts and input on this lesson!
  • ...1 more comment...
  • Irene Reynolds on 17 Sep 11
     
    Thank you, Jennifer, for sharing your process on digital storytelling. I teach middle school English and am not as tech-savvy as you, but I know the value of a well-planned multimedia project for students. I am inspired to plan out a similar project, now that I see how to do it. I like that they create a storyboard and script to emphasize the "meat" of their project and not the glitzy stuff. Their narrated videos are quite impressive. Your students are lucky to have you!
  • Jennifer Carey on 17 Sep 11
     
    Thanks Irene! The students did such an amazing job. You really don't have to be tech-saavy to employ this in your classroom. The software is already so user-friendly. The person who taught me how to do this was an English teacher - she would use it with poetry, so that students would have to emphasize emotion in their reading. Very effective!
  • bruce schwartz on 17 Sep 11
     
    Jennifer, this is wonderful! I love how you give your students choices of which app to use and how you place the onus on them to learn it and to troubleshoot on their own. This is something that I teach in my computer classes because students have to acquire and feel comfortable with that skill. Thanks!
Maria Nuzzo

Three Elements of Great Communication, According to Aristotle - Scott Edinger - Harvard... - 99 views

blogs.hbr.org/...t_communication_according.html

shared by Maria Nuzzo on 19 Jan 13 - No Cached
Kelly Dau liked it
  • Three Elements of Great Communication, According to Aristotle by Scott Edinger  |   9:00 AM January 17, 2013 Comments (78)         In my nearly 20 years of work in organization development, I've never heard anyone say that a leader communicated too much or too well. On the contrary, the most common improvement suggestion I've seen offered up on the thousands of 360 evaluations I've reviewed over the years is that it would be better if the subject in question learned to communicate more effectively. What makes someone a good communicator? There's no mystery here, not since Aristotle identified the three critical elements — ethos, pathos, and logos. — thousands of years ago. Ethos is essentially your credibility — that is, the reason people should believe what you're saying. In writing this blog I made an effort to demonstrate my ethos in the introduction, and here I'll just add that I have a degree in communication studies (emphasis in rhetoric for those who want the details) for good measure. In some cases, ethos comes merely from your rank within an organization. More commonly, though, today's leaders build ethos most
  • Jennie Snyder on 19 Jan 13
     
    Three aspects of communication as outlined by Aristotle.
Marti Pike

Should Personalization Be the Future of Learning? - Education Next : Education Next - 48 views

educationnext.org/ersonalization-future-learning

shared by Marti Pike on 28 Apr 15 - No Cached
  • Effective instruction requires understanding the varying cognitive abilities of students and finding ways to impart knowledge in light of that variation
    • Marti Pike
      Marti Pike on 13 Feb 16
       
      Baby/Bathwater...Use tech. to help differentiate speed.  Teacher stays in control with the help of feedback from learning programs. 
  • can be done in classrooms with students sitting in beanbags holding iPads and Chromebooks.
  • privacy
  • ...2 more annotations...
  • They can Google but lack the skills to find the information they need or to assess the relevance or truth of what they find.
  • children are more alike than different in how they think and learn,
  • justpawz on 29 Apr 15
     
    Personalisation in Education
Yozo Horiuchi

Prodigy Math Game - 91 views

www.prodigygame.com/USA

Math 1-8 math game website game

shared by Yozo Horiuchi on 26 Apr 15 - No Cached
  • Yozo Horiuchi on 26 Apr 15
     
    Prodigy is a free math game for Grades 1 - 8 that kids absolutely love! Learn over 300 critical math skills in our self-paced math game.
Deborah Baillesderr

Free Everyday Life Tutorials at GCFLearnFree - 43 views

www.gcflearnfree.org/everydaylife

Everyday Skills interactive lifeskills lessons tutorials

shared by Deborah Baillesderr on 02 Nov 15 - No Cached
  • Deborah Baillesderr on 02 Nov 15
     
    "Life is filled with chaos, and we have to learn how to work and solve problems in the midst of it every day. These interactive lessons give you the opportunity to experience these daily challenges without real-world consequences."
John Lustig

Learning to Learn - Tools and Technologies for Inquiry Based Learning - 137 views

library.queensu.ca/inquiry

inquiry learning resources tools education teaching technology learn

shared by John Lustig on 02 May 11 - No Cached
  • Mark Swartz on 02 May 11
     
    Inquiry based learning originates with John Dewey's philosophy that education begins with curiousity. It focuses on guiding students through a process of finding answers to questions. Inquiry based learning: Is driven by questions of interest rather than general topics.Emphasizes asking good researchable questions.Coaches students as they go.Provides research journal to help students monitor their progress.Draws on expertise of the instructor / teacher librarian to model effective inquiry.Assesses student progress in developing inquiry skills as well as understanding of content.
amberdewire

Habits of Mind - 44 views

habitsofmind.org/...HoM-Summary-Outline.pdf

science thinking skills 21st century

shared by amberdewire on 05 Aug 15 - No Cached
  • amberdewire on 05 Aug 15
     
    Science
Loanne Harmeling

How To Prepare Students For 21st Century Survival - 150 views

www.teachthought.com/...dent-for-21st-century-survival

shared by Loanne Harmeling on 15 Mar 13 - No Cached
  • Mark Gleeson on 15 Mar 13
     
    7 essential skills for the 21st Century and how to prepare our students. 
Lorinda Cain-Bowles

Study: RTI Practice Falls Short of Promise - Education Week - 31 views

www.edweek.org/...ce-falls-short-of-promise.html

rti study

shared by Lorinda Cain-Bowles on 09 Nov 15 - No Cached
  • "We don't want to have people say that these findings say these schools aren't doing RTI right; this turns out to be what RTI looks like when it plays out in daily life."
  • "Students are missing a lot of broader things that are going to make a difference in their ability to put it all together in functional reading."
  • students with "mild and relatively mild learning problems" are not representative anymore of the students targeted for Tier 2 interventions. "Over time, in many places what's happened is RTI has been deliberately used as a kind of general education substitution for special education. My strong sense is that over time, more and more kids with greater and greater severity of learning problems are being served in an RTI framework."
  • ...2 more annotations...
  • "The most common implementation of RTI is fairly rigid,"
  • she said, with schools often using a single test to identify students for Tier 2 and a standard set of interventions once they get there. For example, she noted that the study found that small group instruction and interventions in RTI schools were more likely to focus on phonics for students below grade level than at grade level. "Right there you have a clue that the interventions are focused on these foundational skills and not as much on comprehension," she sai
  • Lorinda Cain-Bowles on 09 Nov 15
     
    RTI study shows process isn't working as hoped.
Sharin Tebo

Guide: Using the SAMR Model to Guide Learning | That #EdTech Guy's Blog - 74 views

thatedtechguy.wordpress.com/...e-samr-model-to-guide-learning

edtech SAMR technology technology integration

shared by Sharin Tebo on 25 Oct 15 - No Cached
  • The SAMR Model (above) was developed by Dr. Ruben Puentedura. It enables educators to analyse how effective their use of technology is on teaching and learning.
  • – Enhancement (Substitution and Augmentation) – technology is used just to enhance a task
  • – Transformation (Modification and Redefinition) – tasks are designed in a way which would not be possible without the use of technology
  • ...9 more annotations...
  • Substitution – at this stage, technology is simply used as an alternative tool for completing the original task with no real change in the tasks function.
  • Example: instead of writing by hand, learners use an app like Pages to type up a report.
  • Example: once again, if students are creating a document on Pages, using the collaborative tools available on iWork for iCloud, learners can work on a document together. Peers could add feedback comments to the document in real time which could be responded to, which would improve the end product further.
  • it still does not improve the students learning experience.
  • Example: again using Pages, however making use of features like spellchecking function or importing images to enhance the end product.
  • Modification – it is at this point where technology starts to enhance teaching and learning. It requires tasks to be redesigned, in order to make the most of the technology available.
  • Augmentation – here, technology is still used as a direct substitute like above, however it offers improvements in terms of the function of the task.
  • Redefinition– this is the point at which technology really enhances the learning experience for students and has the greatest impact. Through the use of technology, educators are able to design tasks that were previously impossible.
  • Example: like before, learners may be collaborating on a document in Pages. However, this time the end product will be uploaded to a website or perhaps a class blog. Students are usually excited by the prospect of their work being on display in a classroom, so the use of a real audience is huge for them. Furthermore, this builds their literacy skills as they need to consider the audience that they’ll be writing to and adapt their work accordingly. Finally, this opens up the possibility of feedback from this global audience which they can respond to.
  • Sharin Tebo on 25 Oct 15
     
    SAMR Explained with Definitions and Application Examples
Nigel Coutts

Debating false dichotomies: a new front in the education wars - The Learner's Way - 8 views

thelearnersway.net/...ew-front-in-the-education-wars

education learner teaching learning skills dispositions knowledge

shared by Nigel Coutts on 02 Sep 18 - No Cached
  • Nigel Coutts on 02 Sep 18
     
    Sometimes, it seems everyone who ever went to school is an expert on education and has a plan to make it better. Actual teaching experience, years of professional learning and formal training are all easily swept aside. The result is an ongoing dialog around what schools should do, what teachers need to do more of or less of and how the academic success of the nation is linked to strategy x or y.
Martin Burrett

Describing Words - 38 views

ukedchat.com/...describingwords

English nouns describing describe English Skills

shared by Martin Burrett on 18 Jul 18 - No Cached
  • Martin Burrett on 18 Jul 18
     
    "Enter a noun into this website and get a range of words to help you describe it. Superb for creative or descriptive writing projects."
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