Skip to main content

Home/ Diigo In Education/ Group items tagged Solving

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Ann Lusch

Crayon Physics Deluxe - 103 views

www.crayonphysics.com

physics game

shared by Ann Lusch on 28 Aug 11 - Cached
  • a 2D physics puzzle / sandbox game, in which you get to experience what it would be like if your drawings would be magically transformed into real physical objects. Solve puzzles with your artistic vision and creative use of physics.
Daniel Spielmann

Emergent Learning Model « The Heutagogic Archives - 41 views

heutagogicarchive.wordpress.com/...emergent-learning-model

emergent learning model fred garnett

shared by Daniel Spielmann on 26 Aug 11 - No Cached
  • Self-Organised Learning Environments (SOLE)
    • Daniel Spielmann
      Daniel Spielmann on 26 Aug 11
       
      What is the difference between SOLEs and PLEs?
  • The Open Context Model of Learning is a way of thinking about the relationships of learning such that a (teacher) develops both a subject understanding as well as an ability in the (learner) to take forward their learning in that subject.
  • What I hoped to do below with the ELM is to show how all learning can be complementary and, given that everyone wants to learn, how we can design learner-responsive resources, institutions and networks.
  • ...24 more annotations...
  • three part structure of ELM
  • in our free time outside of institutions
  • comes from our own interests
  • interests of individuals
  • ocial process of learning
  • designs the pre-condition for social processes to emerge, which is the essence of informal learning
  • Informal Learning is the social processes that support self-organised learning in any context
  • structured learning opportunities without formal learning outcomes’
  • identified a process of resource creation that responded to learners interests
  • n adaptive model of resource creation
  • content creation toolkits
  • structuring of learning opportunities through resources
  • as the key process in non-formal learning
  • institutionalisation of processes surrounding learning
  • education as a system, rather than learning as a process
    • Daniel Spielmann
      Daniel Spielmann on 26 Aug 11
       
      What if they aren't? What's the system's answer to that then?
  • What formal learning, or education, has really become specialised in is maintaining itself as a set of institutions and buildings.
  • Formal learning is the process of administering and quality assuring the accreditation of learning and the qualifications
  • Non-formal learning is structured learning resources without formal learning outcomes.
  • So what ELM aims to do is to replace the notion of learning as being a process of accreditation, that occurs within an institutionally constrained and hierarchical system, with a series of processes that better matches how people actually learn, following interests, collaborating and finding resources.
  • more about meeting the needs and interests of human beings
  • we should start with the social processes of everyday life, and design a system that enables learning to naturally emerge
  • a) education; is a process organized by institutions who offer qualifications based on set texts to be used by learning groups in classes to meet accreditation criteria. Teachers provide resources and broker these educational processes. b) learning; is a process of problem-solving carried out by people individually or collaboratively by finding resources and discussing the emerging issues with trusted intermediaries.
  • People + Resources = Learning
Ann Darling

NAEP Gets It One-Third Right -- THE Journal - 15 views

thejournal.com/...our-space.aspx

shared by Ann Darling on 24 Oct 09 - Cached
  • gets, the more the debate will stir and positive things can come of all this.
  • 9 Gail Desler California I look forward to following this discussion! Currently many school districts have the same keyboarding + MS Office requirement for tech proficiency shared above by Interested Parent. I think to continue with that model well into the 21st century is really the train wreck waiting to happen. I've read through the NAEP draft. as well as some of their referenced documents from ISTE, http://www.21stcenturyskills.org/ DOT , and the http://www.ncte.org/positions/statements/2 DOT 1stcentdefinition and am hopeful that the NAEP framework will promote the integration of technology literacy across the curriculum. Thanks for starting the conversation.
  • Wed, Sep 9, 2009 Dick Schutz http://ssrn.com/author=1199505 The framework defines technology as "any modification of the natural or designed world done to fulfill human needs or desires." I can't think of any human action that wouldn't fall under that definition The definition of technological literacy is "the capacity to use, understand, and evaluate technology as well as to apply concepts and processes to solve problems and reach one’s goals. It encompasses the three areas of Technology and Society, Design and Systems, and Information and Communications Technology." That's pretty much universal expertise. This is to be measured with a 50 minute test starting at Grade 4. The specs for the tests at Grades 8 and 12 merely get more detailed and more abstract. By the time this gets run through the Item Response Theory wringer we'll have results that are sensitive to racial/SES differences but not to instructional differences. I'll look forward to your forthcoming explanations of how this came to happen.
  • ...3 more annotations...
  • The problem? Namely, this: With no established federal definition of technological literacy, most states have chosen to follow the National Educational Technology Standards (NETS) established by the International Society for Technology in Education (ISTE), and to create their curricula and assessments accordingly.
  • gical literacy that is very different from anything any state or No Child Left Behind (NCLB) envisioned. From the draft document: "In recent decades the meaning of technological literacy has taken on three quite different… forms in the United States. These are the science, technology, and society approach, the technology education approach, and the information and communications technology approach. In recognition of the importance, educational value, and interdependence of these three approaches, this framework includes all three under its broad definition of technological literacy."
  • Geoffrey H. Fletcher is the editorial director of 1105 Media's Education Group. He can be reached at gfletcher@1105media.com. Comments
D. S. Koelling

Font Size May Not Aid Learning, but Its Style Can, Researchers Find - NYTimes.com - 110 views

www.nytimes.com/...19mind.html

education undergraduate Learning font

shared by D. S. Koelling on 19 Apr 11 - No Cached
  • Is it easier to remember a new fact if it appears in normal type, like this, or in big, bold letters, like this?
  • Font size has no effect on memory, even though most people assume that bigger is better. But font style does.
  • New research finds that people retain significantly more material — whether science, history or language — when they study it in a font that is not only unfamiliar but also hard to read.
  • ...6 more annotations...
  • “So much of the learning that we do now is unsupervised, on our own,” said Robert A. Bjork, a psychologist at the University of California, Los Angeles, “that it’s crucial to be able to monitor that learning accurately; that is, to know how well we know what we know, so that we avoid fooling ourselves.”
  • “Studying something in the presence of an answer, whether it’s conscious or not, influences how you interpret the question,” Dr. Bjork said. “You don’t appreciate all of the other things that would have come to mind if the answer weren’t there. “Let’s say you’re studying capitals and you see that Australia’s is Canberra. O.K., that seems easy enough. But when the exam question appears, you think: ‘Uh oh, was it Sydney? Melbourne? Adelaide?’ ” That’s why some experts are leery of students’ increasing use of online sites like Cramster, Course Hero, Koofers and others that offer summaries, step-by-step problem solving and copies of previous exams. The extra help may provide a valuable supplement to a difficult or crowded course, but it could also leave students with a false sense of mastery. Even course outlines provided by a teacher, a textbook or other outside source can create a false sense of security, some research suggests. In one experiment, researchers found that participants studying a difficult chapter on the industrial uses of microbes remembered more when they were given a poor outline — which they had to rework to match the material — than a more accurate one.
  • a cognitive quality known as fluency, a measure of how easy a piece of information is to process.
  • On real tests, font size made no difference and practice paid off, the study found.
  • And so it goes, researchers say, with most study sessions: difficulty builds mental muscle, while ease often builds only confidence.
  • To test the approach in the classroom, the researchers conducted a large experiment involving 222 students at a public school in Chesterland, Ohio. One group had all its supplementary study materials, in English, history and science courses, reset in an unusual font, like Monotype Corsiva. The others studied as before. After the lessons were completed, the researchers evaluated the classes’ relevant tests and found that those students who’d been squinting at the stranger typefaces did significantly better than the others in all the classes — particularly in physics. “The reason that the unusual fonts are effective is that it causes us to think more deeply about the material,” a co-author of the study, Daniel M. Oppenheimer, a psychologist at Princeton, wrote in an e-mail. “But we are capable of thinking deeply without being subjected to unusual fonts. Think of it this way, you can’t skim material in a hard to read font, so putting text in a hard-to-read font will force you to read more carefully.” Then again, so will raw effort, he and other researchers said. Concentrating harder. Making outlines from scratch. Working through problem sets without glancing at the answers. And studying with classmates who test one another.
  • D. S. Koelling on 19 Apr 11
     
    Students' raw effort improves learning [No surprise there, huh?]
Suzanne Nelson

IWB Classroom Management Solutions « classroom2point0 - 81 views

classroom2point0.wordpress.com/...classroom-management-solutions

shared by Suzanne Nelson on 16 Apr 11 - No Cached
  • When the overhead projector was introduced, teachers everywhere celebrated.
  • With the introduction of Interactive Whiteboards (IWBs),
  • The slate is portable, wireless, and designed to respond to an electromagnetic (or similar technology) pen.
  • ...2 more annotations...
  • Home Office Bundle – $15-$150 Buy a cordless mouse and keyboard bundle that utilizes a USB port or bluetooth technology.
  • As much as possible, have your students use your IWB. Your students should be front and center, writing vocabulary words, solving equations, drawing pictures, making diagrams, and transcribing classroom discussions.
Steve Ransom

What Can Be Done to Boost Academic Rigor? | Faculty Focus - 61 views

www.facultyfocus.com/...e-done-to-boost-academic-rigor

shared by Steve Ransom on 11 Apr 11 - No Cached
  • Fifty percent of sophomores reported that they had not taken a single course the prior semester that required more than 20 pages of writing over the course of the semester; One-third did not take a single course the prior semester that required, on average, more than 40 pages of reading per week.
    • Steve Ransom
      Steve Ransom on 11 Apr 11
       
      Is the "amount" of reading and writing directly correlated with academic rigor? And then, is such academic rigor directly correlated with learning, problem-solving, and relevance?
  • Today’s students are spending … half of what they did several decades ago
Clint Balsar

Many US schools adding iPads, trimming textbooks - Yahoo! Finance - 4 views

finance.yahoo.com/...ding-iPads-apf-1245885050.html

iPads textbooks schools education

shared by Clint Balsar on 01 Oct 11 - No Cached
  • The trend has not been limited to wealthy suburban districts. New York City, Chicago and many other urban districts also are buying large numbers of iPads.The iPads generally cost districts between $500 and $600, depending on what accessories and service plans are purchased.By comparison, Brookfield High in Connecticut estimates it spends at least that much yearly on every student's textbooks, not including graphing calculators, dictionaries and other accessories they can get on the iPads.
  • They include interactive programs to demonstrate problem-solving in math, scratchpad features for note-taking and bookmarking, the ability to immediately send quizzes and homework to teachers, and the chance to view videos or tutorials on everything from important historical events to learning foreign languages.They're especially popular in special education services, for children with autism spectrum disorders and learning disabilities, and for those who learn best when something is explained with visual images, not just through talking.Some advocates also say the interactive nature of learning on an iPad comes naturally to many of today's students, who've grown up with electronic devices as part of their everyday world.
  • Clint Balsar on 01 Oct 11
     
    I find the price comparisons interesting.
Matt Renwick

5 Predictions For Education In 2015 - Forbes - 51 views

www.forbes.com/...2

shared by Matt Renwick on 10 Jan 15 - No Cached
  • far too many districts are leading with technology for technology’s sake and not considering what problem they are trying to solve with technology or what goal they are trying to achieve.
Matt Renwick

Building A _____ Learning Movement | Getting Smart - 30 views

gettingsmart.com/...ilding-_____-learning-movement

trouble-the-image

shared by Matt Renwick on 20 Dec 14 - No Cached
  • deeper learning–with its emphasis on core academic content, critical thinking & problem-solving, collaboration, effective communication, academic mindsets and self-directed learning
  • getting up from the table where we typically sit and inviting new people to sit at each of our tables
  • Matt Renwick on 20 Dec 14
     
    mattrenwick.com
Christian King

Free Mind Mapping Software, Freeware, Create mindmaps for brainstorming, problem solvin... - 137 views

www.edrawsoft.com/freemind.php

mindmap MindMapping software freeware brainstorming tools diagram map

shared by Christian King on 17 Feb 13 - Cached
  • Christian King on 17 Feb 13
     
    I've used many mind mapping tools and find them lacking in functionality (xmind) , expensive (inspiration) or very hard to use (Free Mind). Most of these tools will not allow you to have 2 main topics and create a double bubble map (like a venn diagram). Edraw Mind Map has a very easy to use ribbon interface similar to Word 2010 and tons of built in symbols and mind mapping templates. It is free for educational use and their site has tons of video tutorials that cover all the nifty features. It's the first mind mapping program where I felt like I wasn't fighting the interface.
Sharin Tebo

Why Curiosity Enhances Learning | Edutopia - 40 views

www.edutopia.org/...nces-learning-marianne-stenger

thinking curiosity learning edutopia literacy inquiry

shared by Sharin Tebo on 11 Jan 15 - No Cached
  • It's no secret that curiosity makes learning more effective and enjoyable. Curious students not only ask questions, but also actively seek out the answers.
  • While it might be no big surprise that we're more likely to remember what we've learned when the subject matter intrigues us, it turns out that curiosity also helps us learn information we don't consider all that interesting or important. The researchers found that, once the subjects' curiosity had been piqued by the right question, they were better at learning and remembering completely unrelated information
  • if a student struggles with math, personalizing math problems to match their specific interests rather than using generic textbook questions could help them better remember how to go about solving similar math problems in the future.
  • ...1 more annotation...
  • there is no such thing as a dumb question, because as cognitive scientist Daniel Willingham notes in his book Why Don't Students Like School?, it's the question that stimulates curiosity -- being told the answer quells curiosity before it can even get going.
  • Sharin Tebo on 11 Jan 15
     
    Curiosity's role in Students' Learning
Mr. Eason

Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenge... - 119 views

www.ascd.org/...lls@-The-Challenges-Ahead.aspx

21stcenturyskills teaching

shared by Mr. Eason on 11 May 12 - Cached
  • the skills students need in the 21st century are not new.
  • Critical thinking and problem solving, for example, have been components of human progress throughout history
  • What's actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills
  • ...27 more annotations...
  • Many reform efforts, from reducing class size to improving reading instruction, have devolved into fads or been implemented with weak fidelity to their core intent. The 21st century skills movement faces the same risk.
  • some of the rhetoric we have heard surrounding this movement suggests that with so much new knowledge being created, content no longer matters; that ways of knowing information are now much more important than information itself. Such notions contradict what we know about teaching and learning and raise concerns that the 21st century skills movement will end up being a weak intervention for the very students—low-income students and students of color—who most need powerful schools as a matter of social equity.
  • First, educators and policymakers must ensure that the instructional program is complete and that content is not shortchanged for an ephemeral pursuit of skills
  • Second, states, school districts, and schools need to revamp how they think about human capital in education—in particular how teachers are trained
  • inally, we need new assessments that can accurately measure richer learning and more complex tasks
  • Skills and knowledge are not separate, however, but intertwined.
  • In some cases, knowledge helps us recognize the underlying structure of a problem.
  • At other times, we know that we have a particular thinking skill, but domain knowledge is necessary if we are to use it.
  • if skills are independent of content, we could reasonably conclude that we can develop these skills through the use of any content. For example, if students can learn how to think critically about science in the context of any scientific material, a teacher should select content that will engage students (for instance, the chemistry of candy), even if that content is not central to the field. But all content is not equally important to mathematics, or to science, or to literature. To think critically, students need the knowledge that is central to the domain.
  • The importance of content in the development of thinking creates several challenges
  • first is the temptation to emphasize advanced, conceptual thinking too early in training
  • Another curricular challenge is that we don't yet know how to teach self-direction, collaboration, creativity, and innovation the way we know how to teach long division.
  • But experience is not the same thing as practice. Experience means only that you use a skill; practice means that you try to improve by noticing what you are doing wrong and formulating strategies to do better. Practice also requires feedback, usually from someone more skilled than you are.
  • We must plan to teach skills in the context of particular content knowledge and to treat both as equally important.
  • education leaders must be realistic about which skills are teachable. If we deem that such skills as collaboration and self-direction are essential, we should launch a concerted effort to study how they can be taught effectively rather than blithely assume that mandating their teaching will result in students learning them.
  • teachers don't use them.
  • Even when class sizes are reduced, teachers do not change their teaching strategies or use these student-centered method
  • these methods pose classroom management problems for teachers.
  • These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make in-the-moment decisions as the lesson plan progresses.
  • constant juggling act
  • greater collaboration among teachers.
  • But where will schools find the release time for such collaboration?
  • professional development is a massive undertaking.
  • Unfortunately, there is a widespread belief that teachers already know how to do this if only we could unleash them from today's stifling standards and accountability metrics. This notion romanticizes student-centered methods, underestimates the challenge of implementing such methods, and ignores the lack of capacity in the field today.
  • The first challenge is the cost.
  • measures that encourage greater creativity, show how students arrived at answers, and even allow for collaboration.
  • When students first encounter new ideas, their knowledge is shallow and their understanding is bound to specific examples. They need exposure to varied examples before their understanding of a concept becomes more abstract and they can successfully apply that understanding to novel situations.
dmassicg

Elementary Math Websites To Practice Mixed Operations/Story Problems - A Listly List - 4 views

list.ly/...mixed-operationsstory-problems

math websites

shared by dmassicg on 19 Nov 12 - No Cached
  • A list of websites to help students practice using their problem solving skills to practice mixed operation equations. The list was compiled by Cindy Lawrence, 3rd grade teacher, at Barton Creek Elementary School. The list accompanies unit 8 of the 3rd Grade Everyday Math Curriculum.
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.
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.
Martin Burrett

Snoring - 75 views

www.mathplayground.com/logic_snoring.html

logic game

shared by Martin Burrett on 24 Apr 12 - No Cached
  • Martin Burrett on 24 Apr 12
     
    A fun logic game where players must use animals to push a sleeping elephant. Probably not quite so much fun for the elephant. Play full screen at http://static.mathplayground.com/logicgames/snoring_sitelock.swf http://ictmagic.wikispaces.com/Educational+Games
  • Chris Smith on 24 Apr 12
     
    My students love this website and especially this game. I thought it was just a silly game at first, but it is actually pretty good for puzzle solving, etc.
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.
Maureen Greenbaum

These 10 trends are shaping the future of education | Education Dive - 74 views

www.educationdive.com/...404406

shared by Maureen Greenbaum on 29 Aug 15 - No Cached
  • e demands for innovation probably won't create an all-new landscape, the resulting product of ongoing changes is likely to be unrecognizable compared to that of the last several decades.
  • alternative credentialing and changing demographics to testing concerns and the rise of STEM
  • America's 629 public four-year institutions, 1,845 private four-year institutions, 1,070 public two-year institutions, and 596 private two-year institutions will soon be competing over a smaller pipeline of potential incoming students. 
  • ...4 more annotations...
  •  expect to see a number of for-profits make the transition to nonprofit or benefit corporation
  • 5. Open educational resources gaining popularity as textbook prices rise
  • Digital textbooks have solved some of those issues to an extent, carrying a lower price point on average and being capable of receiving updated content. But many in higher ed and K-12 are looking beyond the traditional-textbook-
  • 15 Virginia community colleges are using OER to pilot a "zero textbook cost" program that is expected to save 50,000 students $5 million in its first year.
« First ‹ Previous 221 - 240 of 260 Next ›
Showing 20▼ items per page