It has nothing to do with videos, or homework, or the latest fad in education. It has everything to do with who owns the learning.
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Video: The Animated History of Spain - 34 views
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shared by Nigel Coutts on 11 Jun 17
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Reflections from EduTech 2017 - The Learner's Way - 24 views
thelearnersway.net/...reflections-from-edutech-2017
reflections edutech learner technology teaching tools learning
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EduTech in Sydney has been a remarkable experience. A grand celebration of education and an energising gathering of educators ready to share stories and make connections. Despite the rainy weather some 8000 educators came together in the inspiring new International Convention Centre at Darling Harbour and left two days later with hers full of new ideas and wonderings of what might be the future of education. With many ideas still bubbling away here is a brief list of the key take-aways.
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Why I Gave Up Flipped Instruction - 21 views
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No. The thing that I didn’t expect was that my students created flexible groups, depending on what they were working on. They found peers who were working on the same concept they were, so that they could help each other. Sometimes they realized who they couldn’t work with on a particular day, and found a different group of peers to work with instead. And to solidify what my students were learning, we engaged in hands-on activities and labs that actually used the Chemistry concepts they were studying.
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When I recently re-read the post, I didn't disagree with anything I'd said. Yet my brief love affair with the flip has ended. It simply didn't produce the tranformative learning experience I knew I wanted for my students .
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Direct instruction is direct instruction no matter how you spin or flip it. While it does have its place, as all things do, we're reminded that the paradigm shift is not simply a matter of shifting an order of events. This is a solid post on the power of personalized learning.
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A.T.TIPSCAST Episode 105: An App for Literacy | The Compendium Blog of The A.T.TIPSCAST - 2 views
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Taylor & Francis Online :: Supervision and scholarly writing: writing to learn-learning... - 0 views
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students’ difficulties with the academic genre should be considered to be the norm, rather than the exception.
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fallacious to assume that supervisors are necessarily scholarly writers
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benefit of naming what will be attended to and framing its context accrues through the process of planning, action and reflection
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I conceived postgraduate students’ writing as similar to that of an academic co‐author.
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explored whether these were careless errors or whether the students had difficulty with particular aspects of writin
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writing block initially posed a major ethical dilemma for me because the ethical guidelines of authorship restrict the writing that should be undertaken by a superviso
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not writing per se that underpinned Denise’s writing block but a lack of knowledge about the content and organization of a particular writing task.
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nadvertently engaged in unethical writing behaviour by including me as a co‐author without my permission
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tendency to rush through corrections, which often resulted in many issues identified on a previous draft remaining unresolved
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writing was often submitted and returned electronically using the ‘comments’ and ‘track changes’ tools in Microsoft Word.
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email guidance, sessions where writing was modeled and her writing scaffolded, and handouts on writing style.
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supervisor, it was difficult to maintain interest in and respond to Sherry’s work because of the time lag between each piece of writing
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Sherry’s approach to writing was likely to result in a lengthy completion time and she needed to accept the responsibility for managing her writing tasks.
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community of support for each othe
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Annotating the Model Content Frameworks for ELA/Literacy by PARCC - 9 views
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upper grades, content-area teachers are encouraged to consider how best to implement informational reading across the disciplines
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present their analyses in writing and speaking
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all students need access to a wide range of materials on a variety of topics and genres
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students improve both their reading comprehension and their writing skills when writing in response to texts.
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notes, summaries, learning logs, writing to learn tasks, or even a response to a short text selection or an open-ended question.[9]
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hese responses can vary in length based on the questions asked and tasks performed, from answering brief questions to crafting multiparagraph responses in upper grades.
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narrative story and narrative description
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generate writing pieces in response to teacher-provided prompts and to their own prompts
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For reading and writing in each module
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Graham, S., and M. A. Hebert. 2010. Writing to Read: Evidence for How Writing Can Improve Reading. A Carnegie Corporation Time to Act Report. Washington, D.C.: Alliance for Excellent Education.
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shared by Roland Gesthuizen on 07 Mar 13
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Why Brainstorming Sucks [Infographic] | Brand Genetics - 103 views
brandgenetics.com/rainstorming-sucks-infographic
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Tests show that independent brainstorming (following a group briefing/discussion) lead to more and better ideas
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shared by anonymous on 19 Dec 12
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Rethinking the Way College Students Are Taught - 52 views
americanradioworks.publicradio.org/...rethinking-teaching.html
teaching learning Education pedagogy discussion effective_use_of_multiple_choice
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Catherine Hainstock liked it
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But here's the irony. "Mary is more likely to convince John than professor Mazur in front of the class," Mazur says. "She's only recently learned it and still has some feeling for the conceptual difficulties that she has whereas professor Mazur learned [the idea] such a long time ago that he can no longer understand why somebody has difficulty grasping it." That's the irony of becoming an expert in your field, Mazur says. "It becomes not easier to teach, it becomes harder to teach because you're unaware of the conceptual difficulties of a beginning learner."
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To make sure his students are prepared, Mazur has set up a web-based monitoring system where everyone has to submit answers to questions about the reading prior to coming to class. The last question asks students to tell Mazur what confused them. He uses their answers to prepare a set of multiple-choice questions he uses during class.
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Mazur begins class by giving a brief explanation of a concept he wants students to understand. Then he asks one of the multiple-choice questions. Students get a minute to think about the question on their own and then answer it using a mobile device that sends their answers to Mazur's laptop. Next, he asks the students to turn to the person sitting next to them and talk about the question. The class typically erupts in a cacophony of voices, as it did that first time he told students to talk to each other because he couldn't figure out what else to do. Once the students have discussed the question for a few minutes, Mazur instructs them to answer the question again.
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So Mazur gave what he thought was a thorough and thoughtful explanation of the concept. He went slowly, putting all kinds of helpful diagrams up on the board. "I thought I'd nailed it," he says. "I thought it was the best explanation one could possibly give of this question." Mazur triumphantly turned around. "Any questions?" he asked. The students just stared at him. "Nobody raised their hand and said, well but what if this and what if that, simply because they were so confused they couldn't," he says. "I didn't know what to do. But I knew one thing. I knew that 50 percent of the students had given the right answer."
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Education World: - 51 views
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Brief Description Students research online an influential woman, then create on the computer a quilt block with text and graphics. Quilt blocks are then printed and combined to form a quilt of connections. ObjectivesStudents will: Demonstrate comprehension of a famous woman's accomplishments through both text and graphics. Acquire knowledge of other women's accomplishments through their peers' quilt blocks.
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Patty Hicks EdTech Learning Log | An online inventory of what I've learned and created - 3 views
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Here is a link to a bundle I’ve created on Google Reader. I enjoy following David Pogue from the NYT. He is funny and witty and interesting, at least I think so. I’m a fan of Mitch Resnick from MIT and must give him all the credit for my passion in helping my students see themselves as creators not just users of technology. You should search out some of his writings. Actually better yet go to a conference at MIT and meet him.
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The Role of Technology in the Teaching and Learning of Mathematics - 81 views
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The use of technology cannot replace conceptual understanding, computational fluency, or problem-solving skills.
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Programs in teacher education and professional development must continually update practitioners’ knowledge of technology and its classroom applications.
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Student-Led Discussion Manual - 8 views
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2) Formulate and write down four or five discussion questions based upon the assigned reading. 3) On the assumption that you will lead the day's discussion, write a brief (less than 5-minute) opening statement about the assignment. Your statement should set the stage for, and end by raising, one or more of your discussion questions.
Guidelines for Note-Taking - 15 views
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Teaching Tip: Vocabulary Lesson Your Students will Devour - International Reading Assoc... - 31 views
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A Juicy Word is a word that has some real substance to it. Juicy Words are special, more so than your everyday, dried-out variety of words.
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uring Week 2, I ask students to continue collecting ten Juicy Words per week, and in addition, to identify their three favorite Juicy Words and to use them at some point
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In their Week 2 posts, students share their three Juicy Words, information about where they sourced each word, a brief explanation of each word's meaning, and how they used each word in real life.
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By Week 5, the students are using five of their Juicy Words per week, and collecting an average of 15—five more than the ten words that I require