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Mariusz Leś

The Nerdy Teacher: What Makes Project Based Learning Effective? #Edchat #EngChat - 132 views

www.thenerdyteacher.com/...es-project-based-learning.html

Edchat Twitter learning project

shared by Mariusz Leś on 28 Nov 11 - No Cached
  • Mariusz Leś on 28 Nov 11
     
    1. OWNERSHIP is key. For this project, the students were not listening to me on why Twain was or was not a racist, they were showing me and the rest of class what they thought. They were invested in winning their argument. They knew that their work was going to determine if he was guilty or not. Although I gave the assignment, the students were in charge the rest of the way. It was their project and they wanted to do it win. When students feel they own what they are doing, they will work harder. When the audience is larger, they want to impress everyone. These are not crazy ideas, they are the results of owning the work they are doing. OWNERSHIP is a major factor in the value of PBL. 2. CREATIVITY is the another major part of the PBL and is closely linked with OWNERSHIP. Students were allowed to be creative in their work as a lawyer or witness. Witnesses needed to stay within character, but could add their own elements on the witness stand. Allowing the students to create gives them a bigger sense of OWNERSHIP. 3. Another part of the PBL is the COLLABORATION. Students were working with each other trying to decide the best plan of attack. Witnesses would meet with their lawyers and discuss how the questions they were going to ask and how they should dress. The Jury worked on group projects researching the previous public opinions on Twain and his writing. Students were sharing ideas freely with one another. I had three sections of American Lit at the time, so I had three trails running. Lawyers would help others in the other classes and trash talk the opposing lawyers as well. It was all in good fun, but the collaboration had students working hard with one another to accomplish this goal. 4. Depending on how you set up your project, CRITICAL THINKING, is also an important part of PBL. With my Twain Trail, students needed to think about both sides of the argument. Students needed to prepare their witnesses for potential cross-examination questions. They needed to
meghankelly492

Project MUSE - Learning from Masters of Music Creativity: Shaping Compositional Experie... - 7 views

muse.jhu.edu/224140

world Music

shared by meghankelly492 on 22 Jul 19 - No Cached
  • n contrast to others who are not as prone to divulge their feelings about their creative process
  • "Variation in style may have historical explanation but [End Page 94] no philosophical justification, for philosophy cannot discriminate between style and style."3
  • The testimonies of the composers concerned bear on questions about (a) the role of the conscious and the unconscious in music creativity, (b) how the compositional process gets started, and (c) how the compositional process moves forward
  • ...39 more annotations...
  • It is hoped that the themes that emerge by setting twentieth and twenty-first century professional composers' accounts of certain compositional experiences or phases of their creative processes against one another will provide a philosophical framework for teaching composition.
  • Furthermore, the knowledge of how professional composers compose offers the potential of finding the missing link in music education; that is, the writing of music by students within the school curriculum
  • Such involvement may deepen their understanding of musical relationships and how one articulates feelings through sounds beyond rudimentary improvisational and creative activities currently available
  • raw philosophical implications for music composition in schools from recognized composers' voices about their individual composing realities
  • It is hoped that the direct access to these composers' thoughts about the subjective experience of composing Western art music in the second half of the twentieth and the beginning of the twenty-first century may also promote the image of a fragmented culture whose ghettoization in music education is a serious impediment to the development of a comprehensive aesthetic education.
  • n other words, there is a striking unanimity among composers that the role of the unconscious is vital in order to start and/or to complete a work to their own satisfaction.
  • I need . . . to become involved, to come into a state where I do something without knowing why I do i
  • This is a complex problem and difficult to explain: all that one can say is that the unconscious plays an incalculable rol
  • Nonetheless, these self-observations about the complementary roles of the unconscious and conscious aspects of musical creativity do not cover the wide range of claims in psychological research on creativity
  • I strongly believe that, if we cannot explain this process, then we must acknowledge it as a mystery.25 Mysteries are not solved by encouraging us not to declare them to be mysteries
  • When Ligeti was commissioned to write a companion piece for Brahms' Horn Trio, he declared, "When the sound of an instrument or a group of instruments or the human voice finds an echo in me, in the musical idea within me, then I can sit down and compose. [O]therwise I canno
  • Extra-musical images may also provide the composer with ideas and material and contribute to musical creativity.
  • ome composers need to have something for it to react against.38 Xenakis, however, asserted that "all truly creative people escape this foolish side of work, the exaltation of sentiments. They are to be discarded like the fat surrounding meat before it is cooked."
  • as, as these examples show, dreams can also solve certain problems of the creative process.
  • In other words, to compose does not mean to merely carry out an initial idea. The composer reserves the right to change his or her mind after the conception of an idea.
  • n sum, self-imposed restrictions or "boundary conditions"55 seem to provide composers with a kind of pretext to choose from an otherwise chaotic multitude of compositional possibilities that, however, gradually disappears and gets absorbed into the process of composition which is characterized by the composers' aesthetic perceptions and choices.
  • Therefore, it is not surprising that influences from the musical world in which the composer lives play an important role in the creative process
  • Thereby the past is seen as being comprised by a static system of rules and techniques that needs to be innovated and emancipated during the composers' search for their own musical identity.
  • I strongly suggest that we play down basics like who influenced whom, and instead study the way the influence is transformed; in other words: how the artist made it his own.
  • Nothing I found was based on the "masterpiece," on the closed cycle, on passive contemplation or narrowly aesthetic pleasure.61
  • Furthermore, for some composers the musical influence can emerge from the development of computer technology.
  • In sum, the compositional process proceeds in a kind of personal and social tension. In many cases, composers are faced with the tensive conflict between staying with tradition and breaking new ground at each step in the process. Thus, one might conclude that the creative process springs from a systematic viewpoint determined by a number of choices in which certain beliefs, ideas, and influences—by no means isolated from the rest of the composer's life—play a dominant role in the search for new possibilities of expression.
  • If a general educational approach is to emerge from the alloy of composers' experiences of their music creativity, it rests on the realization that the creative process involves a diversity of idiosyncratic conscious and unconscious traits.
  • After all, the creative process is an elusive cultural activity with no recipes for making it happen.
  • n this light, the common thread of composers' idiosyncratic concerns and practices that captures the overall aura of their music creativity pertains to (a) the intangibility of the unconscious throughout the compositional process,68 (b) the development of musical individuality,69 and (c) the desire to transgress existing rules and codes, due to their personal and social conflict between tradition and innovation.70
  • In turn, by making student composers in different classroom settings grasp the essence of influential professional composers' creative concerns, even if they do not intend to become professional composers, we can help them immerse in learning experiences that respect the mysteries of their intuitions, liberate their own practices of critical thinking in music, and dare to create innovative music that expresses against-the-prevailing-grain musical beliefs and ideas.
  • Therefore, it is critical that the music teacher be seen as the facilitator of students' compositional processes helping students explore and continuously discover their own creative personalities and, thus, empowering their personal involvement with music. Any creative work needs individual attention and encouragement for each vision and personal experience are different.
  • After all, the quality of mystery is a common theme in nearly every composer's accoun
  • Failing this, musical creativity remains a predictable academic exercise
  • Music teachers need to possess the generosity to refuse to deny student composers the freedom to reflect their own insights back to them and, in turn, influence the teachers' musical reality
  • Indeed, it is important that music teachers try to establish students gradually as original, independent personalities who try to internalize sounds and, thus, unite themselves with their environment in a continuous creative process.
  • Music teachers, therefore, wishing student composers to express and exercise all their ideas, should grant them ample time to work on their compositions,
  • n sum, music knowledge or techniques and the activation of the student composers' desire for discovery and innovation should evolve together through balanced stimulation.
  • While music creativity has been a component of music education research for decades, some of the themes arising from professional composers' experiences of their creativity, such as the significance of the unconscious, the apprehension towards discovering ones' own musical language, or the personal and social tension between tradition and innovation, among others, have not been adequately recognized in the literature of music education
  • By doing this, I strongly believe that musical creativity in general and composing in particular run the risk of becoming a predictable academic exercise
  • which merely demands problem-solving skills on the part of the student composers (or alleged "critical thinkers").
  • . On the other hand, only few music educators appear to draw their composer students' attention to the importance of the personal and social conflict between staying within a tradition or code, even if it is the Western popular music tradition, and breaking new ground at each step in the creative process and, possibly, shaping new traditions or codes.
  • Culture is a precious human undertaking, and the host of musics, arts, languages, religions, myths, and rituals that comprise it need to be carefully transmitted to the young and transformed in the process."85
  • Nevertheless, further research is needed in which women's voices can be heard that may offer an emancipatory perspective for the instruction of composition in education which will "challenge the political domination of men."
Rafael Morales_Gamboa

Contemplating the consequences of Constructivism - The Learner's Way - 21 views

thelearnersway.net/...consequences-of-constructivism

constructivism teaching learning

shared by Rafael Morales_Gamboa on 10 Sep 17 - No Cached
  • learning is a process which occurs within the mind of the individual as they process stimuli arriving from their sensory buffer from their environment (broadly speaking), into working memory and onward into long-term memory. 
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      The emphasis does not have to be on the individual, as is common. The social group learns by means of individual, but joined and synchronized, learning.
  • self-guided learning or self-initiated learning
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      Not in the case of social constructivism.
  • what is significant
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      To others...
  • ...11 more annotations...
  • independent practice
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      and social practice
  • the research on what produces effective learning supports this
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      Of course, that depends on what exactly is evaluated.
  • This desire is evident when we expect our learners to be scientists, historians, geographers, researchers and problem solvers/finders.
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      As well as critical citizens.
  • We teach the skills of inquiry, problem solving and experimentation and then provide opportunities for independent practice.
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      Can you imagine anything a better explanation of "knowledge transfer"?
  • we have previously instructed them in
  • The gradual release of responsibility model of instruction suggests that cognitive work should shift slowly and intentionally from teacher modeling, to joint responsibility between teachers and students, to independent practice and application by the learner
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      Does not sounds like the classroom is empty? Classmates? Who cares about them?
  • It is not always the case that learning is best served when the process begins with direct instruction.
  • Schools provide a rich environment within which such learning may occur
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      It is not always the case, and I would rather say that is not often the case, if our cultural legacy that depicts the school in literature and films.
  • best model can be to begin with an independent exploration of new content even when this produces failure
  • schools maximise their impact on the learning that occurs
  • constructivism urges teachers to ensure that the learner is at least as involved in the process as their teachers are
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      I would call that "teacher-centred constructivism".
  • Nigel Coutts on 10 Sep 17
     
    Constructivism is one of those ideas we throw around in educational circles without stopping to think about what we mean by it. They are the terms that have multiple meanings, are at once highly technical and common usage and are likely to cause debate and disagreements. Constructivism in particular carries a quantity of baggage with it. It is a term that is appropriated by supporters of educational approaches that are in stark contrast to the opposing view; constructivism vs didactic methods or direct instruction. The question is what are the origins of constructivism and does a belief in this as an approach to understanding learning necessitate an abandonment of direct instruction or is this a false dichotomy?
alexis alexander

What's the "problem" with MOOCs? « EdTechDev - 18 views

edtechdev.wordpress.com/...whats-the-problem-with-moocs

mooc MOOCs eLearning education

shared by alexis alexander on 21 Sep 12 - No Cached
  • alexis alexander on 21 Sep 12
     
    "What's the "problem" with MOOCs? In case the quotes didn't clue you in, this post doesn't argue against massive open online courses (MOOCs) such as the ones offered by Udacity, Coursera, and edX. I think they are very worthy ventures and will serve to progress our system of higher education. I do however agree with some criticisms of these courses, and that there is room for much more progress. I propose an alternative model for such massive open online learning experiences, or MOOLEs, that focuses on solving "problems," but first, here's a sampling of some of the criticisms of MOOCs."
Fil Salustri

How to Think Without Googling - Forge - 20 views

forge.medium.com/he-internet-again-308da944139d

article society web culture technology influence cognition learning resilience

shared by Fil Salustri on 31 Jan 20 - No Cached
  • Fil Salustri on 31 Jan 20
     
    It's not just Google. The Web has wiped out all the basic knowledge about practical critical thinking and problem solving that we used to learn through reinforcement learning - which made us far more able to be independent entities in all kinds of unique and atypical situations. Perhaps this is contributing to the rise of anxiety in young people: without those cognitive tools and skills, people are no longer sure of themselves as they once were.
Deborah Baillesderr

Needle Arts Mentoring Program - The National NeedleArts Association - 16 views

www.tnna.org/NAMPHome

Needle Arts Mentoring Program knitting crochet cross_stitch needlepoint

shared by Deborah Baillesderr on 10 Jul 14 - No Cached
  • Deborah Baillesderr on 10 Jul 14
     
    I'm starting a lunchtime knitting/crochet club for my students this year and came along this wonderful program to help with the cost. This program donates supplies for mentors who would like to start a program to teach needle arts. Here are some of the benefits from learning a needle art: For Youths: Develops focus and concentration Encourages following a process Builds self-esteem Improves math and reading skills Enhances critical thinking and problem solving Offers a vehicle for stress release and anger management Encourages creativity through portable alternative activity Provides healthy interpersonal relationships with adults Ensures tangible accomplishments with immediate results Learns a practical, useful and fun activity Enhances hand/eye coordination, small motor skills, tactile energy, communication skills, self discipline and attention to detail
Bruce Fryer

National School Reform Faculty - 20 views

www.nsrfharmony.org/protocols.html

collaboration protocol facilitation training professionaldevelopment

shared by Bruce Fryer on 07 Jan 10 - Cached
  • Kathy Favazza on 07 Jan 10
     
    Using protocols
  • Bruce Fryer on 03 Aug 12
     
    The National School Reform Faculty® (NSRF®) is a professional development initiative that focuses on increasing student achievement through skillful use of collaborative professional learning communities called Critical Friends Groups use protocols and activities that result in meaningful and efficient communication, problem solving and learning.
Deborah Baillesderr

Math Shake on the App Store on iTunes - 58 views

itunes.apple.com/...id900783507

math app problemsolving word problems

shared by Deborah Baillesderr on 11 Dec 14 - No Cached
  • Deborah Baillesderr on 11 Dec 14
     
    "We all know that students find it far more challenging to answer word problems than simple equations. In Math Shake, learners practise the vital skill of solving word problems in a fun, focused way. Learners engage their critical thinking skills as they use the keywords to change word problems into equations and use interactive learning tools to visualise, image and work out their answer. Not only do learners have a range of learning tools at their fingertips, they can share their thinking by recording their working.Teachers and parents can also use Math Shake to teach learners with the interactive tools; including tens frames, number matrixes, fraction parts, number lines and counters. "
Eric Esterline

HIP2B2 - 66 views

www.hip2b2.com

mathematics Science math problemsolving critical thinking hip2b2

shared by Eric Esterline on 14 Feb 11 - Cached
  • Eric Esterline on 14 Feb 11
     
    The site is designed with activities and information to help teach students critical thinking, problem solving and to get them to love learning. The site wants students to get a curiosity in math and science in every day life.
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.
Tracy Tuten

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

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

assessment rubric learning edutopia classroom teaching howto

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

MOOCs: The cutting announcement of the wrong revolution | betrokken wetenschap - 27 views

hmjvandenbosch.com/...cement-of-the-wrong-revolution

mooc learning education work competencies knowledge-management knowledge theory teaching research

shared by Thieme Hennis on 06 Jul 13 - No Cached
  • A critical assessment of mainstream of higher education reveals that universities spent most energy on delivery of knowledge. Application of knowledge is dominated by ‘near transfer’, which means that students learn to give practical examples of theoretical concepts. ‘Far transfer’ originates from the analysis and solving of real problems, without prior exposure to cues regarding relevant knowledge. It occurs in Schools that deploy problem- or project-based learning. Exchange of codified and practical knowledge is absent in general. It might take place during internships, but projects outside the university are better and moreover, they offer opportunity for integration with other learning processes.
  • A balanced and integrated approach of the three learning processes mentioned above is occurring in only few universities. Elsewhere, students learn (and forget) lots of knowledge, have only limited experience with the application of knowledge and are ignorant of the clash between codified and practical knowledge. Consequently, the majority of our universities are disavowing their main goal, the development of ‘readiness for society’. It is this verdict that justifies a revolution in higher education.
  • Thieme Hennis on 06 Jul 13
     
    interesting comments about different types of transfer, and the role of MOOCs.
Maggie Tsai

iLearn Technology » Education Diigo - 2 views

ilearntechnology.com/?p=638

Diigo education review

shared by Maggie Tsai on 17 Nov 08 - Cached
  • What it is:  Education Diigo offers k-12 and higher ed educators premium Diigo accounts!  The premium accounts provide the ability to create student accounts for whole classes, students of the same class are automatically set up as a Diigo group so they can easily share bookmarks, annotations, and group forums, privacy settings so that only classmates and teachers can communicate with students, and any advertisments on Education Diigo are education related.  If you aren’t familiar with Diigo, it is a social bookmarking website where students can collaborate on the web.  Diigo works in to a project based learning environment nicely and allows for exploratory learning and collaboration.  
  • Education Diigo is an outstanding place for students to solve problems together.  Provide students with a problem and send them on a web scavenger hunt to find the answer, students can post their findings and notes about their findings on Diigo.  Students can collaborate online to solve the problem.  Education Diigo is also a great place for “teachers to highlight critical information within text and images and write comments directly on the web pages, to collect and organize series of web pages and web sites into coherent and thematic sets, and to facilitate online conversations within the context of the materials themselves.”  This feature makes Education Diigo a great place to create webquest type lessons and virtual field trips around the web.    Diigo also allows teachers to collaborate and share resources among themselve. Education Diigo is a must for students who are learning to complete web-based research!
deb loftsgard

Gold Standard PBL: Essential Project Design Elements | Blog | Project Based Learning | BIE - 76 views

bie.org/...ential_project_design_elements

shared by deb loftsgard on 17 Jun 15 - No Cached
  • Sustained
    • deb loftsgard
      deb loftsgard on 17 Jun 15
       
      Level 3  research using I can statements as the funnel toward the driving question
  • students ask questions,
    • deb loftsgard
      deb loftsgard on 17 Jun 15
       
      Creation of Need to Know questions - level 2 knowledge
  • Authenticity
  • ...14 more annotations...
  • solve problems like those faced by people in the world outside of school (
  • eal-world processes, tasks and tools, and performance standards,
  • address a need in their school or community
  • own concerns, interests, cultures,
  • Student Voice & Choice
  • Students can have input and (some) control over many aspects of a project, from the questions they generate, to the resources they will use to find answers to their questions, to the tasks and roles they will take on as team members, to the products they will create
  • Reflection
  • We do not learn from experience. We learn from reflecting on experience.
  • Critique & Revision
  • ddition to peers and teachers, outside adults and experts can also contribute to the critique process, bringing an authentic, real-world point of view.
  • product” can be a tangible thing, or it can be a presentation of a solution to a problem or answer to a driving question.
  • resent or display their work to an audience beyond the classroom, the performance bar raises, since no one wants to look bad in public
  • aking student work public is an effective way to communicate with parents, community members, and the wider world about what PBL is and what it does for students.
  • people need to be able to think critically and solve problems,
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
Wayne Holly

Should You Flip Your Classroom? | Edutopia - 207 views

www.edutopia.org/...pped-classroom-ramsey-musallam

Flipped flipped classroom flipclass edutopia strategy

shared by Wayne Holly on 27 Oct 11 - No Cached
  • different forms of instructional video published online for students
  • primarily by Salman Khan's TED talk
  • obtaining core content prior to coming to class
  • ...9 more annotations...
  • classroom space was then used for critical thinking and group problem solving.
  • spend more time in the classroom focused on collaboration and higher-order thinking
  • lecture is still a poor mode of information transfer
  • Eric Mazur's talk Confessions of a Converted Lecturer
  • hype
  • Good teaching, regardless of discipline, should always limit passive transfer of knowledge in class, and promote learning environments built on the tenants of inquiry, collaboration and critical thinking
  • pedagogical skills
  • The science teacher in me is deeply committed to the process of inquiry, and arming my students with the skills needed to construct and test their own ideas. The AP teacher in me fears sending my students off to their examination in May having covered only a portion of all the content required
  • inquiry learning cycle.
  • Kirstie Truluck on 28 Oct 11
     
    I like this concept - read more. Works against teacher as delivery system to be ignored.
  • Wayne Holly on 19 Mar 12
     
    At its core, "flipped instruction" refers to moving aspects of teaching out of the classroom and into the homework space. With the advent of new technologies, specifically the ability to record digitally annotated and narrated screencasts, instructional videos have become a common medium in the flipped classroom. Although not limited to videos, a flipped classroom most often harnesses different forms of instructional video published online for students.
Roland Gesthuizen

FILLING THE TOOL BOX - 158 views

fno.org/toolbox.html

questioning research teaching education literacy science technology

shared by Roland Gesthuizen on 18 Mar 11 - Cached
  • As one of the primary goals of education is to develop autonomous but interdependent thinkers, students deserve frequent opportunities to shape and direct classroom inquiry. To fuel this inquiry, it is also essential that we validate the importance of curiosity in the process of learning. While curiosity may have killed the cat, there is no reason for us to kill curiosity
  • Critical to all of these activities, however, is some kind of guided practice in how to think through such questions.
  • Roland Gesthuizen on 18 Mar 11
     
    " Most of the strategies described below have been developed and tested by teachers in Princeton, Madison and elsewhere. They are offered as practical, effective activities that help shift the focus of classrooms from teacher orchestrated mastery and memory of information to student processing of information to create understanding and improve problem-solving."
  • Roland Gesthuizen on 18 Mar 11
     
    Some great ways to stop killing curiosity and stimulate questioning in science and technology. An oldie but a goodie.
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.
Jennie Snyder

Elizabeth English: Why So Many Schools Remain Penitentiaries of Boredom - 80 views

www.huffingtonpost.com/...y-schools-remai_b_2412120.html

schools reform learning education

shared by Jennie Snyder on 20 Jan 13 - No Cached
  • Instead, educators must become designers of doing.
  • eaching is a highly skilled craft, requiring not only explicit objectives, but a beautifully designed and irresistible learning experience that asks students think critically, solve a problem, create a product.
  • Educational leaders have to have the courage to reinvent our schools for real this time. And our teachers must be teachers of children as well as teachers of their subject area. This means possessing pedagogical knowledge -- the tools in the tool belt to design a lesson for the students of the present and the problems of the future.
  • ...2 more annotations...
  • Our schools and teaching have to be worthy of a student's attention.
  • And here's where our schools become relevant once more: in teaching our children to evaluate and use that information in ways that are important and meaningful and to satisfy their fundamental human desire to construct solutions for the world full of engaging and pressing problems they will inherit.
Ryan Slavin

A comparison of 2 technology integration frameworks | COETAIL Bangkok - 76 views

www.coetail.asia/...hnology-integration-frameworks

frameworks technology technology integration

shared by Ryan Slavin on 19 Mar 12 - No Cached
profejezuit liked it
  • Critical thinking and problem solving are given a heavy emphasis throughout both frameworks,
    • Ryan Slavin
      Ryan Slavin on 19 Mar 12
       
      Without this there is often no learning at all.
  • school has technology integration specialists available to teachers,
    • Ryan Slavin
      Ryan Slavin on 19 Mar 12
       
      Often overcoming resistance from established teachers is of great importance here. 
    • Ryan Slavin
      Ryan Slavin on 19 Mar 12
       
      The need for a eLearning Coordinator is indispensable here and staff need also to be open to working with this specialist.
  • individual class teachers
    • Ryan Slavin
      Ryan Slavin on 19 Mar 12
       
      AS time is often the most valuable commodity in a school, it is easy for this to be left off.
    • Ryan Slavin
      Ryan Slavin on 19 Mar 12
       
      Capacity needs to be built in teaching staff and staff need to embrace the change with continued release time for teachers authorised by administration.
  • ...2 more annotations...
  • imetabled weekly ICT lessons
    • Ryan Slavin
      Ryan Slavin on 19 Mar 12
       
      A timetabled "basics" class is beneficial in conjunction with an integrated approach to get all students on a base level.
  • Nurturing creativity is a recurring theme in both frameworks, as is the importance of collaborative learning,
    • Ryan Slavin
      Ryan Slavin on 19 Mar 12
       
      essential in modern age and 21 C edu. Plus it allows students to take part in the Web's evolution.
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