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carmelladoty

The absurd and unfounded myth of the digital native - Enrique Dans - Medium - 59 views

medium.com/...he-digital-native-45d1ff397785

digital natives

shared by carmelladoty on 04 Aug 15 - No Cached
  • carmelladoty on 04 Aug 15
     
    This article is a MUST read for educators. The author states that digital natives do not know the power of the Internet beyond social media. The article contains studies and other information to back up the statement. The author states "Simply being born into the internet age does not endow one with special powers. Learning how to use technology properly requires learning and training."
Martin Burrett

Reading and Learning - 19 views

ukedchat.com/...reading-and-learning

books reading UKEdChat debate

shared by Martin Burrett on 11 Apr 18 - No Cached
  • Martin Burrett on 11 Apr 18
     
    "Reading and learning seem to go together, but a shift in reading habits is changing the way we consume information and changing our relationship with a book. Should schools embrace this change, or celebrate a traditional model of reading and paper books? How are books being used in today's classrooms, and how could they be used better? What are the reading habits of teachers and how do educators use books to improve their teaching?"
Xiaojing Kou

Heutagogy Explained: Self-Determined Learning in Education | Schoology - 12 views

www.schoology.com/...-determined-learning-education

pedagogy

shared by Xiaojing Kou on 23 Apr 20 - No Cached
  • Xiaojing Kou on 23 Apr 20
     
    "nd parallel with how people learn best outside of a school setting. The teacher serves more as a coach-a valuable resource to be tapped if necessary, but not the primary source of knowledge."
Sharin Tebo

Creative Educator - Connecting Curricula for Deeper Understanding - 34 views

creativeeducator.tech4learning.com/...icula-for-Deeper-Understanding

Engagement legacy integration interdisciplinary STEAM STEM SDW SDWWL philosophy research

shared by Sharin Tebo on 20 Nov 14 - No Cached
  • Most schools will say that they want students to have an understanding of their world as a whole, but they seldom look at topics with an interdisciplinary focus. Why? It is easy to find reasons why this disjointed approach to learning happens: · Some argue that there is so much content and so many skills to be learned  in each discipline that they don’t have time to integrate subjects. · Others say that the each discipline has a body of knowledge and skills that  should stand on its own and not be muddied by the intrusion of other disciplines. · Secondary educators say that there is insufficient common planning time  to combine their efforts to teach an interdisciplinary course. · Still others say that the whole system is geared toward separate subjects  and to break out of this would require a monumental effort. · Others are guided by “the tests,” which are presented by separate disciplines.
  • The ultimate goal for the study of any subject is to develop a deeper understanding of its content and skills so that students can engage in higher-level thinking and higher- level application of its principles. When students dig deeper and understand content across several disciplines, they will be better equipped to engage in substantive discussion and application of the topic. They will also be better able to see relationships across disciplines.
  • They organize students into interdisciplinary teams and coordinate lessons so that what happens in math, science, language arts, and social studies all tie to a common theme. Many times these teachers team-teach during larger blocks of time. Advocates of this more holistic approach to curriculum argue that it helps students:
  • ...2 more annotations...
  • Of course, digging deeper doesn’t fit well in the time frame that most schools use. It takes time to link content across several disciplines, and it may be difficult to squeeze a learning activity into a 40-minute period. To change the method of learning will mean changing more than the curricula. The school structure, including the schedule and methodology will also need to change.
  • To prepare our students for an integrated world, we need to break out of the separate-discipline mentality and develop more holistic and problem/project-based approaches. Many have tried to do this, and it isn’t easy.
  • Sharin Tebo on 20 Nov 14
     
    STEM and STEAM--challenge to aim for more integration cross-disciplines.
Martin Burrett

Humour in Education - 12 views

ukedchat.com/...humour-education

shared by Martin Burrett on 17 Sep 19 - No Cached
  • Martin Burrett on 17 Sep 19
     
    "It can be a funny old game this teaching lark and many of us survive the day-to-day stresses by laughing, rather than crying. As a social species, humour is a fundamental part of developing group cohesion, yet I have never seen it mentioned in teaching or in insets, although perhaps I don't get invited to that kind of party! But can a teacher 'learn' humour or is it something innate, and how can humour be deployed to enhance relationships and learning?"
Martin Burrett

Volunteers in Education - 1 views

ukedchat.com/...volunteers-in-education

volunteer volunteers

shared by Martin Burrett on 15 Nov 19 - No Cached
  • Martin Burrett on 15 Nov 19
     
    "There are many different levels of volunteering in our schools, from the legions of parents and other members of the community who help schools in myriad ways, to Governors support the running of our schools, to the PTA and fundraisers who provide support and funds that ultimately has a positive impact on learning and the school culture. Hundred of thousands of hours are given for free to improve the running of schools and the learning of pupils every year. Yet the relationships between schools and volunteers can be complex, and while this support is desperately needed, managing and deploying volunteers effectively can cause additional issues which schools need to think about."
Martin Burrett

Teachers make all the difference - including in virtual reality teaching - 14 views

ukedchat.com/...teachers-vr

VR technology

shared by Martin Burrett on 14 Jan 19 - No Cached
  • Martin Burrett on 14 Jan 19
     
    "In a few years from now, students in schools all over the world will receive part of their education in virtual learning environments. Wearing VR-goggles the students will be able to enter 3-dimensional, simulated places and situations that they would normally not have access to because it would be too expensive, too dangerous or physically impossible. Teaching via VR-technology is spreading widely and international studies predict that this will revolutionise the way we learn."
onepulledthread

How Students Learn - Middlebury Magazine - 5 views

sites.middlebury.edu/...how-students-learn

students open space education learning

shared by onepulledthread on 15 Mar 13 - No Cached
  • onepulledthread on 15 Mar 13
     
    worth reading on strategies students use and ways teachers might open up the learning space
mrsmenzy

Discussions on classroom technology ask wrong questions, experts say | Deseret News - 35 views

www.deseretnews.com/...ong-questions-experts-say.html

technology

shared by mrsmenzy on 04 Apr 13 - No Cached
    • mrsmenzy
      mrsmenzy on 04 Apr 13
       
      What new learning or experience do we get from the technology? Instead of "How is what we are learning now enhanced because of technology?" Wow! That is powerful!
  • What are you doing with technology that you couldn't do before? Are we just using it to digitize traditional processes, or are we using it to really reinvent learning?'"
  • Educational technologies allow for more autonomy and individual choice as students work toward proficiency.
  • ...2 more annotations...
  • Culatta said the best examples of implementation he has seen include three things: the ability for students to move at their own pace, the ability for students to choose between various learning activities, and learning activities that are tied to a student's personal interests.
  • "It's hard for a teacher to reach all of those students with a common presentation," Stephenson said. "Technology can actually individualize that instruction precisely for that student."
Thieme Hennis

Resources « Black Mountain SOLE - 27 views

blackmountainsole.org/resources

mooc campus learning resources reference open-education productivity p2p learning-network e-learning

shared by Thieme Hennis on 23 May 13 - No Cached
  • Thieme Hennis on 23 May 13
     
    Interesting set of resources for self-organized learning.
anonymous

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

shared by anonymous on 19 Dec 12 - No Cached
  • 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."
  • 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.
  • 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.
  • ...7 more annotations...
    • anonymous
      anonymous on 05 Feb 13
       
      Why do we continue to do things the same way we always have and expect different results from what we have always gotten?
    • anonymous
      anonymous on 05 Feb 13
       
      How true this statement is!  If students want to learn, they are going to learn in spite of who the teacher is or what the teacher does - no teacher is really needed!
  • 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."
    • anonymous
      anonymous on 05 Feb 13
       
      How many times have we done this when we are providing direct instructions to students and then felt frustration when we assess what they know?  ARGH!
    • anonymous
      anonymous on 05 Feb 13
       
      Watch this video!
    • anonymous
      anonymous on 05 Feb 13
       
      The same probably goes for info that is simply read and not annotated or discussed.  It is probably also true for info gained from a video or movie...
    • anonymous
      anonymous on 05 Feb 13
       
      This would be an effective use of Socrative or WallWisher!
Thieme Hennis

Learning outcomes in the biological sciences | Enhancing Assessment in the Biological S... - 33 views

www.bioassess.edu.au/learning-outcomes

assessment learning skills competencies biology open-education

shared by Thieme Hennis on 29 Jan 13 - No Cached
  • Thieme Hennis on 29 Jan 13
     
    nice overview of learning competences for biological sciences.
Steve Kelly

10 Ways Teacher Planning Should Adjust To The Google Generation - 135 views

www.teachthought.com/...nning-adjust-google-generation

education teachthought teach thought think HOTS critical_thinking critical google generation planning

shared by Steve Kelly on 08 Feb 16 - No Cached
  • 10 Ways Teacher Planning Should Adjust To The Google Generation
  • 1. Make the work Google-proof Put another way, design it so that Google is crucial to creating a response rather than finding one. If students can Google answers–stumble on what you want them to remember in a few clicks–there’s a problem with the instructional design. And asking them what they’ll do when they WiFi goes out probably isn’t compelling enough as an argument. Instead, anchor learning experiences around new kinds of thinking that force the synthesis of disparate ideas, media, and communities. Scenario-based learning, challenge-based learning, project-based learning, learning simulations, and so on. It’s all out there, ready to be integrated in your classroom.
Nigel Coutts

Playing with Habits of Mind - The Learner's Way - 50 views

thelearnersway.net/...playing-with-habits-of-mind

habits mind education teaching learning

shared by Nigel Coutts on 27 Nov 16 - No Cached
  • Nigel Coutts on 27 Nov 16
     
    What are the mindful habits of successful learners and how can an understanding of these habits help us better achieve our learning goals? This is the question Art Costa Bena Kallick set out to answer with their study of the Habits of Mind. In 'Learning and Leading with Habits of Mind' Costa and Kallick identify sixteen habits which when utilised promote deeper understanding, unlock creativity, encourage reflective thinking and scaffold problem solving for individuals and groups. 
Michael Sheehan

7 (more) websites that make learning science fun - 100 views

seekoutlearning.blogspot.com/...bsites-that-make-learning.html

learning websites science education

shared by Michael Sheehan on 12 Feb 14 - No Cached
  • Michael Sheehan on 12 Feb 14
     
    More great science websites to enhance student learning.
Nigel Coutts

Learning from the journey - The Learner's Way - 25 views

thelearnersway.net/...learning-from-the-journey

learning journey teaching education

shared by Nigel Coutts on 23 Apr 16 - No Cached
  • Nigel Coutts on 23 Apr 16
     
    There is much to be learned from journeys. From stepping out of our doors and by placing one foot in front of the other making progress towards a planned destination. Journeys are a great metaphor for the challenges we face in our day to day lives and the parallels we draw may allow us to set a goal and achieve it despite the obstacles.
Sharin Tebo

5 Reasons Why Reading Conferences Matter - Especially in High School English | Three Te... - 57 views

threeteacherstalk.wordpress.com/...ecially-in-high-school-english

SDW reading conferences literacy high school sdwwl conferring 21daysSDW

shared by Sharin Tebo on 21 Oct 15 - No Cached
  • Reading Conferences
  • Every child needs one-on-one conversations with an adult as often as possible.
  • One way to show our adolescent students that we care is to talk with them. And face-to-face conversations about books and reading is a pretty safe way to do so, not to mention that we model authentic conversations about reading when we do.
  • ...12 more annotations...
  • The more we grow in empathy, the better relationship we’ll have with our friends, our families and all other people we associate with — at least the idealist in me will cling to that hope as I continue to talk to students about books and reading.
  • circles about engagement.
  • Try questions like: How’s it going? (Thanks, Carl Anderson) Why did you choose this book? Do you know anyone else who has read this book? What’d she think? How’d you find the time to read this week? What’s standing in the way of your reading time?
  • Try questions like: What character reminds you of yourself or someone you know? What part of the story is the most similar/different to your life? Why do you think the author makes that happen in the book? What does he want us to learn about life? How does this story/character/conflict/event make you think about life differently?
  • when I take the time to talk to each student individually, and reinforce the skill in a quick chat, the application of that skill some how seeps into their brains much deeper.
  • Try questions like: Tell me about _____ that we learned in class today. How does that relate to your book/character? Remember when we learned _____, tell me how/where you see that in your book. Think about when we practiced ___, where does the author do that in your book? You’ve improved with ___, how could you use that skill for _______?
  • We must provide opportunities for our students to grow into confident and competent readers and writers in order to handle the rigor and complexity of post high school education and beyond. We must remember to focus on literacy not on the literature
  • We must validate our readers, ask questions that spark confidence, avoid questions that demean or make the student defensive, and at the same time challenge our readers into more complex texts.
  • Try questions like: On a scale of 1 to 10 how complex is this book for you? Why? What do you do when the reading gets difficult? Of all the books you’ve read this year, which was the most challenging? Why? How’s it going finding vocabulary for your personal dictionary? Tell me how you are keeping track of the parallel storyline?
  • I ask students about their confidence levels in our little chats, and they tell me they know they have grown as a readers. This is the best kind of reward.
  • Try questions like: How has your confidence grown as you’ve read this year? What do you think is the one thing we’ve done in class that’s helped you improve so much as a reader? How will the habits you’ve created in class help you in the reading you’ll have to do in college? Why do you think you’ve grown so much as a reader the past few weeks? What’s different for you now in the way you learn than how you learned before? Describe for me the characteristics you have that make you a reader.
  • What kinds of questions work for you in your reading conferences?
Sharin Tebo

4 Steps to Empower Student Voice | The Remind Blog - 39 views

blog.remind.com/empower-student-voice

voice student instructional personalizedlearning personalized

shared by Sharin Tebo on 05 Nov 14 - No Cached
  • The term “student voice” refers to the input and perspectives of students, and describes how their voices and actions affect what happens in the classroom. Through developing their own questions, seeking out their interests, and driving their own learning, students become more involved in their education. With this involvement comes empowerment, as students are able to use their knowledge to contribute to the greater community.
  • 1. Inclusion When students feel that they matter and are included in the classroom community, they are much more likely to open up and share their perspectives.
  • 2. Integration Begin to integrate student voice into your daily lessons by creating more opportunities for students to contribute. This can come in the form of whole classroom discussion, small group activities, input on writing activities, and more
  • ...3 more annotations...
  • At the transformational level, teachers can draw on student input to shape curricular goals for the class.
  • Student empowerment enables students to use their knowledge to contribute to the classroom and greater outside community. When students feel comfortable sharing their voices, they grow into positions of leadership.
  • Resources Encourage student voice in your classroom and school community with some of these helpful resources: Student Voice: Student Voice has toolkit filled with classroom resources, student voice stories, and more that will allow you to transform your classroom into one where students can thrive. Edutopia: Check out some of these great articles and resources for highlighting student voice in your classroom. Students at the Center: Motivation, engagement, and student voice activities. MindShift KQED: From student voices, learn what students say about being trusted partners in learning.
  • Sharin Tebo on 05 Nov 14
     
    Voice and Choice--Encouraging it in 4 steps to personalize the learning experience.
Nigel Coutts

Helping students to become problem finders - The Learner's Way - 44 views

thelearnersway.net/...ents-to-become-problem-finders

students problem finders learner education teaching learning

shared by Nigel Coutts on 29 Jan 17 - No Cached
  • Nigel Coutts on 29 Jan 17
     
    For students engaging in creative personalised learning projects such as a 'Genius Hour' or 'Personal Passion project it can often be difficult for them to uncover the right project. Students have become so reliant upon their teachers to pose them problems that when they are given the option to explore one of their own design they don't know where to start. This is indeed a significant challenge as we know that our students will enter a workforce and world of learning beyond school where they must be active problem finders. How then might we provide the support they require without removing the opportunity for truly personalised exploration.  
Marc Patton

Scientific Learning - Fast ForWord Reading Program | Educational Brain Fitness Software - 0 views

www.scilearn.com

Teacher_Resources Teaching_Ideas Language_Arts RTI

shared by Marc Patton on 26 Jun 12 - Cached
  • Marc Patton on 26 Jun 12
     
    Accelerate Learning Apply innovative technology based on more than 30 years of brain plasticity research to accelerate learning for students of all ages and abilities.
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