Skip to main content

Home/ Diigo In Education/ Group items tagged education reading

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Florence Dujardin

Lichtman M. (2011) Understanding and Evaluating Qualitative Educational Research SAGE - 19 views

www.uk.sagepub.com/booksProdDesc.nav

education action_research ethnography reflexivity PhD

shared by Florence Dujardin on 12 Jan 11 - No Cached
  • Florence Dujardin on 12 Jan 11
     
    When learning how to read, analyze, and design one's own research, it is useful to review examples of similar research. Understanding and Evaluating Qualitative Educational Research uses published research articles to teach students how to understand and evaluate qualitative research in education. This text gives students in qualitative educational research a well-rounded and practical look at what qualitative research is, along with how to read, analyze, and design studies themselves.
Mr. Eason

Educational Leadership:Reading: The Core Skill:The Challenge of Challenging Text - 131 views

www.ascd.org/...lenge-of-Challenging-Text.aspx

teaching text complexity literacy

shared by Mr. Eason on 24 Mar 12 - No Cached
  • The new standards instead propose that teachers move students purposefully through increasingly complex text to build skill and stamina.
  • higher-order thinking in reading depends heavily on knowledge of word meanings.
  • Students' ability to comprehend a piece of text depends on the number of unfamiliar domain-specific words and new general academic terms they encounter.
  • ...16 more annotations...
  • If students are to interpret the meanings such complex sentence structures convey, they need to learn how to make sense of the conventions of text—phrasing, word order, punctuation, and language.
  • Students who are aware of the patterns authors use to communicate complex information have an advantage in making sense of text.
  • maintaining understanding across a text.
  • Students' background knowledge, including developmental, experiential, and cognitive factors, influences their ability to understand the explicit and inferential qualities of a text.
  • building skills, establishing purpose, and fostering motivation.
  • even students who have basic decoding skills sometimes struggle to deploy these skills easily and accurately enough to get a purchase on challenging text. To help these students develop reading fluency, teachers should give them lots of practice with reading the same text, as well as instruction to help them develop a stronger sense of where to pause in sentences, how to group words, and how their voices should rise or fall at various junctures when reading aloud.
  • A final determinant of text difficulty, however, depends on the reader's prior knowledge.
  • pair repeated readings of the same text with questions that require the student to read closely for detail and key ideas.
  • Ongoing, solid vocabulary instruction
  • also on general academic words.
  • also explore the connections among words,
  • In contrast, in reading history and literature, readers need to be concerned with not just the causes of events, but also the human intentions behind these causes.
  • teachers should not convey so much information that it spoils the reading or enables students to participate in class without completing the reading; rather, they should let students know what learning to expect from the reading.
  • Teachers may be tempted to try to make it easier for students by avoiding difficult texts. The problem is, easier work is less likely to make readers stronger.
  • You need to create successive successes.
  • Students experience success in the company of their teacher, who combines complex texts with effective instruction.
  • Christine Dailey on 24 Mar 12
     
    What makes text difficult and how to teach skills for successful comprehension.
Martin Burrett

Reading to therapy dogs improves literacy attitudes in second-grade students - 8 views

ukedchat.com/...reading-therapy-dogs

shared by Martin Burrett on 13 Nov 17 - No Cached
  • Martin Burrett on 13 Nov 17
     
    "Second-grade students who read aloud to dogs in an after-school program demonstrated improved attitudes about reading, according to researchers at Tufts Institute for Human-Animal Interaction at Tufts University. Their research appears online in advance of print in the Early Childhood Education Journal. Reading skills are often associated with improved academic performance and positive attitudes about school in children. Researchers wanted to learn if animal-assisted intervention in the form of reading aloud to dogs in a classroom setting could contribute to improved skills and attitudes."
Noelle Kreider

Educational Leadership:Reading to Learn:Can't Get Kids to Read? Make It Social - 45 views

www.ascd.org/...Read%C2%A2_Make_It_Social.aspx

diigo reading socialbookmarking

shared by Noelle Kreider on 22 Mar 10 - Cached
  • "How can we possibly teach reading when our kids just won't read?"
  • classrooms are one of the only text-driven environments that our students experience. Beyond school, U.S. students spend most of their time with media consuming digital information from televisions, radios, and computers. Much of this electronic information is visual or is processed passively, in small bites.
  • So how can you drag the wayward brains in your classroom back to deeper reading? Begin by recognizing that today's students are driven by opportunities to interact with one another. Conversations—whether they are started on Facebook, through text messages, or in the hallways—play a central role in adolescents' lives. Understanding that participation is a priority, the best teachers create social reading experiences and blur lines between fun and work.
  • ...4 more annotations...
  • One great tool for creating social reading experiences is Diigo
  • Social bookmarking applications like Diigo help my classes explore interesting texts and get students reading actively. As students highlight parts of the text they find compelling and add comments in onscreen threaded discussions, they challenge the thinking of their peers and even of the author.
  • To structure substantial conversations instead of reactive chatter, I defined five specific roles (listed in the Shared Annotation Roles section of the Digitally Speaking site referenced above) for students working in shared annotation groups.
  • Tools such as Diigo are fundamentally changing the reading experience—and effective teachers must adapt to keep their students engaged.
  • Noelle Kreider on 22 Mar 10
     
    article about using Diigo to engage students in reading
meldar

Strategies for online reading comprehension - 92 views

www.learnnc.org/...6958

comprehension

shared by meldar on 01 Dec 10 - No Cached
  • We traditionally think of reading in terms of sounding out words, understanding the meaning of those words, and putting those words into some contextual understanding.
  • If the kind of text our students are encountering in these online travels is embedded with so many links and media, and if those texts are connected to other associated pages (with even more links and media), hosted by who-knows-whom, the act of reading online quickly becomes an act of hunting for treasure, with red herrings all over the place that can easily divert one’s attention.
  • As educators, we need to take a closer look at what online reading is all about and think about how we can help our students not only navigate with comprehension but also understand the underlying structure of this world.
  • ...8 more annotations...
  • How is traditional, in-class reading different from online reading?
  • to begin addressing the hyper-reading of young people might start with the process of elimination, by helping readers remove the clutter on the web pages they encounter.
  • Colorado State University offers a useful guide to reading on the web. While it is aimed at college students, much of the information is pertinent to readers of all ages and could easily be part of lessons in the classroom.
  • Synthesize online reading into meaningful chunks of information.
  • Use a reader’s ability to effectively scan a page, as opposed to reading every word.
  • Avoid distractions as much as necessary.
  • Understand the value of a hyperlink before you click the link.
  • Navigate a path from one page in a way that is clear and logical. This is easier said than done, since few of us create physical paths of our navigation
Roland Gesthuizen

The Cape Town Open Education Declaration - 2 views

www.capetowndeclaration.org/read-the-declaration

openeducation education policy

shared by Roland Gesthuizen on 08 Feb 12 - Cached
  • Roland Gesthuizen on 08 Feb 12
     
     We are on the cusp of a global revolution in teaching and learning. Educators worldwide are developing a vast pool of educational resources on the Internet, open and free for all to use. These educators are creating a world where each and every person on earth can access and contribute to the sum of all human knowledge. They are also planting the seeds of a new pedagogy where educators and learners create, shape and evolve knowledge together, deepening their skills and understanding as they go.
Wayne Holly

Miscellaneous education blogs (THE PUSH 2014) | Dangerously Irrelevant - 25 views

dangerouslyirrelevant.org/...ation-blogs-the-push-2014.html

blogs education resources

shared by Wayne Holly on 17 Nov 14 - No Cached
  • Wayne Holly on 17 Nov 14
     
    What are some miscellaneous education blogs that P-12 educators and higher education faculty should be reading?
Steve Ransom

The Most Important Lesson Schools Can Teach Kids About Reading: It's Fun - Jeffrey Wilh... - 42 views

www.theatlantic.com/...281295

reading literacy pleasure affect

shared by Steve Ransom on 15 Nov 13 - No Cached
  • pleasure is not incidental to reading—it’s essential
  • experience the pleasure of entering a story world
  • The pleasure of play is what readers experience when they become lost in a book
  • ...5 more annotations...
  • not privilege intellectual pleasures, the characteristic province of school
  • You can sort of help yourself change in that way, and when you really admire a character in a book who’s really brave and stuff, you kind of can idolize them and become more like them. So it’s not really learning about yourself, it’s learning about what you could be.
  • teachers of reading and literature need to make pleasure more central to our practice. 
  • Our data also convinced us of the importance of choice
  • Students should have regular opportunities to behave the way adult readers do and choose their own reading.
  • Steve Ransom on 15 Nov 13
     
    Suggests that when we over-emphasize the intellectual pleasures of reading, we kill the needed joy of reading in many students.
Jonathan Wylie

How to Use Leveled Readers in the Classroom: Teaching Tips for Reading Teachers - 35 views

www.brighthub.com/...71264.aspx

to how use leveled readers reading classroom teach

shared by Jonathan Wylie on 14 May 10 - Cached
  • Jonathan Wylie on 14 May 10
     
    Leveled readers can be used for more than just guided reading. If teachers are flexible and willing to try to get the most out of their resources, they will find new ways to use their leveled readers that they may not have thought of before. Paired reading, independent reading and the Accelerated Reading program are just some of the great way that teachers can use these readers in class.
Clint Heitz

Which is better -- reading in print or on-screen? - 12 views

www.insidehighered.com/...better-reading-print-or-screen

reading digital resources

shared by Clint Heitz on 21 Mar 18 - No Cached
  • In a review of educational research published by SAGE Journals in July, Singer and University of Maryland professor Patricia Alexander discovered that readers may not comprehend complex or lengthy material as well when they view it digitally as when they read it on paper. While they concluded with a call for more research, the pair wrote, “It is fair to say that reading digitally is part and parcel of living and learning in the 21st century … No matter how complex the question of reading across mediums may be, teachers and students must understand how and when to employ a digital reading device.”
  • In an interview with “Inside Digital Learning,” Singer confirmed, “Digital devices aren’t going anywhere. This no longer is a question of, ‘Will the digital device be in your classroom?’ but ‘What do we know about the digital device, and how can we make this equal to print?’”
  • For example, she said instructors should take the time to show students how to annotate a PDF and make them aware that most people read more quickly on a screen than in print and therefore could lose some comprehension. She also suggested that teachers ask students to answer, in one sentence, what the overall point of the text was every time they read a chapter or an article online.
  • ...3 more annotations...
  • “Sometimes students only need to get the main idea,” Singer said, “and then digital is just as good as print and a lot quicker … But if you want deep comprehension and synthesis of the material, have the students print it out and navigate the material that way. Think about what you want students to get out of a lesson” before assigning a printed or digital reading.
  • Donovan added, “I do agree that we’ve got to figure this out … because it isn’t going away, for sure, for lots of reasons: accessibility, cost, sustainability. We have to figure out how we can support students in comprehending from this format.”
  • But he said he believes “we can still get as much meaning out of digital text. We just haven’t found the right transitions to do what we actually do with a physical book, with digital text … We haven’t found the digital equivalent of interacting with text. We haven’t really trained people to do that.”
trisha_poole

TCRecord: Article - 44 views

www.tcrecord.org/Content.asp

education TCRecord PhD learningdesign learning&teaching educationreform digital literacy digital life modernity

shared by trisha_poole on 27 Mar 12 - No Cached
  • Education as a dwelling in the human experience of reality is ending. As with the Roman Empire, it is ending with a whimper, not a bang.
  • an education is learning to see, to think, to read, and to write.
  • Education is not chasing a grade.
  • ...1 more annotation...
  • Ultimately an education is a deep unfolding involvement with life here on earth. The deeper the involvement in seeing and thinking, the more complex is the dance in which you participate.
  • trisha_poole on 27 Mar 12
     
    A great article on the future of education with a view to a digital education - one where learners are not learning rote facts and figures but rather learning to engage and interact on a deeper level with the content and knowledge.
Martin Burrett

Disadvantage & Education - 6 views

ukedchat.com/...disadvantage-education

disadvantage ukedchat

shared by Martin Burrett on 30 Oct 18 - No Cached
  • Martin Burrett on 30 Oct 18
     
    "In the week when the OECD published their latest report, noting that educational disadvantage starts from the age of 10 (click here to read the story) across many countries, and widens throughout students' lives, it is clear that many societies still have a lot to do. Whether the disadvantages are down to family circumstance, race, gender (identification), wealth and socio-economic background, or a distinct lack of opportunity and belief in oneself - what can education and educators do to help bridge the divide that allows opportunities for some, more than others?"
Josh Flores

Annotating the Model Content Frameworks for ELA/Literacy by PARCC - 9 views

www.parcconline.org/...content-frameworks-elaliteracy

PARCC commoncore framework tools resources

shared by Josh Flores on 12 Mar 13 - No Cached
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Quarterly Modules - but could be adjusted for your school's purposes.
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Ingredients!
  • shape the content within the modules in any way that suit their desired purposes
  • ...54 more annotations...
  • re-order
  • order in which the four modules may be used is not critical
  • ocus and emphasis on the types of texts
  • What changes
  • is the
  • analytic reading
  • examining its meaning
  • read and reread deliberately.
  • understand the central ideas
  • supporting details
  • entails the careful gathering of observations
  • overall understanding and judgment
  • omparison and synthesis of ideas
  • drawing on relevant prior knowledge
  • suggests that educators select a minimum number of grade-level-appropriate short texts
  • as well as one extended text
  • in lower grades, chosen texts should include content from across the disciplines.
  • upper grades, content-area teachers are encouraged to consider how best to implement informational reading across the disciplines
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      The Nonfiction Split
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Elementary and Secodnary
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Selecting Multiple Texts
  • present their analyses in writing and speaking
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Listening and Speaking Tip: Class presentations with a rubric; allow class to complete rubric of their peers too and use video or text-to-speech based web 2.0 animation programs for shy students
  • all students need access to a wide range of materials on a variety of topics and genres
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      INTERNETS: Open Resource Revolution!
  • students improve both their reading comprehension and their writing skills when writing in response to texts.
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      I knew it!
  • notes, summaries, learning logs, writing to learn tasks, or even a response to a short text selection or an open-ended question.[9]
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Examples of Writing Practices
  • 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.
  • narrative story and narrative description
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      TWO TYPES OF NARRATIVE Writing
  • creative fiction, as well as memoirs, anecdotes, biographies, and autobiographies
  • include writing under time constraints
  • writing over multiple drafts
  • generate writing pieces in response to teacher-provided prompts and to their own prompts
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      LEVEL Qs: Teach students to generate Academic Questions to explore
  • For reading and writing in each module
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Essential READING & WRITING Skills
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      for ELA/Literacy
  • Understand and apply grammar:
  • Cite evidence and analyze content
  • Understand and apply vocabulary
  • Conduct discussions and report findings:
  • grades 3-5
  • two standards progression charts for each grade level
  • Writing
  • peaking and Listening
  • 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.
  • suggests both the number and types
  • Students
  • offer one way of organizing the standards
  • quarterly modules
  • reflects the integrated nature
  • four sections
  • to express an opinion/make an argument or to inform/explain
  • write
  • citing evidence
  • analyzing
  • grammar
  • vocabulary
  • discussions
  • reporting
Chris Betcher

Main Page - FreeReading - 59 views

freereading.net/index.php

reading literacy kfasimpaur wiki iste oer sharing opensource primary

shared by Chris Betcher on 19 May 11 - Cached
  • nycliteracy on 19 May 11
     
    Free Reading Program.. Open Source
  • Chris Betcher on 27 Jun 11
     
    FreeReading is a free, high-quality, open-source reading program addressing literacy development for grades K-3. Leveraging the collective wisdom of researchers, teachers, reading coaches, and other education and industry professionals, FreeReading provides a high-quality, cost-effective alternative to static materials. By establishing a foundation of hundreds of research-based lessons and materials that users can download and use for free, FreeReading has created the framework for intervention programs supporting K-6 literacy. The collective wisdom within FreeReading is invaluable and can be more beneficial than any one reading program.
Siri Anderson

This Insane New App Will Allow You To Read Novels In Under 90 Minutes | Elite Daily - 164 views

elitedaily.com/...ead-novels-in-under-90-minutes

app apps reading-comprehension Spritz

shared by Siri Anderson on 08 Mar 14 - No Cached
Rhett Hughes liked it
  • Siri Anderson on 08 Mar 14
     
    A new way of presenting text that makes it considerably easier to read and comprehend text quickly.
  • aphane1 on 10 Mar 14
     
    It's not an app. It's a proposed API. It has lots of potential I agree. But nothing downloadable yet unfortunately. It's meant for developers right now to incorporate into their apps. To my knowledge, no app has launched with it. Not on iOS anyways.
  • Rhett Hughes on 10 Mar 14
     
    Sadly, as an educator, I am not big on reading books as I just can't find the time. I find myself reading more informational texts from sources such as NGM and The Week Magazine (Flipboard on my iPad is my friend for this reason). HOWEVER, I would really like to see how this works for reading a book. I might actually start reading more biographies and such.
Amy Roediger

Reading Strategies for 'Informational Text' - NYTimes.com - 172 views

learning.blogs.nytimes.com/...ategies-for-informational-text

common core standards CCSS reading teaching education resources

shared by Amy Roediger on 02 Aug 12 - No Cached
Annette Yono liked it
  • Four Corners and Anticipation Guides:Both of these techniques “activate schema” by asking students to react in some way to a series of controversial statements about a topic they are about to study. In Four Corners, students move around the room to show their degree of agreement or disagreement with various statements — about, for instance, the health risks of tanning, or the purpose of college, or dystopian teen literature. An anticipation guide does the same thing, though generally students simply react in writing to a list of statements on a handout. In this warm-up to a lesson on some of the controversies currently raging over school reform, students can use the statements we provide in either of these ways.
  • Gallery Walks:A rich way to build background on a topic at the beginning of a unit (or showcase learning at the end), Gallery Walks for this purpose are usually teacher-created collections of images, articles, maps, quotations, graphs and other written and visual texts that can immerse students in information about a broad subject. Students circulate through the gallery, reading, writing and talking about what they see.
  • Graphic Organizers:
  • ...4 more annotations...
  • Making Text-to-Text/Text-to-Self/Text-to-World connectionsCharting Debatable IssuesListing Facts/Questions/ResponsesIdentifying Cause and EffectSupporting Opinions With FactsTracking The Five W’s and an HIdentifying Multiple Points of ViewIdentifying a Problem and SolutionComparing With a Venn Diagram
  • The One-Pager:Almost any student can find a “way in” with this strategy, which involves reacting to a text by creating one page that shows an illustration, question and quote that sum up some key aspect of what a student learned.
  • “Popcorn Reads”:Invite students to choose significant words, phrases or whole sentences from a text or texts to read aloud in random fashion, without explanation. Though this may sound pointless until you try it, it is an excellent way for students to “hear” some of the high points or themes of a text emerge, and has the added benefit of being an activity any reader can participate in easily.
  • Illustrations:Have students create illustrations for texts they’re reading, either in the margins as they go along, or after they’ve finished. The point of the exercise is not, of course, to create beautiful drawings, but to help them understand and retain the information they learn.
  • Annette Yono on 02 Aug 12
     
    Update | Feb. 2012: We'll be exploring the new Common Core State Standards, and how teaching with The Times can address them, through a series of blog posts. You can find them all here, tagged "the NYT and the CCSS."
  • Amy Roediger on 02 Aug 12
     
    A good list of reading strategies for informational text from the New York Times.
Celia Emmelhainz

» Napster, Udacity, and the Academy Clay Shirky - 1 views

www.shirky.com/...apster-udacity-and-the-academy

shared by Celia Emmelhainz on 08 Feb 13 - No Cached
    • Celia Emmelhainz
      Celia Emmelhainz on 08 Feb 13
       
      And we've done all of that with education!
  • An organization with cost disease can use lower paid workers, increase the number of consumers per worker, subsidize production, or increase price
  • Cheap graduate students let a college lower the cost of teaching the sections while continuing to produce lectures as an artisanal product, from scratch, on site, real time
  • ...9 more annotations...
  • We ask students to read the best works we can find, whoever produced them and where, but we only ask them to listen to the best lecture a local employee can produce that morning.
    • Celia Emmelhainz
      Celia Emmelhainz on 08 Feb 13
       
      Which is why I think amazing lectures and lecture-notes followed by in person discussion could be powerful. Like a reading group (aka english class) but for video.
  • he very things the US News list of top colleges prizes—low average class size, ratio of staff to students—mean that any institution that tries to create a cost-effective education will move down the list.
  • hese are where most students are, and their experience is what college education is mostly like.
  • a good chunk of the four thousand institutions you haven’t heard of provide an expensive but mediocre education
  • That’s because the fight over MOOCs is really about the story we tell ourselves about higher education: what it is, who it’s for, how it’s delivered, who delivers it.
  • OOCs expand the audience for education to people ill-served or completely shut out from the current system, in the same way phonographs expanded the audience for symphonies to people who couldn’t get to a concert hall, and PCs expanded the users of computing power to people who didn’t work in big companies. Those earlier inventions systems started out markedly inferior to the high-cost alternative: records were scratchy, PCs were crashy. But first they got better, then they got better than that, and finally, they got so good, for so cheap, that they changed people’s sense of what was possible
  • n the US, an undergraduate education used to be an option, one way to get into the middle class. Now it’s a hostage situation, required to avoid falling out of it.
  • Open systems are open. For people used to dealing with institutions that go out of their way to hide their flaws, this makes these systems look terrible at first. But anyone who has watched a piece of open source software improve, or remembers the Britannica people throwing tantrums about Wikipedia, has seen how blistering public criticism makes open systems better.
Dallas McPheeters

Serious Reading for Serious Futurists | World Future Society - 39 views

wfs.org/...ious-reading-serious-futurists

oecd ebook future education trends outlook

shared by Dallas McPheeters on 13 Dec 10 - No Cached
  • free pdf
  • Trends Shaping Education 2010. OECD Centre for Educational Research and Innovation. Paris: OECD Publishing, Sept 2010, 90p, free pdf.
  • free pdf
  • ...1 more annotation...
  • Learning for Jobs.
  • Dallas McPheeters on 13 Dec 10
     
    Education Today 2010: The OECD Perspecive. OECD Centre for Educational Research and Innovation. Paris: OECD Publishing, Oct 2010, 86p, free pdf.
Jason Schmidt

School Would Be Great If It Weren't for the Damn Kids - 95 views

www.alfiekohn.org/...damnkids.htm

school alfie kohn students edreform education interest current commentary

shared by Jason Schmidt on 17 Nov 10 - No Cached
  • It simply doesn’t make sense to try to “purge ‘ineffective’ teachers and principals.”  His listener, almost giddy with gratitude now, prepares to chime in, as Samuelson, without pausing, delivers the punch line:  That’s right, it’s time to stop blaming teachers and start . . . blaming students!
  • His focus is not on students’ achievements (the intellectual accomplishments of individual kids) but only on “student achievement” (the aggregate results of standardized tests)
  • As I’ve noted elsewhere, we have reason to worry when schooling is discussed primarily in the context of “global competitiveness” rather than in terms of what children need or what contributes to a democratic culture
  • ...9 more annotations...
  • Upon hearing someone castigate students for being insufficiently motivated, a noneconomist might be inclined to ask two questions.  The first is:  “Motivated to do what, exactly”?  Anything they’re told, no matter how unengaging, inappropriate, or, well, demotivating? 
  • Whenever I see students made to cram facts into their short-term memories for a test, practice a series of decontextualized skills on yet another worksheet, listen passively to a lecture, or inch their way through the insipid prose of a corporate-produced textbook, I find myself thinking of a comment made by Frederick Herzberg, a critic of traditional workplace management:  “Idleness, indifference, and irresponsibility,” he said, “are healthy responses to absurd work.”
  • The more you reward people for doing something, or for doing it well, the less interest they typically come to have in whatever they had to do to get the reward. 
  • People who blame students for not being “motivated” tend to think educational success mean little more than higher scores on bad tests and they’re apt to see education itself as a means to making sure our corporations will beat their corporations.  The sort of schooling that results is the type almost guaranteed to . . . kill students’ motivation.
  • one thing that’s happened is a concatenation of rewards and punishments, including grades, which teach students that learning is just a means to an end.
  • Another thing that’s happened is teaching that’s meant primarily to raise test scores.
  • inner-city kids get the worst of the sort of schooling that’s not about exploring and discovering and questioning but only about working hard (often at rote tasks) and being nice (read: obedient).
  • “Motivation is weak because more students…don't like school, don't work hard and don't do well.”  But why don’t they like school (which is the key to understanding why, assuming his premise is correct, they don’t succeed)?  What has happened to their desire to figure out how things work, the hunger to make sense of things, with which all children start out? 
  • if you want to see (intrinsically) motivated kids, you need to visit classrooms or schools that take a nontraditional approach to education, places where students are more likely to be absorbed and frequently delighted, where what they’re doing is not merely “rigorous” (a word often applied to very difficult busywork) but meaningful.
  • Jason Schmidt on 17 Nov 10
     
    Alfie Kohn's commentary on an article written by Robert J. Samuelson. Samuelson argues in his article that the problem with education reform is not the usual suspects like ineffective teachers, but kids who are lazy and unmotivated. Interesting read with thoughtful information about student motivation.
Marsh Feldman

Online Education - Introducing the Microlecture Format - Open Education - 4 views

www.openeducation.net/...ducing-the-microlecture-format

microlecture teaching lectures pedagogy

shared by Marsh Feldman on 10 Mar 09 - Cached
  • in online education “tiny bursts can teach just as well as traditional lectures when paired with assignments and discussions.” The microlecture format begins with a podcast that introduces a few key terms or a critical concept, then immediately turns the learning environment over to the students.
  • “It’s a framework for knowledge excavation,” Penrose tells Shieh. “We’re going to show you where to dig, we’re going to tell you what you need to be looking for, and we’re going to oversee that process.”
  • It clearly will not work for a course that is designed to feature sustained classroom discussions. And while the concept will work well when an instructor wants to introduce smaller chunks of information, it will likely not work very well when the information is more complex.
  • ...2 more annotations...
  • the microlecture format similarly requires teachers to get the key elements across in a very short amount of time. Most importantly, it forces educators to think in a new way.
  • 1. List the key concepts you are trying to convey in the 60-minute lecture. That series of phrases will form the core of your microlecture. 2. Write a 15 to 30-second introduction and conclusion. They will provide context for your key concepts. 3. Record these three elements using a microphone and Web camera. (The college information-technology department can provide advice and facilities.) If you want to produce an audio-only lecture, no Webcam is necessary. The finished product should be 60 seconds to three minutes long. 4. Design an assignment to follow the lecture that will direct students to readings or activities that allow them to explore the key concepts. Combined with a written assignment, that should allow students to learn the material. 5. Upload the video and assignment to your course-management software.
    • Marsh Feldman
      Marsh Feldman on 11 Mar 09
       
      Good luck! Some of my (upper-division college) students don't even read the handouts I give them about assignments. Instead, they come during office hours and ask me to tell them how to do the assignment. When they do read things, like a textbook commonly used in 100-level courses, they misinterpret concepts through their own preconceptions. For example, the textbook says, "In this field there are these eight schools of thought: ...." So one student writes, "All eight schools are good ways to understand. There's no right way." (Even though each school is highly critical of the others.) The rest of the class comments, with things like "Good insight, Oscar." The textbook is about the field, so it doesn't go into any detail about the schools' criticisms ot the others. I can either tell the students or give them additional reading they probably won't do. Unless you can anticipate every student misunderstanding and have time for microlectures on every one of them, I think you'll need to do things the old fashioned way. At least this way you can make a valiant attempt at helping them understand the material correctly.
‹ Previous 21 - 40 of 485 Next › Last »
Showing 20▼ items per page