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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. "
Maureen Greenbaum

L3D Philosophy - 36 views

l3d.cs.colorado.edu/philosophy.html

technology Education

shared by Maureen Greenbaum on 17 Jun 13 - Cached
  • uture is not out there to be "discovered": It has to be invented and designed.
  • Learning is a process of knowledge construction, not of knowledge recording or absorption. Learning is knowledge-dependent; people use their existing knowledge to construct new knowledge. Learning is highly tuned to the situation in which it takes place. Learning needs to account for distributed cognition requiring knowledge in the head to combined with knowledge in the world. Learning is affected as much by motivational issues as by cognitive issues.
  • previous notions of a divided lifetime-education followed by work-are no longer tenable.
  • ...18 more annotations...
  • Professional activity has become so knowledge-intensive and fluid in content that learning has become an integral and inseparable part of "adult" work activities.
  • require educational tools and environments whose primary aim is to help cultivate the desire to learn and create, and not to simply communicate subject matter divorced from meaningful and personalized activity.
  • current uses of technology in education: it is used as an add-on to existing practices rather than a catalyst for fundamentally rethinking what education should be about in the next century
  • information technologies have been used to mechanize old ways of doing business‹rather than fundamentally rethinking the underlying work processes and promoting new ways to create artifacts and knowledge.
  • important challenge is that the ?ld basic skillsº such as reading, writing, and arithmetic, once acquired, were relevant for the duration of a human life; modern ?asic skillsº (tied to rapidly changing technologies) will change over time.
  • We need computational environments to support "new" frameworks for education such as lifelong learning, integration of working and learning, learning on demand, authentic problems, self-directed learning, information contextualized to the task at hand, (intrinsic) motivation, collaborative learning, and organizational learning.
  • Instructionist approaches are not changed by the fact that information is disseminated by an intelligent tutoring system.
  • Lifelong learning is a continuous engagement in acquiring and applying knowledge and skills in the context of authentic, self-directed problems.
  • ubstantial empirical evidence that the chief impediments to learning are not cognitive. It is not that students cannot learn; it is that they are not well motivated to learn.
  • Most of what any individual "knows" today is not in her or his head, but is out in the world (e.g., in other human heads or embedded in media).
  • technology should provide ways to "say the 'right' thing at the 'right' time in the 'right' way
  • challenge of whether we can create learning environments in which learners work hard, not because they have to, but because they want to. We need to alter the perception that serious learning has to be unpleasant rather than personally meaningful, empowering, engaging, and even fun.
  • making information relevant to the task at hand, providing challenges matched to current skills, creating communities (among peers, over the net), and providing access to real practitioners and experts.
  • What "basic skills" are required in a world in which occupational knowledge and skills become obsolete in years rather than decades?
  • reduce the gap between school and workplace learning
  • How can schools (which currently rely on closed-book exams, the solving of given problems, and so forth) be changed so that learners are prepared to function in environments requiring collaboration, creativity, problem framing, and distributed cognition?
  • problem solving in the real world includes problem framing calls into question the practice of asking students to solve mostly given problems.
  • teachers should see themselves not as truth-tellers and oracles, but as coaches, facilitators, learners, and mentors engaging with learners
Martin Burrett

Book: Learning with Leonardo by Ian Warwick & Ray Speakman via @JohnCattEd - 10 views

ukedchat.com/...learning-with-leonardo

book review

shared by Martin Burrett on 09 May 19 - No Cached
  • Martin Burrett on 09 May 19
     
    "From the outset, I want to be clear - Leonardo da Vinci, not Leonardo DiCaprio. But don't despair, there is a still a lot Mr da Vinci has to offer in our modern world, with many of seven key concepts that drove his inventive thinking still helping to influence our creative thinking. Ray Speakman and Ian Warwick, in their book, look closely at the seven key concepts that influenced da Vinci's life, and how they can make our own learning more original and thoughtful. The seven key concepts are no big secret, but the authors frame them into a modern narrative that makes understanding ourselves, nature and reality possible. Throughout, much is made of Leonardo's notebooks - the sanctuary where he noted his observations, thoughts and discoveries - where he was constantly pushing his understanding to the edges of what was possible during the period he lived. A lot can be learned from such an approach, as jotting down our thoughts, discoveries and inspirations can help us organise our minds - and could be beneficial for many young learners."
Nigel Coutts

Desirable Patterns of Learning for Online Learning - The Learner's Way - 15 views

thelearnersway.net/...f-learning-for-online-learning

learning online learning education covid19 coronavirus thinking

shared by Nigel Coutts on 15 Mar 20 - No Cached
  • Nigel Coutts on 15 Mar 20
     
    With the emerging threat of COVID19 and the closure of schools, teachers are scrambling to move to online learning environments. This will bring with it a myriad of challenges the short time frame is not going to help the situation. While we are fortunate that there are many technological solutions for the provision of remote learning, the more significant challenges will revolve around how we interact with our learners.
Jay Swan

learningscience.org - 34 views

learningscience.org

biology teaching chemistry physics resources tools

shared by Jay Swan on 31 Dec 09 - Cached
  • Jay Swan on 31 Dec 09
     
    From site: "Developed for teachers and students, we find the best science interactives & resources in the world. Framed by the National Science Education Standards, we are a research & review web site."
Nigel Coutts

Reimagining Education for Uncertain Times with David Perkins - The Learner's Way - 11 views

thelearnersway.net/...rtain-times-with-david-perkins

education thinking lifeworthy future wise

shared by Nigel Coutts on 23 Aug 20 - No Cached
  • Nigel Coutts on 23 Aug 20
     
    These two powerful questions framed a recent webinar presented by Professor David Perkins of Harvard Graduate School of Education's Project Zero. Answering these questions and helping teachers find meaningful and contextually relevant answers to these questions has been a focus of Perkins' work, especially in recent times. His book "Future Wise: Educating Our Children for a Changing World" introduced us to the notion of lifeworthy learning or that which is "likely to matter in the lives our learners are likely to live". This is a powerful notion and one that has the potential to change not only what we teach but also how we go about teaching what we do.
Nigel Coutts

Might now be the time rethink our curriculum? - The Learner's Way - 17 views

thelearnersway.net/...he-time-rethink-our-curriculum

education curriculum pandemic covid19 learning teaching

shared by Nigel Coutts on 24 May 20 - No Cached
  • Nigel Coutts on 24 May 20
     
    Perhaps the disruption of a global pandemic will prompt a rethinking of how education might be framed to best serve the needs of those who rely on it most? Perhaps now is the time to rethink the curriculum?
anonymous

Taylor & Francis Online :: Supervision and scholarly writing: writing to learn-learning... - 0 views

www.tandfonline.com/...14623940500300491

shared by anonymous on 12 Nov 12 - No Cached
  • students’ difficulties with the academic genre should be considered to be the norm, rather than the exception.
    • anonymous
      anonymous on 12 Nov 12
       
      Step away from problematising writing and toward it being normal to seek help
  • mechanical errors r
  • errors in the microstructure of writing
  • ...77 more annotations...
  • inconsistencies in writin
  • macrostructure of writing
  • quality and clarity of purpose
  • substantive general writing errors
  • publication, authorship, training and fairness
  • plagiarism
  • formal writing courses and reading lists, writing activities, and peer writing groups
  • Ideally, the supervisor provides a writing role mode
  • fallacious to assume that supervisors are necessarily scholarly writers
    • anonymous
      anonymous on 12 Nov 12
       
      relying on spvrs to be writing mentors does not always work, may have own issues with writing/lack of confidence
  • apprenticeship model can be ineffective
  • a passive role in improving their writing
  • tudents and supervisors need to master a range of writing task
  • benefit of naming what will be attended to and framing its context accrues through the process of planning, action and reflection
  • implicit contractual relationship between my students and me
  • supervisor
  • provide feedback
  • conceptu
  • methodological
  • I conceived postgraduate students’ writing as similar to that of an academic co‐author.
    • anonymous
      anonymous on 12 Nov 12
       
      assumed they were more developed as writers than they actually were
  • initially corrected all errors
  • ttle emphasis to these errors in subsequent interactions
  • explored whether these were careless errors or whether the students had difficulty with particular aspects of writin
  • students assumed some responsibility for proofreading
  • cholarly writing in a thesis involves much more than a set of discrete writing tasks
  • heightened awareness of individual differences in students as writers
  • dependent writer
  • ‘writer’s block’ that could be overcome by breaking writing down into subtasks
  • copious notes
  • detailed note‐taking limited her interaction
  • brief summary of the key points on my written response to her drafts
  • action plan
  • writing block initially posed a major ethical dilemma for me because the ethical guidelines of authorship restrict the writing that should be undertaken by a superviso
  • not writing per se that underpinned Denise’s writing block but a lack of knowledge about the content and organization of a particular writing task.
    • anonymous
      anonymous on 12 Nov 12
       
      Writers block can come from lack of knowledge/confidence in the writing process, rather than lack of subject knowledge
  • confident writer
  • published during his doctoral studies
  • nadvertently engaged in unethical writing behaviour by including me as a co‐author without my permission
  • difficulties with all aspects of the macrostructur
  • epeat sections of writing from earlier chapters
  • replace repeated text with concise summaries or use cross‐referencing
  • tendency to rush through corrections, which often resulted in many issues identified on a previous draft remaining unresolved
  • writing was often submitted and returned electronically using the ‘comments’ and ‘track changes’ tools in Microsoft Word.
    • anonymous
      anonymous on 12 Nov 12
       
      use of technology to produce tracked drafts/version control
  • resistant writer
  • acknowledged herself to be a poor write
  • writing supp
  • oral and written feedback
  • email guidance, sessions where writing was modeled and her writing scaffolded, and handouts on writing style.
  • specialist assistance
  • r lack of commitment to improving the quality of subsequent drafts
  • argumentative stance towards writing feedback
  • my colleague and I decided that we were no longer prepared to supervise Rita.
  • imited writing progress
  • , Rita had failed to adequately demonstrate her writing capability as a doctoral candidat
  • sporadic writer
  • repeatedly failed to meet negotiated deadlines
  • supervisor, it was difficult to maintain interest in and respond to Sherry’s work because of the time lag between each piece of writing
  • enlisted an experienced supervisor to act as my mentor
  • forewarned
  • Sherry’s approach to writing was likely to result in a lengthy completion time and she needed to accept the responsibility for managing her writing tasks.
  • emotional excitement of writing up a thesis and the ensuing motivation
  • lacked
  • This trail of documentation
  • importance of
  • highlighted student‐centred writing issues
  • dentified broader issues that also needed to be accommodated in supervision
  • confidence in writing does not necessarily equate with capability.
  • uture directions
  • upport students
  • ncouraging them to participate in activities designed to support scholarly writing,
  • community of support for each othe
    • anonymous
      anonymous on 12 Nov 12
       
      rationale for peer support groups
  • Technology
  • virtual community of student writers
  • Ethical writing
  • cant attention in postgraduate training to ethical practices in writing
  • explore the ethical standards that are in operation in our local academic community.
  • underpinned by a performance‐orientation
  • ssues of concern related to students’ scholarly writing were identified.
  • eper understanding of the breadth of issues related to the supervision of postgraduate writing
Marc Hamlin

Reintroducing students to Research - 144 views

homepages.gac.edu/...LakeForest.html

research resources tools

shared by Marc Hamlin on 01 Dec 12 - Cached
  • First, we think research, broadly defined, is a valuable part of an undergraduate education. Even at a rudimentary level, engaging in research implicates students in the creation of knowledge. They need to understand that knowledge isn’t an inert substance they passively receive, but is continually created, debated, and reformulated—and they have a role to play in that process.
  • we recognize that research is situated in disciplinary frameworks and needs to be addressed in terms of distinct research traditions.
  • research is a complex and recursive process involving not just finding information but framing and refining a question, perhaps gathering primary data through field or lab work, choosing and evaluating appropriate evidence, negotiating different viewpoints, and composing some kind of response, all activities that are not linear but intertwined.
  • ...6 more annotations...
  • learning to conduct inquiry is itself complex and recursive. These skills need to be developed throughout a research project and throughout a student’s education.
  • the hybrid nature of libraries today requires students to master both traditional and emerging information formats, but the skills that students need to conduct effective inquiry—for example, those mentioned in your mission statement of reading critically and reasoning analytically—are the same whether the materials they use are in print or electronic.
  • Too often, traditional research paper assignments defeat their own purpose by implying that research is not discovery, but rather a report on what someone else has already discovered. More than once I’ve had to talk students out of abandoning a paper topic because, to their dismay, they find out it’s original. If they can’t find a source that says for them exactly what they want to say—better yet, five sources—they think they’ll get in trouble.
  • In reality, students doing researched writing typically spend a huge percentage of their time mapping out the research area before they can focus their research question. This is perfectly legitimate, though they often feel they’re spinning wheels. They have to do a good bit of reading before they really know what they’re looking for.
  • she has students seek out both primary and secondary sources, make choices among them, and develop some conclusions in presentations that are far from standard literary criticism. One lab focuses on collecting and seeking relationships among assigned literary texts and other primary sources from the second half of the twentieth century to illuminate American society in that time period.
  • For this lab, groups of students must find ten primary sources that relate in some way to literary texts under discussion and then—here’s the unusual bit—write three new verses of “America the Beautiful” that use the primary sources to illuminate a vision of American society. Instead of amber waves of grain and alabaster cities, they select images that reformulate the form of the song to represent another vision of the country. At the end of the course, her final essay assignment calls upon all of the work the previous labs have done, asking students to apply the skills they’ve practiced through the semester. While students in this course don’t do a single, big research project, they practice skills that will prepare them to do more sophisticated work later.
  • Marc Hamlin on 01 Dec 12
     
    What are our assumptions about how students get research done in the humanities? How do those assumptions affect our instruction, and what really is our students' approach to research?
BalancEd Tech

Education Week: Framing the School Technology Dream - 1 views

www.edweek.org/...28cuban_ep.h32.html

History SAMR ScaleFail

shared by BalancEd Tech on 17 Apr 13 - No Cached
  • BalancEd Tech on 17 Apr 13
     
    So that's why decisions are made that way ...
Todd Hollett

Zu3D - Stop motion animation software (for children) | Animation Software | Stop Frame ... - 70 views

www.zu3d.com

animation stopmotion edu education tool digital storytelling movie

shared by Todd Hollett on 08 Feb 13 - Cached
  • dcfawc on 08 Feb 13
     
    http://www.miniclip.com/sketch-star/en/create/ is good too. v.gd/sketch is a shortcut, if you want to use it. Built-in tutorials are very well done.
danthomander

How a Small Change Can Boost Your Motivation and Performance - 51 views

www.theeffectiveengineer.com/...ur-goal-to-increase-motivation

motivation performance goals mastery

shared by danthomander on 01 Nov 14 - Cached
  • danthomander on 01 Nov 14
     
    Good blog entry on importance of goal setting (performance vs. mastery) and effect on motivation.
Martin Burrett

Filmstreet - Stop Frame Animator - 7 views

www.filmstreet.co.uk/...stopframeanimator

animation

shared by Martin Burrett on 02 Dec 11 - No Cached
  • Martin Burrett on 02 Dec 11
     
    An easy to use virtual stopframe animator. Move the objects around the screen and snap away. http://ictmagic.wikispaces.com/Video%2C+animation%2C+film+%26+Webcams
Tricia Rodriguez

Donald Clark Plan B - 39 views

donaldclarkplanb.blogspot.com/search

shared by Tricia Rodriguez on 08 Nov 11 - No Cached
  • for 20% of the world to benefit from the internet, but 100% to benefit from the new technologies, including the Web, that are available.
    • Tricia Rodriguez
      Tricia Rodriguez on 08 Nov 11
       
      Open the doors of the internet, keeping in mind that schools act as the "great equalizer" to those who do not have internet access at home. 
  • “I want all the technology companies, the Microsofts, the Apples, the Facebooks, the Googles to be involved in this project
    • Tricia Rodriguez
      Tricia Rodriguez on 08 Nov 11
       
      The funding must come from the companies who create ed technology. Large companies must be on board. 
  • who can’t see past the ‘we need more teachers argument’. They’re right but teachers are not scalable.
  • ...8 more annotations...
  • It took a politician to show the word’s educators how to communicate, teach, frame a problem, provide facts and detail, THEN a solution.
  • All children in school by 2015, with massive injection of funds by the private sector, public sector, religious institutions and not-for-profits, all given wings by technology, mobiles and the web. 
  • shouldn't we admit we got it wrong" and asks that we put it right
  • 'Let's march. Let's march for education and let's march for it together.”
    • Tricia Rodriguez
      Tricia Rodriguez on 08 Nov 11
       
      Create a united front. 
  • Education is not an end in itself, it is a means to an end
  • call for action is realistic.
  • recession
  • single fund
Roland Gesthuizen

The Most Audacious 'Class' I've Ever Seen - Blog - HappySteve - 27 views

www.happysteve.com/...cious-class-ive-ever-seen.html

class blog education teaching pedagogy

shared by Roland Gesthuizen on 12 Feb 12 - No Cached
  • We use a 'landscape/frame/gateway' approach that overlays freedom and agency onto a sophisticated curated learning landscape that takes 100s of hours to set up. 
  • Audacious. 180 kids, 1 space, NO TEACHERS. They put precautionary measures in place. No gap in duty-of-care. But: one huge risk. An audacious risk. Step back. Create space. Allow agency. Truth is, for the rest of the year it will be: 180 kids, 6 to 8 teachers, 1 space, and a virtual learning platform to rival the Khan Academy.
  • Roland Gesthuizen on 12 Feb 12
     
    Lookk, before you do anything, just watch this footage. Then, optionally, read my waffle. But watch this footage. As jaw-dropping to me as any TED talk. Try to spot the teacher. OHHHH there aren't any. Yet the kids are working in synchronicity. WHY? HOW? Answer this, and you've cracked the paradigm-change nut we're smack-bang in the middle of:
thebda

Steve Hargadon: Escaping the Education Matrix | MindShift - 49 views

blogs.kqed.org/...-escaping-the-education-matrix

education reform system

shared by thebda on 09 Jan 14 - No Cached
  • “We tell a story about the power of learning that is very different from what we practice in traditional models of school
  • If we really want children to grow up to become self-reliant and reach their full potential, “we would be doing something very different in schools. We live in a state of cognitive dissonance.”
  • “What are most kids getting out of 12 years of school?” he asks. “The honest answer is they’re learning how to follow
  • ...7 more annotations...
  • The reason so many adults find the situation tolerable, he says, may stem from the fact that they experience little control over their own lives. Additionally, they themselves are products of the system
  • For models of healthier ways to frame education, Hargadon suggests looking to food and libraries. “No one says that from age six to 17, we will give you all the same food, at the same time, regardless of your individual circumstances or needs,”
  • “In some ways, traditional schools have co-opted a lot of traditional parental responsibilities,” he says. “That’s really unhealthy,
  • Recognizing the different needs of every student, and the desire to help each one become personally competent as a learner and find productive things to do in life—that won’t happen online.”
  • Technology can support a transformation, but it’s not a silver bullet
  • one way change agents get tripped up is by promoting a particular model, rather than a process by which people can develop (or adopt) models
  • “Living in a democracy means involving people in decision making,” Hargadon says. “You can’t just create a new system to implement top down; you have to provide the opportunity to talk about it and build it constructively.”
  • Jennie Snyder on 09 Jan 14
     
    "How do you tell a story that opens the door to rethinking what people have believed for decades?" Thoughtful piece on changing our paradigm.
Brett Costin

Pictures of the year 2013: space - Telegraph - 42 views

www.telegraph.co.uk/...es-of-the-year-2013-space.html

pictures space telegraph news

shared by Brett Costin on 26 Feb 14 - No Cached
  • Brett Costin on 26 Feb 14
     
    Incredible photos about Space or from space.
Sharin Tebo

Scholastic Canada Education-Teaching Tip of the Month * January 2012 - 21 views

www.scholastic.ca/...january2012.html

thinking curiosity inquiry

shared by Sharin Tebo on 13 Jan 15 - No Cached
  • the power of compelling questions that drives deep interest, understanding, caring, and the application of 21st century skills.
  • During a whole group inquiry, students gain competence by being guided through the process and develop necessary skills and tools to aid in self-initiated inquiries. Often students don't have the necessary background knowledge to pose their own questions or lack understanding in identifying a question worthy of investigation so the large group approach is essential when getting started.
  • Begin by examining your curriculum and identifying a topic that you think will be interesting to students.
  • ...2 more annotations...
  • Questions are open-ended in nature with no 'correct' answer; in fact, the answer is unknown. Inquiry questions represent what is at the "heart of the matter" and frame the unit as a puzzle or problem to be solved.
  • Your role in the large group inquiry is one of coach or facilitator.
  • Sharin Tebo on 13 Jan 15
     
    Getting Started with Inquiry Learning in Your Classroom
Tracy Tuten

Tech Learning TL Advisor Blog and Ed Tech Ticker Blogs from TL Blog Staff - TechLearnin... - 60 views

www.techlearning.com/31582

learning storytelling publishing sme

shared by Tracy Tuten on 20 Aug 10 - Cached
  • Mixbook (or Mixbook for Educators) is a photo-based creation platform that offers hundreds of layouts and backgrounds to choose from along with customizable frames and text to make your book beautiful. Just pick a layout, drag-and-drop your photos into the photo slots, and edit to your heart's content.
  • Though the site's examples suggest using the books to gather wedding, travel, and baby albums, this program can absolutely used to create stories around historic photographs and artifacts, original art, to produce a class yearbook, to share an oral or personal history or journey, to tell the story of a field trip.  Mixbook for Educators now offers a secure collaborative environment for sharing their ebooks, as well as discounts on printed products, should you choose to print.  (A similar option is Scrapblog.)
  • Storybird, a collaborative storybook building space designed for ages 3-13, inspires young writers to create text around the work of professional artists and the collection of art is growing. Two (or more) people create a Storybird in a round robin fashion by writing their own text and inserting pictures. They then have the option of sharing their Storybird privately or publicly on the network. The final product can be printed (soon), watched on screen, played with like a toy, or shared through a worldwide library. Storybird is also a simple publishing platform for writers and artists that allows them to experiment, publish their stories, and connect with their fans.
  • ...4 more annotations...
  • Myth and Legend Creator 2 shares a collection of traditional stories from England and around the world to hear and read. The site offers historical context for each story, story time lines and maps, ideas for use of the story in the classroom, and student work inspired by the story.  The Story Creator--with its libraries of backgrounds, characters, props, text bubbles, sound and video recording tools, and options to upload--provides students easy opportunities to create their own versions of traditional stories.
  • The Historic Tale Construction Kit is similar in that it helps students construct stories around a theme, in this case stories set in the middle ages with movable, scalable beasts, folks, braves, buildings. and old-style text.
  • Tikatok is a platform devoted to kid book publishing at a variety of levels.  Children have the option of exploring a collection of interactive story templates called StorySparks prompts, personalizing an existing book with their own names in Books2Go, with their own names, or starting from scratch in Create Your Own Book. Tikatok’s Classroom Program allows teachers to share lesson plans, view and edit students' work online, encourage collaboration, and track writing progress.
  • Big Universe is both an online library and a publishing and sharing community for grades K through 8.  Using Big Universe Author, students may create, research, and collaborate on books using a library of more than 7000 images and interactive tools.
  • Tracy Tuten on 20 Aug 10
     
    Digital publishing tools for creating story books
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