Group items tagged

Are you verbal/linguistic? Then you make sense out of the world through language and can use words effectively either speaking or in writing. When you make puns and tell stories, you exhibit this intelligence.Learning strategies: read material before going to lectures; take notes of what you hear and read; describe what you have learned to others; listen to what others have learned;write out the steps/instructions to a procedure or experiment;use crossword puzzles, puns and imaginary conversations as memory devices;use your verbal/linguistic knowledge to help you study. For example, if you are taking a course in music, make up a story based on what you hear.

rank different items of information in order of their importance

predict outcomes

The debate is not about content versus skills. There is no responsible constituency arguing against ensuring that students learn how to think in school. Rather, the issue is how to meet the challenges of delivering content and skills in a rich way that genuinely improves outcomes for students.

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. The plan of 21st century skills proponents seems to be to give students more experiences that will presumably develop these skills—for example, having them work in groups. 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.

A growing number of business leaders, politicians, and educators are united around the idea that students need

excessive use of the internet and other forms of technology diminishes our capacity for deep, meditative thinking, "the brighter the software, the dimmer the user", a counter-revolution may be required.

curricula must be developed not only with the potential benefits of technology linked to every learning outcome in mind, but also the costs.

available where there is clear utility, to remove it when there is not

The framework presents a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes (a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st century.

Download PDF version of the Framework here Please visit Route 21 for an interactive view of the framework here Download the Full Skills Definition Document he

hey avidly recruited students and their families into the process; they maintained focus, ensuring that everything they did contributed to student learning; they planned exhaustively and purposefully—for the next day or the year ahead—by working backward from the desired outcome; and they worked relentlessly, refusing to surrender to the combined menaces of poverty, bureaucracy, and budgetary shortfalls.

one way that great teachers ensure that kids are learning is to frequently check for understanding: Are the kids—all of the kids—following what you are saying? Asking “Does anyone have any questions?” does not work,

Students are not always the best judges of their own learning.

IT staff should participate in academic planning to develop course projects and institution-wide outcomes, and faculty should sit on technology committees to develop shared goals and values with IT staff.

Only with the insight this provides can IT staff propose systemic technological solutions that meet the specific needs, as well as the broader academic objectives, of faculty.

faculty need to know how students learn with technology and what students can create or do because of it.3

found that students who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than students who used two other methods.

I think that learning is all about retrieving, all about reconstructing our knowledge,

When they are later asked what they have learned, she went on, they can more easily “retrieve it and organize the knowledge that they have in a way that makes sense to them.”

The Purdue study supports findings of a recent spate of research showing learning benefits from testing, including benefits when students get questions wrong. But by comparing testing with other methods, the study goes further.

the results “throw down the gauntlet to those progressive educators, myself included.”

“Educators who embrace seemingly more active approaches, like concept mapping,” he continued, “are challenged to devise outcome measures that can demonstrate the superiority of such constructivist approaches.”

“Teaching in the U.S. is unfortunately no longer a high-status occupation,”

“Despite the characterization of some that teaching is an easy job, with short hours and summers off, the fact is that successful, dedicated teachers in the U.S. work long hours for little pay and, in many cases, insufficient support from their leadership.”

In South Korea, teachers are known as ‘nation builders,’ and I think it’s time we treated our teachers with the same level of respect,” Mr. Obama said in a speech on education on Monday.

As Dr. C. Paul Newhouse wrote in 2002, "While it would be convenient to be able to make a direct connection between the use of ICT and learning outcomes, most reputable educational researchers today would agree that there will never be a direct link because learning is mediated through the learning environment and ICT is only one element of that environment."

I sat today using Diigo to bookmark, annotate, highlight, capture pages and pictures, and do just about anything I needed to do effortlessly.  Ya'll, this is straight from this educator's heart:  Diigo is amazing! Now look, my thinking about tech tools is that they have to serve everyone:  teachers --administrators, students, parents -- basically all stakeholders to be truly of value.  I'm into the reality of teaching which means if it is not going to improve the outcome for students academically by supporting their learning, most teachers just don't have the time to deal with it.  But, I'd like to think I'm a realist and if there's a tool that makes a teacher's life easier, then preparing for lessons, classes, professional developments and, yes, our other life is easier, and that translates to a happier educator who has more time to work on supporting those students learning

 Diigo has to be the single most valuable tool that I have on my computer.