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Randolph Hollingsworth

Mid-continent Research for Education and Learning - School Improvement Reform Report on... - 15 views

www.mcrel.org/...0887RR_Stupski_ped.pdf

professional development differentiated instruction role fluidity Stupski Foundation Education reform technology leadership

shared by Randolph Hollingsworth on 24 Oct 10 - No Cached
  • Randolph Hollingsworth on 24 Oct 10
     
    Stupski Fndtn staff + McREL researchers ask 2 questions: (1) How can teachers adapt the principles of effective pedagogy to differentiate instruction and meet the needs of all learners in order to help Our Kids be challened, motivated, and successful? (2) How can teachers create structured, challenging, yet nurturing classroom environments to ensure that Our Kids are engaged and successful learners? KEY FINDINGS: adaptive and differentiated instruction (theory and methodologies) in culturally relevant classroom that allows for student "role fluidity" + teacher skill in finding gaps in knowledge/skills + motivating students through engaging projects and targeted instruction (academically rigorous and nurturing) PLUS fac devt must be supported by and inclusive of school leadership. a Design Collaborative might act on 5 options: (1) Support teachers to better utilize methods and theories of culturally relevant pedagogy and differentiated instruction, (2) Implement a pedagogical program based on the notion of "role fluidity" to give students a central voice in the classroom, (3) Use technology to engage students and enhance pedagogy, (4) Guide teachers in creating academically rigorous and positive classroom learning environments, (5) Implement pedagogical programs based on developing higher order thinking and subject-specific skills. Report by Kerry Englert, Helen Apthorp, Matthew Seebaum. Dated Oct 2009
Thieme Hennis

HS7 - National Pilot Study (High School) | PERTS - 17 views

www.perts.net/...hs7.php

mindset learning pedagogy education theory research

shared by Thieme Hennis on 17 Oct 13 - No Cached
  • Thieme Hennis on 17 Oct 13
     
    "Teaching Adaptive Mindsets Improves Achievement Programs that teach students to have adaptive mindsets have recently received increased attention among educators and policy makers. These programs help students think about school in ways that help them stay motivated and engaged, even when coursework is challenging. In addition to being effective at improving students' motivation and achievement, they are also brief and easy to administer. PERTS Teaches Adaptive Mindsets on a National Scale Because of the promise of mindset programs, the White House Office of Technology and Science Policy recently hosted a convening to explore ways to apply mindset programs more broadly. An important outcome of this meeting was a plan to conduct a national study that will deliver mindset programs in a large, nationally representative sample. PERTS has expertise in delivering mindset programs across the nation, and we will take a lead in conducting the national study. The National Mindset Pilot is the first step."
onepulledthread

Contemplative Pedagogy | Center for Teaching | Vanderbilt University - 42 views

cft.vanderbilt.edu/...contemplative-pedagogy

contemplative pedagogy attention mindfulness

shared by onepulledthread on 03 Jan 13 - No Cached
  • onepulledthread on 03 Jan 13
     
    variety of resources and contemplative activities focused on higher ed setting but adaptable.
Sandy Dewey

Adaptive Curriculum - 0 views

www.youtube.com/...adaptivecurriculum

education adaptive curriculum resources

shared by Sandy Dewey on 09 Sep 12 - No Cached
  • Sandy Dewey on 09 Sep 12
     
    Adaptive Curriculum's award winning instructional solution builds middle and high school Math and Science mastery through dynamic and interactive learning. Incorporating rich multimedia, real-world scenarios and proven research-based pedagogy, Adaptive Curriculum's digital lessons are created to engage today's 21st Century learners and prepare students for post-secondary pursuits. AC Math and AC Science complements existing curricula through state standards, Core, NCTM, NCTA and textbook alignments. It is easy and flexible for whole or small group or individual instruction, and provides real-time feedback, progress reporting and assessment.
Maureen Greenbaum

How Big Data Is Taking Teachers Out of the Lecturing Business: Scientific American - 0 views

www.scientificamerican.com/article.cfm

adaptive learning pedagogy education ASU Arizona Knewton math

shared by Maureen Greenbaum on 19 Jul 13 - No Cached
  • David Heckman, a mathematician, was accustomed to lecturing to the class, but he had to take on the role of a roving mentor, responding to raised hands and coaching students when they got stumped
  • Like institutions at every level of American education, it is going through some wrenching changes. The university has lost 50 percent of its state funding over the past five years.
  • alarmingly high numbers of students showing up on campus unprepared to do college-level work.
  • ...2 more annotations...
  • more efficient way to shepherd students through basic general-education requirements—particularly those courses, such as college math, that disproportionately cause students to drop out
  • That fall, with little debate or warning, it placed 4,700 students into computerized math courses. Last year some 50 instructors coached 7,600 Arizona State students through three entry-level math courses running on Knewton software. By the fall of 2014 ASU aims to adapt six more courses, adding another 19,000 students a year to the adaptive-learning ranks.
Jennie Snyder

Can Coaching Help Transform Teacher Quality? | huntingenglish - 68 views

huntingenglish.wordpress.com/...help-transform-teacher-quality

coaching professional development

shared by Jennie Snyder on 25 May 13 - No Cached
  • What we must do is create an engine room of high quality teacher coaching within our schools to drive improvements in pedagogy and teacher quality.
  • The psychology of change and actually changing the habits of adult professionals is very complex. What is widely known is that externally imposed change rarely sticks and changes the culture within schools, or indeed any organization.
  • Teachers must be emotionally invested in any development of their practice in the school community. Involvement and choice are powerful drivers of habit change. Local knowledge form within the school is powerful and develops a greater degree of trust in what is an emotional and often messy process! Teacher coaches have a better knowledge of the school community; they will invariably gain greater respect than any external figures and they will certainly benefit from higher levels of trust.
  • ...1 more annotation...
  • ‘Teacher Coaches’ are in a great position to shine a light on existing successes and spread that light across the school. School leaders can do this of course, but staff are more open to their colleagues suggesting and driving improvement. The coaches can become roles models of the best kind: undertaking research; tweaking the school environment; providing evidence of successful pedagogy; supporting underperforming colleagues; embodying a growth mindset and being open to adapting their practice to improve – in effect, becoming leading lights to drive change.
Randolph Hollingsworth

EReading Pilot Project - The iPad and Reading and Writing Practices | Center for Instru... - 83 views

cit.duke.edu/...-reading-and-writing-practices

teaching learning iPad EReading reading writing technology

shared by Randolph Hollingsworth on 30 Sep 11 - No Cached
  • writing happens across long lengths of time, in little pockets of thinking, and that the little notes and ideas one may jot down at random times throughout a day are just as significant as those moments of longer, sustained writing. In a way, then, the iPad encouraged me as a writer to capture my thoughts in a succinct way and let them percolate for a while until I had time to expand, abandon, or adapt them later at my computer.
  • Randolph Hollingsworth on 30 Sep 11
     
    Denise Comer, Writing Program, with Kenneth Rogerson, Public Policy, and Rebecca Vidra, Environment, examined the pedagogies of integrating ereading technologies into writing intensive courses - preliminary findings are that scholarly reading is easier (notetaking easy) but extensive writing is not convenient... posits that we may be defining "writing" too rigidly
robert morris

Education Theory/Constructivism and Social Constructivism - UCD - CTAG - 56 views

www.ucdoer.ie/...vism_and_Social_Constructivism

shared by robert morris on 08 Dec 14 - No Cached
  • Deep roots classical antiquity. Socrates, in dialogue with his followers, asked directed questions that led his students to realize for themselves the weaknesses in their thinking.
    • Manuel Condoleon
      Manuel Condoleon on 08 Dec 14
       
      Good link to Socrates
    • robert morris
      robert morris on 08 Dec 14
       
      I think this is the essence of teaching and learning - asking questions, for nothing is really true.
  • Emphasis is on the collaborative nature of learning and the importance of cultural and social context.
    • robert morris
      robert morris on 08 Dec 14
       
      I agree - context, and culture play a very important role. And this might change from corner to corner, it can change quickly, neighbours etc
  • Believed that constructivists such as Piaget had overlooked the essentially social nature of language and consequently failed to understand that learning is a collaborative process.
  • ...25 more annotations...
  • Constructivist learning environments provide multiple representations of reality
  • Multiple representations avoid oversimplification and represent the complexity of the real world
  • Constructivist learning environments emphasize authentic tasks in a meaningful context rather than abstract instruction out of context.
  • Constructivist learning environments provide learning environments such as real-world settings or case-based learnin
  • Constructivist learning environments encourage thoughtful reflection on experience.
  • Constructivist learning environments support "collaborative construction of knowledge through social negotiation, not competition among learners for recognition.
  • Jonassen (1994)
  • There is no absolute knowledge, just our interpretation of it. The acquisition of knowledge therefore requires the individual to consider the information and - based on their past experiences, personal views, and cultural background - construct an interpretation of the information that is being presented to them.
  • Teaching styles based on this approach therefore mark a conscious effort to move from these ‘traditional, objectivist models didactic, memory-oriented transmission models’ (Cannella & Reiff, 1994) to a more student-centred approach.
  • Students ‘construct’ their own meaning by building on their previous knowledge and experience. New ideas and experiences are matched against existing knowledge, and the learner constructs new or adapted rules to make sense of the world
  • John Dewey (1933/1998) is often cited as the philosophical founder of this approach
  • while Vygotsky (1978) is the major theorist among the social constructivists.
  • Bruner (1990) and Piaget (1972) are considered the chief theorists among the cogn
  • Dewey
  • Piaget
  • John Dewey rejected the notion that schools should focus on repetitive, rote memorization & proposed a method of "directed living" – students would engage in real-world, practical workshops in which they would demonstrate their knowledge through creativity and collaboration
  • Piaget rejected the idea that learning was the passive assimilation of given knowledge. Instead, he proposed that learning is a dynamic process comprising successive stages of adaption to reality during which learners actively construct knowledge by creating and testing their own theories of the world.
  • A common misunderstanding regarding constructivism is that instructors should never tell students anything directly but, instead, should always allow them to construct knowledge for themselves. This is actually confusing a theory of pedagogy (teaching) with a theory of knowing. Constructivism assumes that all knowledge is constructed from the learner’s previous knowledge, regardless of how one is taught. Thus, even listening to a lecture involves active attempts to construct new knowledge.
  • social interaction lay at the root of good learning.
  • Bruner builds on the Socratic tradition of learning through dialogue, encouraging the learner to come to enlighten themselves through reflection
  • Careful curriculum design is essential so that one area builds upon the other. Learning must therefore be a process of discovery where learners build their own knowledge, with the active dialogue of teachers, building on their existing knowledge.
  • Social constructivism was developed by Vygotsky. He rejected the assumption made by Piaget that it was possible to separate learning from its social context.
    • robert morris
      robert morris on 08 Dec 14
       
      On Vgotsky`s side here - I don`t think you can forget the role of "social learning", peer to peer learning and the role of social interaction.
  • The basic tenet of constructivism is that students learn by doing rather than observing.
  • By the 1980s the research of Dewey and Vygotsky had blended with Piaget's work in developmental psychology into the broad approach of constructivism
  • 1. Discovery Learning (Bruner) In discovery learning, the student is placed in problem solving situations where they are required to draw on past experiences and existing knowledge to discover facts, relationships, and new information. Students are more likely to retain knowledge attained by engaging real-world and contextualised problem-solving than by traditional transmission methods. Models that are based upon discovery learning model include: guided discovery, problem-based learning, simulation-based learning, case-based learning, and incidental learning.
Ed Webb

Dawn of the cyberstudent | University challenge | guardian.co.uk - 0 views

www.guardian.co.uk/...cyberstudent

news resources review tools web2.0 pedagogy

shared by Ed Webb on 27 Jan 09 - Cached
  • students often have more experience of using new technologies than many university managers — even if they need guidance in using them effectively
    • Ed Webb
      Ed Webb on 27 Jan 09
       
      And there's the rub. Students can often read, too, in the basic sense. But our job as higher educators is to get them to really read, to read critically and do something with that reading. So, too, with the affordances of web2.0.
  • the research process is likely to become much more open
    • Ed Webb
      Ed Webb on 27 Jan 09
       
      We can hope
  • a balance that suits them, which may lead to more varying degrees of face-to-face and online contact,
  • ...3 more annotations...
  • "If you are in Second Life listening to a lecture, your ability to fly through a bush isn't that relevant,
  • All this will put added pressure on university staff, with increasing demands to respond to students 24/7. Read suggests one answer could be for universities in different parts of the world to share the load so that, as often happens already in industry "the work moves around with the sun".
    • Ed Webb
      Ed Webb on 27 Jan 09
       
      Interesting concept. Dickinson and other internationally-connected institutions would be in good shape to innovate here.
  • learning culture
  • Ed Webb on 27 Jan 09
     
    Guardian on how higher ed will have to adapt. Not sure the revolution is here quite yet.
  • Ed Webb on 27 Jan 09
     
    "Cyberstudent" is a hideous term.
Marc Safran

Digital Natives, Digital Immigrants - 1 views

www.twitchspeed.com/...l%20Immigrants%20-%20Part1.htm

digitalnatives web2.0 pedagogy prensky article pd professionaldevelopment integration

shared by Marc Safran on 30 Jul 09 - Cached
  • Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach.
  • today's students think and process information fundamentally differently from their predecessors
  • we can say with certainty that their thinking patterns have changed
  • ...15 more annotations...
  • The importance of the distinction is this: As Digital Immigrants learn - like all immigrants, some better than others - to adapt to their environment, they always retain, to some degree, their "accent," that is, their foot in the past.
  • There are hundreds of examples of the digital immigrant accent. 
  • our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language
  • Digital Immigrant teachers assume that learners are the same as they have always been, and that the same methods that worked for the teachers when they were students will work for their students now. But that assumption is no longer valid. Today's learners are different.
  • So what should happen?  Should the Digital Native students learn the old ways, or should their Digital Immigrant educators learn the new? 
  • methodology
  • learn to communicate in the language and style of their students
  • it does mean going faster, less step-by step, more in parallel, with more random access, among other thing
  • kinds of content
  • As educators, we need to be thinking about how to teach both Legacy and Future content in the language of the Digital Natives.
  • Adapting materials to the language of Digital Natives has already been done successfully.  My own preference for teaching Digital Natives is to invent computer games to do the job, even for the most serious content.
  • "Why not make the learning into a video game!
  • But while the game was easy for my Digital Native staff to invent, creating the content turned out to be more difficult for the professors, who were used to teaching courses that started with "Lesson 1 – the Interface."  We asked them instead to create a series of graded tasks into which the skills to be learned were embedded. The professors had made 5-10 minute movies to illustrate key concepts; we asked them to cut them to under 30 seconds. The professors insisted that the learners to do all the tasks in order; we asked them to allow random access. They wanted a slow academic pace, we wanted speed and urgency (we hired a Hollywood script writer to provide this.)   They wanted written instructions; we wanted computer movies. They wanted the traditional pedagogical language of "learning objectives," "mastery", etc. (e.g. "in this exercise you will learn"); our goal was to completely eliminate any language that even smacked of education.
  • large mind-shift required
  • We need to invent Digital Native methodologies for all subjects, at all levels, using our students to guide us.
  • Marc Safran on 30 Jul 09
     
    Our students have changed radically. Today's students are no longer the people our educational system was designed to teach.
John Evans

21st Century Pedagogy | 21st Century Connections - 1 views

www.21centuryconnections.com/...653

shared by John Evans on 16 Dec 08 - Cached
  • How we teach must reflect how our students learn. It must also reflect the world our students will move into. This is a world which is rapidly changing, connected, adapting and evolving. Our style and approach to teaching must emphasise the learning in the 21st century.
    • John McMillen
      John McMillen on 17 Dec 08
       
      One paragraph, very simple and staright forward but very powerful.
    • John Evans
      John Evans on 06 Mar 09
       
      Absolutely. I think most teachers are doing a good job with sentence one. It's the second statement that we need to attend to!
Siri Anderson

Welcome to The IRIS Center - 2 views

iris.peabody.vanderbilt.edu/index.html

Adaptations EdPsych Pedagogy SPED curriculum

shared by Siri Anderson on 23 Sep 09 - Cached
  • Kimberly LaPrairie on 23 Sep 09
     
    Visit the IRIS Center for Training Enhancements for free online interactive resources that translate research about the education of students with disabilities into practice. Our materials cover a wide variety of evidence-based topics, including behavior, RTI, learning strategies, and progress monitoring.
  • Siri Anderson on 02 Dec 09
     
    Wonderful resources on how to meet the needs of exceptional learners.
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