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Matt Renwick

The Role of PBL in Making the Shift to Common Core | Edutopia - 3 views

www.edutopia.org/...-shift-to-ccss-sara-hallermann

edutopia commoncore pbl

shared by Matt Renwick on 18 Dec 13 - No Cached
  • Don Doehla on 18 Dec 13
     
    "Editor's note: John Larmer, Editor in Chief at the Buck Institute for Education (BIE), contributed to this post. The Common Core has embedded within it some Big Ideas that shift the role of teachers to curriculum designers and managers of an inquiry process. How can project-based learning (PBL) help with this shift? "
Matt Renwick

What is PBL? | Project Based Learning | BIE - 55 views

www.bie.org/what_is_pbl

shared by Matt Renwick on 29 May 13 - Cached
  • psmiley on 29 May 13
     
    PBL graphic
  • Liane St. Laurent on 06 Dec 13
     
    Great graphic depicting elements for rigorous PBL.
anonymous

Experts & NewBIEs | Bloggers on Project Based Learning: How does Edmodo support PBL? - 19 views

biepbl.blogspot.com/...w-does-edmodo-support-pbl.html

ProjectBasedLearning edmodo pbl

shared by anonymous on 05 Sep 14 - No Cached
    • anonymous
      anonymous on 08 Sep 14
       
      What a great driving question!  Who wouldn't want to try to find the answer?
  • promote the 21st Century skill of communication
  • Students would not have been able to complete an in depth inquiry of the driving question without understanding the significant content.
  • ...2 more annotations...
    • anonymous
      anonymous on 08 Sep 14
       
      Understanding is required to complete the inquiry - can tell what students do and don't understand by reading what they write! 
    • anonymous
      anonymous on 08 Sep 14
       
      All this could be done without taking up valuable class time!
Jac Londe

google-blockly - A visual programming language - Google Project Hosting - 2 views

code.google.com/google-blockly

programming blockly visual scratch learning code

shared by Jac Londe on 09 Jun 12 - No Cached
  • Blockly is a web-based, graphical programming language. Users can drag blocks together to build an application. No typing required.
psmiley

Six Affirmations for PBL Teachers | Edutopia - 2 views

www.edutopia.org/...for-pbl-teachers-andrew-miller

pbl project_based_learning pedagogy project based learning teachers affirmations

shared by psmiley on 29 May 13 - No Cached
  • psmiley on 29 May 13
     
    Affirmations for teachers who do PBL
Nigel Coutts

An Introduction to Design Thinking (Part Two) - 115 views

thelearnersway.net/...on-to-design-thinking-part-two

tools design thinking learning

shared by Nigel Coutts on 07 Jun 15 - No Cached
  • Nigel Coutts on 07 Jun 15
     
    In the constructivist-learning model, engagement and experience combine with immersive environments and self-organisation of knowledge to establish a context in which learning occurs naturally. Constructivism has since the time of Dewey become closely affiliated with Project Based Learning and yet despite years of efforts to refine the process the result does not always match the promise. Design thinking might be the answer.
Clint Heitz

Flipping the Classroom: A revolutionary approach to learning presents some pros and con... - 73 views

www.slj.com/...ng-presents-some-pros-and-cons

flipping flipped classroom flipped_classroom

shared by Clint Heitz on 09 May 13 - No Cached
    • Clint Heitz
      Clint Heitz on 09 May 13
       
      Why not create multiple types of videos? YouTube allows "choose your own path" videos that can let you alter the video based on the responses during viewing.
    • Clint Heitz
      Clint Heitz on 09 May 13
       
      Great way to provide equitable access opportunities
  • Teachers need to figure out what they want to get out of a flipped classroom, says Marine City High’s Ming. “What’s the purpose of doing it? Is it because you’re looking for more time in your curriculum to do hands-on activities?” An AP government teacher told Ming the best part of teaching his class was holding class discussions. The flipped classroom helped him get through the material with time to spare for conversation.
  • ...9 more annotations...
    • Clint Heitz
      Clint Heitz on 09 May 13
       
      The purpose is always the key. Don't try to implement this "just because" or excessively. It is a great tool, but not always the right one.
  • Watching videos also means more sitting in front of devices. The American Academy of Pediatrics recommends kids limit “screen time” to two hours a day because too much exposure has been linked to obesity, irregular sleep, behavioral problems, violence, and less time for play.
    • Clint Heitz
      Clint Heitz on 09 May 13
       
      Why not flip it with podcasts that students can listen to while walking, driving, etc.
  • Students need to feel as though their teachers are guiding them to the best materials, not merely giving them a list of videos to watch, says Valenza
  • “Teachers should keep posing the ‘why,’” says Bob Schuetz, the technology director at Palatine High School in Illinois. “Why am I doing this? Why is it beneficial to students?”
  • “The teacher walks around and helps everyone. It’s not a get-out-of-jail-free card for teachers not to teach.” It’s also not a way for kids to get out of doing anything at home. “Flipping what the kid does means they do the work ahead of time, come to class, and debrief,” explains Michelle Luhtala (aka the
  • “The end goal is personalized education. The flipped classroom is just a means to that end.” Students can use the videos to learn at their own pace—any time or place, says Roberts. “These students can replay their teacher’s explanation of a new concept as many times as they need to without fear of holding up the rest of the class.”
  • a librarian at Bullis School in Potomac, MD, gives students videos, Web pages, and screenshots about the nuts and bolts of the library, which frees up more time to devote to their research projects.
  • ure, some kids will ignore the video. “The same kids who don’t currently do their homework will not watch the lecture,” says McCammon. “But as you start making your class more engaging, kids who don’t usually do their homework will start doing it because they want to participate in the class.” Kids write questions down while they’re watching the video, and then the first 10 minutes of class is for discussion of what they’ve seen.
Maria José Vitorino

To Share or Not to Share: Is That the Question? (EDUCAUSE Review) | EDUCAUSE - 28 views

www.educause.edu/...209321

faculty opensource copyright resources tools share web2.0

shared by Maria José Vitorino on 22 Aug 10 - Cached
  • Open digital faculty do more than just share and participate in open resources; they transfer their approaches to the teaching space. Learning becomes a shared activity in which the students also collaborate and participate in shaping the course activities. Student participation takes place in open environments where students might tweet what they learn, share insights on a group blog, create their own website of resources, or participate in a class wiki.
  • The difference is that today's sharing facilitators leverage technology to reach a much wider audience.
  • Although the natural inclination toward sharing cannot be altered, the moral responsibility to share can be influenced by the surrounding culture. The sense of obligation to share or not to share may be similar to the decision to be a vegetarian. For some, it is a lifestyle choice that may form slowly over a long period of time after many conversations with friends and colleagues. For others, the change can be sudden: a paradigm shift caused by participation in an unusual event. If an institution places value on faculty participation in open academic communities and social media activities (e.g., academic blogging), that culture can slowly influence faculty to be more open.
  • ...4 more annotations...
  • These digital activities should not be the sole measure of tenure, but they should be counted in the tenure formula. The irony today is that if the open activity is analog (e.g., participation on a committee), it likely counts toward tenure, but if the open activity is digital (e.g., writing an academic blog), it probably does not.
  • They will push at (and leak out of) the boundaries of whatever learning management system (or other enterprise systems) the institution wants them to use. This is not because they are uncooperative; it's simply that these enterprise systems tend to be locked down, allowing only employees and students to share within these environments
  • For me, an interesting side effect of sharing on the open web is that I've learned to be more careful about what I say and write.
  • Looking for indicators of open digital faculty is easier than coming up with a strict definition. The presence of several of the following characteristics should be taken as an indication of open digital faculty: Writing a public blog or maintaining a public wiki to share academic interests Freely sharing what might otherwise be guarded intellectual property (e.g., textbooks, research-in-progress, computer programs, course materials, artwork) Participating in a learning community in a social networking platform (e.g., Twitter or LinkedIn discussion groups) Participating in a social network that includes students, both current and past (e.g., Facebook) Encouraging students to participate in class-related projects that employ web-based media (e.g., student blogs, group wikis) Creating or participating in open courses Sharing video or audio content created for a course (e.g., podcasts) Sharing information and ideas from conference talks on the web (e.g., recordings, tweets, presentation links)
  • Daryl Bambic on 22 Aug 10
     
    Open digital faculty do more than just share and participate in open resources; they transfer their approaches to the teaching space. Learning becomes a shared activity in which the students also collaborate and participate in shaping the course activities. Student participation takes place in open environments where students might tweet what they learn, share insights on a group blog, create their own website of resources, or participate in a class wiki.
  • Maria José Vitorino on 18 Dec 10
     
    University context for open sources, sharingand digital trends era
Mary Beth Messner

5 Fantastic Ways to Use Wallwisher in the Classroom - SimpleK12 - 138 views

blog.simplek12.com/...se-wallwisher-in-the-classroom

Wallwisher Student Engagement Web 2.0 Speeches Writing Tools Brainstorming Announcements

shared by Mary Beth Messner on 27 Aug 10 - Cached
  • 5 fantastic ways to use Wallwisher in the classroom: Writing activities – Wallwisher has a 160 character limit for each comment/post that you leave on the wall. Which is, in a way, a good thing! It allows for short story/collaborative projects, essay plans, note-taking, memos, poems, etc… the writing possibilities are endless! Brainstorming activities – This is a great ice breaker for the beginning of class! And better yet, it’s a great way to post a homework assignment/food for thought for that evening and then discuss it the next day. Vocabulary/Grammar Activities – You could easily use Wallwisher for practicing tenses, definitions, vocabulary matching (you can even use audio or video!), or even find a theme and have the students fill the sticky notes with their ideas for the vocabulary theme! Speaking activities – I was never one to love speaking in front of people so Wallwisher is a great way to create short speaking activities to help students feel more comfortable in front of a group of people. These activities could be to talk about a photo or video for X minutes, create a story based upon X number of photos, or even put debate topics on a sticky note for the student to create. Notifications – That is the original thought, right? You could use Wallwisher for orientation information, classroom rules, student profiles, daily/weekly plan, or even fun messages to other students who might be out sick or on trips with their families.
Barbara Moose

http://www.ascd.org/publications/educational_leadership/mar09/vol66/num06/Plagiarism_in... - 0 views

www.ascd.org/...arism_in_the_Internet_Age.aspx

plagiarism Internet research intellectual_property

shared by Barbara Moose on 25 Mar 09 - Cached
  • Teachers who wish to prevent plagiarism should devote extensive instruction to the component tasks of writing from sources
  • instruction should focus on
  • summarizing sources
  • ...5 more annotations...
  • Instructional materials like these imply that teachers can stop inappropriate use of sources through three strategies: (1) teaching students from early grades the nuts and bolts of crediting all sources they use; (2) designing plagiarism-proof assignments that spell out how works should be cited and that include personal reflection and alternative final projects like creating a brochure; and (3) communicating to students that you're laying down the law on plagiarism ("I'll be on the lookout for this in your papers, you know").
  • Any worthwhile guide to preventing plagiarism should Discuss intellectual property and what it means to "own" a text. Discuss how to evaluate both online and print-based sources (for example, comparing the quality and reliability of a Web site created by an amateur with the reliability of a peer-reviewed scholarly article). Guide students through the hard work of engaging with and understanding their sources, so students don't conclude that creating a technically perfect bibliography is enough. Acknowledge that teaching students how to write from sources involves more than telling students that copying is a crime and handing them a pile of source citation cards.
  • That pedagogy should both teach source-reading skills and take into consideration our increasingly wired world. And it should communicate that plagiarism is wrong in terms of what society values about schools and learning, not just in terms of arbitrary rules.
  • through formal education, people learn skills they can apply elsewhere—but taking shortcuts lessens such learning.
  • communicate why writing is important. Through writing, people learn, communicate with one another, and discover and establish their own authority and identity. Even students who feel comfortable with collaboration and uneasy with individual authorship need to realize that acknowledged collaboration—such as a coauthored article like this one—is very different from unacknowledged use of another person's work.
Kelly Cousins

Did You Say "Intellectual Property"? It's a Seductive Mirage - GNU Project - Free Soft... - 43 views

www.gnu.org/...not-ipr.html

copyright

shared by Kelly Cousins on 23 Jan 10 - Cached
  • The term carries a bias that is not hard to see: it suggests thinking about copyright, patents and trademarks by analogy with property rights for physical objects.
    • Kelly Cousins
      Kelly Cousins on 23 Jan 10
       
      Michael Geyer- I think this is where the confusion of it all sets in like we discussed.
  • alternative names would be an improvement
  • The term “intellectual property” is at best a catch-all to lump together disparate laws.
    • Kelly Cousins
      Kelly Cousins on 23 Jan 10
       
      This is why we have to be dileberate about our decisions while in education.
  • ...3 more annotations...
  • Nonlawyers who hear one term applied to these various laws tend to assume they are based on a common principle and function similarly.
  • Since these laws developed independently, they are different in every detail, as well as in their basic purposes and methods.
  • If you want to think clearly about the issues raised by patents, or copyrights, or trademarks, the first step is to forget the idea of lumping them together, and treat them as separate topics.
    • Kelly Cousins
      Kelly Cousins on 23 Jan 10
       
      This becomes our responsibility as information specialists in education. Be aware and prepared.
  • Kelly Cousins on 23 Jan 10
     
    Just what is intellectual property?
Randolph Hollingsworth

U. of Notre Dame Reports on Experiment to Replace Textbooks With iPads - Wired Campus -... - 35 views

chronicle.com/...29192

textbooks ipad ipads experiment ebooks best practices

shared by Randolph Hollingsworth on 31 Jan 11 - No Cached
  • replace traditional textbooks with iPads as part of a yearlong study by the university’s e-publishing working group into the use of e-readers
  • students were more connected in and out of the classroom
  • said that the iPad made it easier to collaborate and manage group projects
  • ...4 more annotations...
  • Dropbox
  • Students lamented not being able to write in the margins of their assigned readings
  • computer-based final exam,
  • iAnnotate
  • Randolph Hollingsworth on 31 Jan 11
     
    Research report emphasizing cultural change to iPad for e-reading sharing/collaborative work (e.g., Dropbox and iAnnotate) but online final exam still chose laptops (since not collaborative effort?)
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