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Roland Gesthuizen

Why The Brain Benefits From Reflection In Learning - 7 views

www.teachthought.com/...s-from-reflection-in-learning:

learning metacognition thinking memory behaviour psychology education teaching

shared by Roland Gesthuizen on 30 Aug 13 - No Cached
  • Students’ confidence will build further with their recognition of the strategies they used that brought them success.
  • much of the effort put into teaching and studying is wasted because students do not adequately process their experiences, nor are they given time to reflect upon them.
  • The degree to which one understands rests on the connections or relationships and the richness of these relationships.
  • ...1 more annotation...
  • instruction that builds conceptual knowledge helps students’ link old knowledge with new knowledge, and this means providing time for reflection and communication
  • Roland Gesthuizen on 30 Aug 13
     
    "Executive function stimulation: include questions in homework and tests that require mathematics communication. In addition to showing the steps used to solve a problem, when students are asked to explain their thinking and why they selected a procedure or what similar mathematics they related to when solving the problem, they are using more executive function. "
Sydney Lacey

Educational Leadership:Good Teaching in Action:The Best Teachers I Have Known - 47 views

www.ascd.org/...est-Teachers-I-Have-Known.aspx

education effective teaching teachers

shared by Sydney Lacey on 17 Jun 10 - Cached
  • Sydney Lacey on 17 Jun 10
     
    One of the joys of retirement is having the time to reflect on our profession. Looking back over the 37 years I spent as an educator-20 of them as a teacher and 17 as an administrator-and reflecting on my own schooling as well, I think of the many highly effective teachers I've known. Spanning all grade levels, they engaged students in learning to the point of excitement and kindled the desire to keep on learning. So what did these teachers have in common?
Peter Beens

10 (more) ways for teachers to learn… « What Ed Said - 2 views

whatedsaid.wordpress.com/...ore-ways-for-teachers-to-learn

education list PD Inspiron

shared by Peter Beens on 05 Jun 12 - No Cached
  • Engage with teachers from different places and cultures.
  • Interact with teachers who teach other disciplines and different age groups
  • Get out of school!
  • ...7 more annotations...
  • Visit another school
  • Watch other teachers teach or present
  • Tweet from a conference
  • Interact with other people who share your passion
  • Reflect on your own learning
  • Teach teachers
  • Be open-minded
  • Peter Beens on 05 Jun 12
     
    You can't be a teacher, if you are not a learner. This week, I'm fortunate to be at an IB workshop in Chiang Mai, Thailand, training to be an IB workshop leader. Reflecting at the end of the first day, I have some ideas to add my list of ways teachers can learn…
Dana Huff

http://prezi.com/16302 - 4 views

prezi.com/16302

prezi presentation education teaching reflection resources

shared by Dana Huff on 12 Mar 09 - Cached
  • Dana Huff on 12 Mar 09
     
    Lorraine Orenchuk's great presentation about teaching and reflecting.
Matt Renwick

Minecraft Will Eat Your School - 63 views

geekdad.com/...minecraft-will-eat-school

minecraft

shared by Matt Renwick on 24 Apr 14 - No Cached
  • GeekDad: What is the magic that Minecraft adds to a classroom that any other collaborative game might not? Mikael: In a single word, engagement.
  • What schools miss is the chance for reflection to make that learning more explicit
  • Whatever schools decide to do, games will continue teaching the players.
  • Matt Renwick on 24 Apr 14
     
    "Whatever schools decide to do, games will continue teaching the players. What schools miss is the chance for reflections to make that learning more explicit."
Nigel Coutts

Reflections from Mathematics: The Greatest Show - The Learner's Way - 4 views

thelearnersway.net/...-mathematics-the-greatest-show

reflections mathematics MANSW education teaching learning

shared by Nigel Coutts on 22 Sep 19 - No Cached
  • Nigel Coutts on 22 Sep 19
     
    I have just had the opportunity to spend the weekend learning alongside a large group of mathematics teachers. After a day and a half of talking and thinking about mathematics teaching, I am excited to get back to school and try out some new ideas. There were also some key takeaways for me that I share below. These are the questions or wonderings that my mind wandered to while listening to the numerous talented speakers over the past two days.
anonymous

Living in a Story-Rich, Idea-Poor Universe - 76 views

criticaloptimist.blogspot.com/...y-rich-idea-poor-universe.html

review news youtube yawn_outside

shared by anonymous on 20 Nov 10 - No Cached
  • anonymous on 20 Nov 10
     
    Reflection of the latest teaching viral videos: Yawn outside and cheating in Florida. What does it mean to teach in the age of YouTube?
Martin Burrett

Top 10 Perks of Teaching, according to the #UKEdChat community - 11 views

ukedchat.com/...10-perks-teaching

shared by Martin Burrett on 01 Jul 19 - No Cached
  • Martin Burrett on 01 Jul 19
     
    "Despite many challenges and pressures facing the teaching profession, taking a moment to step back an appreciate some of the positives can make you appreciate the joys to behold within the classroom. As part of a #UKEdChat discussion, teachers from around the UK shared the best perks of the job, which we have summarised here to help other colleagues reflect upon. We're not really in it for the perks, are we?"
Peter Beens

Why Daydreaming Isn't a Waste of Time | MindShift - 0 views

blogs.kqed.org/...ydreaming-isnt-a-waste-of-time

education reflection daydreaming article issues

shared by Peter Beens on 05 Jun 12 - No Cached
  • Peter Beens on 05 Jun 12
     
    Parents and teachers expend a lot of energy getting kids to pay attention, concentrate, and focus on the task in front of them. What adults don't do, according to University of Southern California education professor Mary Helen Immordino-Yang, is teach children the value of the more diffuse mental activity that characterizes our inner lives: daydreaming, remembering, reflecting.
Steve Fulton

Teaching with Technology in the Middle: Diigo for Digital Writing Reflection - 189 views

stevefulton.blogspot.com/...igital-writing-reflection.html

technology teaching diigo reflection assessment

shared by Steve Fulton on 16 Apr 11 - No Cached
  • Steve Fulton on 16 Apr 11
     
    My most recent post about how I had my students use Diigo to assess thinking and learning in their blog writing.
Daryl Bambic

Be the Change. Listen. Follow-up » Edurati Review - 42 views

eduratireview.com/...be-the-change-listen-follow-up

professional_development

shared by Daryl Bambic on 09 Jun 10 - Cached
  • 1. Be the change. Leaders of professional development seem to forget that they’re actually teaching, and that part of teaching is modeling the activity you hope to see adopted. A session devoted to equipping teachers to implement more collaborative learning that is presented via “death by PowerPoint” is an oxymoron, a term originating from a Greek word appropriately meaning “pointedly foolish.” As one teacher recently expressed it, “Why does the worst teaching often happen in sessions on how to improve teaching?” Why, indeed? Modeling is a powerful teaching technique. In addition to communicating that the suggested new approach promotes learning, demonstration taps into some of the brain’s natural learning systems: This may be because demonstration actually encourages the brain to engage. Specialized neurons known as mirror neurons make practicing “in the head” possible…When a teacher repeatedly performs a sequence of steps, her students’ mirror neurons may enable their own preliminary practice of the same steps. In other words, as a teacher demonstrates a skill, students mentally rehearse it.1
  • Though we’ve been invited to lead professional development, we do not have all the answers. Professional development involves merging new research findings with current personnel—i.e., bringing ideas and people together. One way I’ve tried to do more of this recently is to ask teachers if any of them have tried something similar to a new approach I’ve explained. If any have, I invite them to share their experience. This invites elaboration, a critical cognitive process for constructing understanding. If the teacher’s experience was positive, we discuss why the approach was successful. If the teacher’s experience was frustrating, we often find together the reason for it and develop a plan for structuring it better the next time. This give-and-take values everyone, respects the experience present in the session, and allows the leader to be a colleague rather than an aloof expert.
  • 2. Listen. I have a tendency to get preoccupied with my preparation and forget that I’ll actually have people in the professional development session. Not just people but colleagues!
  • ...1 more annotation...
  • 3. Follow up. I’ve written previously about the importance of coaching and the characteristics of an effective coach. A one-time information flood is ineffective, no matter how engaging the session’s leader may be. Teachers need support as they begin to implement new ideas, methods, and approaches. Note that support, not judgement, is needed. Showing up with an evaluation form is a certain way to kill any benefit professional development might yield. Teachers are learners, and we need the time and space to try, to reflect, to try again, to get helpful feedback, and to truly master implementation. We need the opportunity to learn. Coaching provides this opportunity, along with the encouragement and feedback necessary for success.
Elizabeth Resnick

Get Over It! | Langwitches Blog - 38 views

langwitches.org/...get-over-it

technology teaching pedagogy

shared by Elizabeth Resnick on 30 May 13 - No Cached
  • Elizabeth Resnick on 30 May 13
     
    Great article on how pedagogy has shifted and the emergence of modern skills and literacies.   Dr. Gil Perl:" It's the teacher - whether new to the profession or seasoned veteran - who recognizes that the world is changing and that teachers ought to be on the forefront of understanding that change. It's the teacher who has a burning desire to learn more and do more, while being open to reflection and redirection. It's the teacher who encourages his students to take intellectual and emotional risks and models such by extending himself beyond his own comfort zone. It's the educator who embraces the idea that her job is not to teach, but to help students learn"
Glenn Hervieux

KerryHawk02: Teaching HistoryTech: Looking Back at My First Backchannel Experience - 56 views

kerryhawk02.blogspot.com/...k-at-my-first-backchannel.html

socialstudies backchanneling

shared by Glenn Hervieux on 18 Sep 13 - No Cached
  • Glenn Hervieux on 18 Sep 13
     
    Backchanneling has a lot of promise with students in many different content areas. Here is a Social Studies teacher who shared her first experience using Today's Meet as a tool for doing formative assessment and teaching critical thinking skills during a film she showed students. Check out the learning process she shares in her reflection.
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.
Bruce Gorrill

From Distraction to Engagement: Wireless Devices in the Classroom (EDUCAUSE Quarterly) ... - 55 views

www.educause.edu/...192959

Web2.0 Education teaching social media Distraction

shared by Bruce Gorrill on 03 Jan 10 - Cached
  • Bruce Gorrill on 03 Jan 10
     
    The "professor versus laptop (or other wireless access device)" issue is a false construct if we view technology-mediated learning as a social system offering many ways to alter one component and thus change the whole system. Rather than seeing distraction as a challenge, educators can see it as an opportunity to reflect upon and change the design of their entire instructional approach. Creative and innovative educators can use technology innovations to help reform teaching, similar to the way Guttenberg's press helped bring about scientific revolution and modern authorship.
Jess Hazlewood

"Where's the Writer" TETYC March 2014 - 43 views

DIIGO_FILE_HOME/1dj8a/b5ju

shared by Jess Hazlewood on 03 Sep 14 - No Cached
  • “Responders Are Taught, Not Born”
  • We contend that student writers will see greater value in peer response if they develop tools that allow them to participate more actively in the feedback process. With teaching suggestions like those above, writers can learn how to re-flect on their experiences with peer response. They can also learn to identify their needs as writers and how to ask questions that will solicit the feedback they need.
  • We like to limit each mock session to no more than seven minutes of back and forth between respondent and writer.
  • ...33 more annotations...
  • class suggests that the writer’s question
  • This becomes a teachable moment. When the respondent asks for assistance from the class, this break in the session becomes an opportunity for the class to assist the writer and the respondent. The writer appears stuck, not knowing what to ask. And the respondent appears perplexed, too.
  • we follow Carl Anderson’s suggestion to teach students how to ask questions about their writing through role-playing.
  • dynamic list that students freely update throughout the semester on the class classro
  • organize the questions within categories such as tone, content, evidence-based support, style, and logistics
  • The end result is a robust list of questions for writers to ask of their respondents.
  • in-class discussion about effective and less effective questions for writers
  • raft three to five questions they have about the assignment to ask of their peers as they prepare to write or revise their assignment. When appropriate, we can direct our students to the course text, where there are
  • : pointing, summarizing, and reflecting
  • Students’ comments often point to their struggle to position themselves in peer response.
  • “What would it take for you to be in-vested as writers in peer response?” Students’ typical responses include the following:>“I need to know what to ask.” >“I don’t know what to ask about my writing, except for things like punctua-tion and grammar.”>“Does the person reading my work really know what the assignment is? Bet-ter than I do?”>“I’m not really sure if I’m supposed to talk or ask questions when someone is giving me feedback about my work, so I don’t really do anything. They write stuff on my paper. Sometimes I read it if I can, but I don’t really know what to do with it.”
  • it is important to offer activities to ensure that both respondents and writers are able to articulate a clear purpose of what they are trying to accomplish. These activities, guided by the pedagogies used to prepare writing center consultants
  • devote more attention to the respondent than to the writer, we may unwit-tingly be encouraging writers to be bystanders, rather than active participants, in the response process.
  • , “Feedback: What Works for You and How Do You Get It?”
  • highlight the value of both giving and getting feedback:In 56 pages near the end of this book, we’ve explained all the good methods we know for getting feedback from classmates on your writing. . . . The ability to give responses to your classmates’ writing and to get their responses to your own writing may be the most important thing you learn from this book. (B
  • we question whether textbooks provide emergent writers with enough tools or explicit models to engage actively in peer response conversations.
  • While such questions are helpful to emerging writers, who depend on modeling, they lack explanation about what makes them “helpful” questions. As a result, emerging writers may perceive them as a prescriptive set of questions that must be answered (or worse, a set of questions to be “given over” to a respondent), rather than what they are intended to be: questions that could advance the writer’s thoughts and agenda.
  • this information is limited to the instructor’s manual
  • llustrates the difference be-tween vague and helpful questions, pointing out that helpful questions
  • You will need to train students to ask good questions, which will help reviewers target their attention.Questions like “How can I make this draft better?” “What grade do you think this will get?” and “What did you think?” are not helpful, as they are vague and don’t reflect anything about the writer’s own thoughts. Questions like “Am I getting off topic in the introduction when I talk about walking my sister to the corner on her first day of school?” or “Does my tone on page 3 seem harsh? I’m trying to be fair to the people who disagree with the decision I’m describing” help readers understand the writer’s purpose and will set up good conversations. (Harrington 14, emphasis added
  • uestions” when soliciting feedback (like the advice we found in many textbooks), she also provides explicit examples for doing so
  • he most explicit advice for writers about ask-ing questions and, in effect, setting up good conversations is buried in an instruc-tor’s manual for The Allyn & Bacon Guide to Writing. In thi
  • “Getting Response” chapter later in the book, they will benefit from the textbook authors’ instructions that they should in fact use questions that will help them solicit their feedback
  • dependent on what parts of the textbook they choose to read
  • point writers to a specific set of questions that they should ask of their respondents. Such instructions take a notable step toward shifting the locus of control from the respondent to helping writers engage their peers in conversation.
  • there is no mention that writers might use them for purposes of soliciting feedback.
  • we see an opportunity for modeling that is not fully realized.
  • we argue that Faigley offers respondents specific examples that empower them to actively engage the process and give feedback. We contend that emergent writers need a similar level of instruction if they are to be agents in response.
  • textbook authors offer few examples for how to get specific feedback
  • Peter Elbow and Pat Belanoff ’s first edition of A Community of Writers published in 1995, in which eleven “Sharing and Responding” techniques, d
  • we worked to understand how textbooks highlight the writer’s role in peer response.
  • We wanted to know what books tell writers about asking questions
  • lthough we do not discount the importance of teaching respondents how to give feedback, we argue that writers must also be taught how to request the feedback they desire.
  • Jess Hazlewood on 03 Sep 14
     
    Writer's role in soliciting feedback during peer edit. Suggestions for modeling and training.
Nigel Coutts

Overwhelmed by the constant pace of change - The Learner's Way - 15 views

thelearnersway.net/...by-the-constant-pace-of-change

constant change learner teaching learning

shared by Nigel Coutts on 01 Jul 18 - No Cached
  • Nigel Coutts on 01 Jul 18
     
    Teaching is undoubtedly a busy profession and one where the end of the to do list seems to be forever located in a galaxy far far away. There is always more to be done and as each item on the list is ticked off, three, four or more seem to have appeared. If we ever do get close to the end, we find ourselves reflecting on what we have achieved and the many ways in which it might be improved. 
Nigel Coutts

What if? Reflections from the ACSA Conference - The Learner's Way - 2 views

thelearnersway.net/...tions-from-the-acsa-conference

education learning collaboration teaching curriculum

shared by Nigel Coutts on 08 Oct 17 - No Cached
Colin McKay liked it
  • Nigel Coutts on 08 Oct 17
     
    Last week I spent three days thinking about curriculum and all that it means to teaching and learning thanks to the Australian Curriculum Studies Association's biannual conference. It was three days of deeply thoughtful conversation and learning with just the right mix of academic research and ideas for grounded practice straight out of innovative classrooms and schools. With keynotes by Alan Reid, Dan Haesler, Bob Lingard, Robert Randall and Jan Owen combined with Masterclasses from some of Australia's leading educators there was much on offer. The biggest challenge was deciding which workshop you would attend when every session offered such outstanding opportunities.
Dimitris Tzouris

How to Make Better Teachers «Ideas and Thoughts from an EdTech - 43 views

ideasandthoughts.org/...how-to-make-better-teachers

blogging teaching ideas thoughts

shared by Dimitris Tzouris on 23 Nov 10 - No Cached
  • Reflective Practitioner
  • Reflective Practitioner.  
  • The reflective writing has been valuable but definitely the nearly 4,000 comments have been even more of a learning experience. This is the single best professional development experience I've had.
  • ...1 more annotation...
  • Hire a teacher, give them a blog. Get them to subscribe to at least 5 other teachers in the district as well as 5 other great teachers from around the globe. Have their principal and a few central office people to subscribe to the blog and 5 other teachers as well. Require them to write at least once a week on their practice. Get conversations going right from the get go. Watch teachers get better.
Nigel Coutts

Reflections on a service trip to Fiji - The Learner's Way - 4 views

thelearnersway.net/...ions-on-a-service-trip-to-fiji

reflections Fiji tools learning collaboration teaching

shared by Nigel Coutts on 09 Jul 17 - No Cached
  • Nigel Coutts on 09 Jul 17
     
    Recently I left the cold and dark of a Sydney winter and journeyed north to the warmer climate of Fiji. A jewel dropped in the warm waters of the Pacific, Fiji is a popular holiday destination for those looking for a tropical escape. This trip was very different from the norm. There would be no resorts, no five-star dining and my company was to be a group of 24 Year Nine students. It was to be a journey full of learning and insights into the challenges facing education. 
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