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Nigel Coutts

Assessment and Learning - 73 views

thelearnersway.net/...assessment-and-learning

reflection assessment learning

shared by Nigel Coutts on 26 Apr 15 - No Cached
  • Nigel Coutts on 26 Apr 15
     
    Assessment is an essential component of the teaching and learning cycle but sadly it is one that is often misunderstood. If we are to have any hope of getting it right we must begin with a sound understanding of what we hope to achieve, what is being assessed, who is being assessed and what will be done once the results are available.
Ian Woods

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 77 views

www.ascilite.org.au/...drexler.html

shared by Ian Woods on 26 Sep 10 - Cached
  • Web application(networked studentcomponent) Tool usedin test case Student activitylevel of structure Social bookmarking (RSS) Delicioushttp://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alerthttp://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Readerhttp://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Bloggerhttp://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholarhttp://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesUhttp://www.apple.com/itunes/whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skypehttp://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernotehttp://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaceshttp://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page. The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met. Figure 3: Personal web page compiles learning tools
  • Table 2: Personal learning environment toolset Web application (networked student component) Tool used in test case Student activity level of structure Social bookmarking (RSS) Delicious http://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alert http://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Reader http://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Blogger http://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholar http://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesU http://www.apple.com/itunes/ whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skype http://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernote http://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaces http://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page.
  • The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met.
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  • AssessmentThere were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content. Points were earned for meeting the following requirements: Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day. At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above. The student's ability to synthesise the research was further evaluated with a reflective essay. Writing shapes thinking (Langer & Applebee, 1987), and the essay requirement was one more avenue through which the students demonstrated higher order learning. The personal blog provided an opportunity for regular reflection during the course of the project. The essay was the culmination of the reflections along with a thoughtful synthesis of the learning experience. Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned. The essay provided an overview of everything learned about the contemporary issue. It was well organised, detailed, and long enough to serve as a resource for others who wished to learn from the work. As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure. The purpose of this activity was to give the students an additional opportunity to share and learn from each other. Creativity is considered a key 21st century skill (Partnership for 21st Century Skills, 2009). A number of emerging web applications support the academic creative process. Students in this project used web tools to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page. Analysis and assessment of student work was facilitated by the very technologies in use by the students. In order to follow their progress, the teacher simply subscribed to student social bookmarking accounts, readers, and blogs. Clicking through daily contributions was relatively quick and efficient.
  • Carole Redline on 27 Sep 10
     
    Scholarly and important but also practical. Scroll down for an incredible chart of ideas that challenges older students to take charge of their own learning.
Mark Swartz

Role and Function of Theory in Online Education Development and Delivery - 3 views

cde.athabascau.ca/...ch1.html

learning theory elearning teaching onlinelearning

shared by Mark Swartz on 01 May 11 - Cached
  • According to Bonk and Reynolds (1997), to promote higher-order thinking on the Web, online learning must create challenging activities that enable learners to link new information to old, acquire meaningful knowledge, and use their metacognitive abilities; hence, it is the instructional strategy and not the technology tha
  • According to Bonk and Reynolds (1997), to promote higher-order thinking on the Web, online learning must create challenging activities that enable learners to link new information to old, acquire meaningful knowledge, and use their metacognitive abilities; hence, it is the instructional strategy and not the technology that influences the quality of learning.
  • However, it is not the computer per se that makes students learn, but the design of the real-life models and simulations, and the students' interaction with those models and simulations. The computer is merely the vehicle that provides the processing capability and delivers the instruction to learners (Clark, 2001).
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  • Online learning allows for flexibility of access, from anywhere and usually at anytime—essentially, it allows participants to collapse time and space (Cole, 2000)—however, the learning materials must be designed properly to engage the learner and promote learning.
  • Cognitive psychology claims that learning involves the use of memory, motivation, and thinking, and that reflection plays an important part in learning.
  • The development of effective online learning materials should be based on proven and sound learning theories.
  • Early computer learning systems were designed based on a behaviorist approach to learning. The behaviorist school of thought, influenced by Thorndike (1913), Pavlov (1927), and Skinner (1974), postulates that learning is a change in observable behavior caused by external stimuli in the environment (Skinner, 1974).
  • Therefore, before any learning materials are developed, educators must, tacitly or explicitly, know the principles of learning and how students learn.
  • Constructivist theorists claim that learners interpret information and the world according to their personal reality, and that they learn by observation, processing, and interpretation, and then personalize the information into personal knowledge (Cooper, 1993; Wilson, 1997).
  • The design of online learning materials can include principles from all three. According to Ertmer and Newby (1993), the three schools of thought can in fact be used as a taxonomy for learning. Behaviorists' strategies can be used to teach the “what” (facts), cognitive strategies can be used to teach the “how” (processes and principles), and constructivist strategies can be used to teach the “why” (higher level thinking that promotes personal meaning and situated and contextual learning).
  • The behaviorist school sees the mind as a “black box,” in the sense that a response to a stimulus can be observed quantitatively, totally ignoring the effect of thought processes occurring in the mind.
  • Learners should be told the explicit outcomes of the learning so that they can set expectations and can judge for themselves whether or not they have achieved the outcome of the online lesson. 2.  Learners must be tested to determine whether or not they have achieved the learning outcome. Online testing or other forms of testing and assessment should be integrated into the learning sequence to check the learner's achievement level and to provide appropriate feedback. 3.  Learning materials must be sequenced appropriately to promote learning. The sequencing could take the form of simple to complex, known to unknown, and knowledge to application. 4.  Learners must be provided with feedback so that they can monitor how they are doing and take corrective action if required.
  • Cognitivists see learning as an internal process that involves memory, thinking, reflection, abstraction, motivation, and meta-cognition.
  • Online instruction must use strategies to allow learners to attend to the learning materials so that they can be transferred from the senses to the sensory store and then to working memory.
  • Online learning strategies must present the materials and use strategies to enable students to process the materials efficiently.
  • information should be organized or chunked in pieces of appropriate size to facilitate processing.
  • Use advance organizers to activate an existing cognitive structure or to provide the information to incorporate the details of the lesson (Ausubel, 1960).
  • Use pre-instructional questions to set expectations and to activate the learners' existing knowledge structure.
  • Use prerequisite test questions to activate the prerequisite knowledge structure required for learning the new materials.
  • To facilitate deep processing, learners should be asked to generate the information maps during the learning process or as a summary activity after the lesson (Bonk & Reynolds, 1997).
  • The cognitive school recognizes the importance of individual differences, and of including a variety of learning strategies in online instruction to accommodate those differences
  • The Kolb Learning Style Inventory (LSI) (Kolb, 1984) looks at how learners perceive and process information, whereas the Myers-Briggs Type Indicator (Myers, 1978) uses dichotomous scales to measure extroversion versus introversion, sensing versus intuition, thinking versus feeling, and judging versus perception. In the following discussion, we consider the Kolb Learning Style Inventory.
  • Attention: Capture the learners' attention at the start of the lesson and maintain it throughout the lesson. The online learning materials must include an activity at the start of the learning session to connect with the learners. Relevance: Inform learners of the importance of the lesson and how taking the lesson could benefit them. Strategies could include describing how learners will benefit from taking the lesson, and how they can use what they learn in real-life situations. This strategy helps to contextualize the learning and make it more meaningful, thereby maintaining interest throughout the learning session. Confidence: Use strategies such as designing for success and informing learners of the lesson expectations. Design for success by sequencing from simple to complex, or known to unknown, and use a competency-based approach where learners are given the opportunity to use different strategies to complete the lesson. Inform learners of the lesson outcome and provide ongoing encouragement to complete the lesson. Satisfaction: Provide feedback on performance and allow learners to apply what they learn in real-life situations. Learners like to know how they are doing, and they like to contextualize what they are learning by applying the information in real life.
  • Online strategies that facilitate the transfer of learning should be used to encourage application in different and real-life situations.
  • Constructivists see learners as being active rather than passive.
  • it is the individual learner's interpretation and processing of what is received through the senses that creates knowledge.
  • “the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one's experience in order to guide future action” (p. 12).
  • Learning should be an active process. Keeping learners active doing meaningful activities results in high-level processing, which facilitates the creation of personalized meaning. Asking learners to apply the information in a practical situation is an active process, and facilitates personal interpretation and relevance.
  • Learners should construct their own knowledge rather than accepting that given by the instructor.
  • Collaborative and cooperative learning should be encouraged to facilitate constructivist learning (H
  • When assigning learners for group work, membership should be based on the expertise level and learning style of individual group members, so that individual team members can benefit from one another's strengths.
  •   Learners should be given control of the learning process
  • Learners should be given time and opportunity to reflect.
  • Learning should be made meaningful for learners. The learning materials should include examples that relate to students, so that they can make sense of the information.
  • Learning should be interactive to promote higher-level learning and social presence, and to help develop personal meaning. According to Heinich et al. (2002), learning is the development of new knowledge, skills, and attitudes as the learner interacts with information and the environment. Interaction is also critical to creating a sense of presence and a sense of community for online learners, and to promoting transformational learning (Murphy & Cifuentes, 2001). Learners receive the learning materials through the technology, process the information, and then personalize and contextualize the information.
  • Figure 1-6. Components of effective online learning.
  • Behaviorist strategies can be used to teach the facts (what); cognitivist strategies to teach the principles and processes (how); and constructivist strategies to teach the real-life and personal applications and contextual learning. There is a shift toward constructive learning, in which learners are given the opportunity to construct their own meaning from the information presented during the online sessions. The use of learning objects to promote flexibility and reuse of online materials to meet the needs of individual learners will become more common in the future. Online learning materials will be designed in small coherent segments, so that they can be redesigned for different learners and different contexts. Finally, online learning will be increasingly diverse to respond to different learning cultures, styles, and motivations.
  • Online instruction occurs when learners use the Web to go through the sequence of instruction, to complete the learning activities, and to achieve learning outcomes and objectives (Ally, 2002; Ritchie & Hoffman, 1997).
  • Mark Swartz on 01 May 11
     
    From:  FOUNDATIONS OF EDUCATIONAL THEORY FOR ONLINE LEARNING
Adam Babcock

The Free Learning Library - English Companion Ning - 102 views

englishcompanion.ning.com/...theecnttmsfreelearninglibrary

lessonplans graphicorganizers english teaching education assessment

shared by Adam Babcock on 06 Mar 11 - No Cached
  • Adam Babcock on 06 Mar 11
     
    The Free Learning Library is proud to offer the complete digital library of Teaching That Matters to all its members for free. This special ECN Edition of the library, which includes links back to the ECN, is free to use in all schools and classrooms thanks to the generous donation of these materials by Steve Peha from Teaching That Makes Sense. Please click on the document link below to learn more about this new partnership between the EC Ning and Teaching That Makes Sense.
Matt Claxon

Moving beyond technology in designing online learning - 70 views

www.tonybates.ca/...y-in-designing-online-learning

effective teaching screencast designing online learning

shared by Matt Claxon on 09 Feb 15 - No Cached
  • Some loved them, some hated them, and few were indifferent.
    • Matt Claxon
      Matt Claxon on 09 Feb 15
       
      This is just like my students with the screencasts.  Look for a way to give the TV-haters more options and relevant learning media.
  • At the time (and for many years afterwards) researchers such as Richard Clark (1983) argued that ‘proper’, scientific research showed no significant difference between the use of different media. In particular, there were no differences between classroom teaching and other media such as television or radio or satellite. Even today, we are getting similar findings regarding online learning (e.g. Means et al., 2010).
  • different media can be used to assist learners to learn in different ways and achieve different outcomes. In a sense, researchers such as Clark were right: the teaching methods matter, but different media can more easily support different ways of teaching than others
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  • Thus requiring the television program to be judged by the same assessment methods as for the classroom lecture unfairly measures the potential value of the TV program. In this example, it may be better to use both methods: didactic teaching to teach understanding, then a documentary approach to apply that understanding. (Note that a television program could do both, but the classroom lecture could not.)
  • many media are better than one.
  • The use of different media also allows for more individualization and personalization of the learning, better suiting learners with different learning styles and needs.
  • technology on its own does not lead to the transfer of meaning.
  • This of course is what we do with technology in education. We try either to incorporate new technology into old formats, as with clickers and lecture capture, or we try to create the classroom in virtual space, as we do with learning management systems. What we are still developing but not yet clearly recognizing are formats, symbols systems and organizational structures that exploit the unique characteristics of the Internet as a medium.
  • Given the need to create and interpret meaning when using media, trying to use computers to replace or substitute for humans in the education process is likely to be a major mistake, at least until computers have much greater facility to recognize, understand and apply semantics, value systems, and organizational factors,
  • it is equally a mistake to rely only on the symbol systems, cultural values and organizational structures of classroom teaching as the means of judging the effectiveness or appropriateness of the Internet as an educational medium.
  • Matt Claxon on 09 Feb 15
     
    Defines the difference between technology and media and provides information (based on academic experience) about how to most effectively create online lessons and media.
Mr. Eason

Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenge... - 119 views

www.ascd.org/...lls@-The-Challenges-Ahead.aspx

21stcenturyskills teaching

shared by Mr. Eason on 11 May 12 - Cached
  • the skills students need in the 21st century are not new.
  • Critical thinking and problem solving, for example, have been components of human progress throughout history
  • What's actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills
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  • Many reform efforts, from reducing class size to improving reading instruction, have devolved into fads or been implemented with weak fidelity to their core intent. The 21st century skills movement faces the same risk.
  • some of the rhetoric we have heard surrounding this movement suggests that with so much new knowledge being created, content no longer matters; that ways of knowing information are now much more important than information itself. Such notions contradict what we know about teaching and learning and raise concerns that the 21st century skills movement will end up being a weak intervention for the very students—low-income students and students of color—who most need powerful schools as a matter of social equity.
  • First, educators and policymakers must ensure that the instructional program is complete and that content is not shortchanged for an ephemeral pursuit of skills
  • Second, states, school districts, and schools need to revamp how they think about human capital in education—in particular how teachers are trained
  • inally, we need new assessments that can accurately measure richer learning and more complex tasks
  • Skills and knowledge are not separate, however, but intertwined.
  • In some cases, knowledge helps us recognize the underlying structure of a problem.
  • At other times, we know that we have a particular thinking skill, but domain knowledge is necessary if we are to use it.
  • if skills are independent of content, we could reasonably conclude that we can develop these skills through the use of any content. For example, if students can learn how to think critically about science in the context of any scientific material, a teacher should select content that will engage students (for instance, the chemistry of candy), even if that content is not central to the field. But all content is not equally important to mathematics, or to science, or to literature. To think critically, students need the knowledge that is central to the domain.
  • The importance of content in the development of thinking creates several challenges
  • first is the temptation to emphasize advanced, conceptual thinking too early in training
  • 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.
  • 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.
  • We must plan to teach skills in the context of particular content knowledge and to treat both as equally important.
  • education leaders must be realistic about which skills are teachable. If we deem that such skills as collaboration and self-direction are essential, we should launch a concerted effort to study how they can be taught effectively rather than blithely assume that mandating their teaching will result in students learning them.
  • teachers don't use them.
  • Even when class sizes are reduced, teachers do not change their teaching strategies or use these student-centered method
  • these methods pose classroom management problems for teachers.
  • These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make in-the-moment decisions as the lesson plan progresses.
  • constant juggling act
  • greater collaboration among teachers.
  • But where will schools find the release time for such collaboration?
  • professional development is a massive undertaking.
  • Unfortunately, there is a widespread belief that teachers already know how to do this if only we could unleash them from today's stifling standards and accountability metrics. This notion romanticizes student-centered methods, underestimates the challenge of implementing such methods, and ignores the lack of capacity in the field today.
  • The first challenge is the cost.
  • measures that encourage greater creativity, show how students arrived at answers, and even allow for collaboration.
  • When students first encounter new ideas, their knowledge is shallow and their understanding is bound to specific examples. They need exposure to varied examples before their understanding of a concept becomes more abstract and they can successfully apply that understanding to novel situations.
Florence Dujardin

Embedding academic writing instruction into subject teaching: A case study - 0 views

alh.sagepub.com/...69.short

writing EAP feedback

shared by Florence Dujardin on 01 Apr 11 - No Cached
  • Florence Dujardin on 01 Apr 11
     
    The benefits of embedding the teaching of writing into the curriculum have been advocated by educators and researchers. However, there is currently little evidence of embedded writing instruction in the UK's higher education context. In this article, we present a case study in which we report the design, implementation and evaluation of an academic writing intervention with first-year undergraduate students in an applied linguistics programme. Our objectives were to try a combination of embedded instructional methods and provide an example that can be followed by lecturers across disciplines and institutions. Through the integration of in-class and online writing tasks and assessment feedback in a first-term module, we supported students' writing development throughout the first term. We evaluated the effects of the intervention through the analysis of notes on classroom interaction, a student questionnaire and interviews, and a text analysis of students' writing and the feedback comments over time. The evaluation findings provide insights into the feasibility and effectiveness of this approach. The embedded writing instruction was perceived as useful by both students and teachers. The assessment feedback, whilst being the most work-intensive method for the teachers, was valued most by the students and led to substantial improvements in the writing of some. These findings suggest that embedded writing instruction could be usefully applied in other higher education contexts.
Roland Gesthuizen

Classroom Management - cheating | CLASSROOM MANAGEMENT FOR TEACHING TEENAGERS - 64 views

bethebestteacher.com/...cheating

cheating plagiarism behaviour classroommanagement teaching education

shared by Roland Gesthuizen on 12 Sep 12 - No Cached
  • Roland Gesthuizen on 12 Sep 12
     
    "if you do not aggressively deal with cheating your students will lose respect for you and what you are teaching.  Cheating will happen, and you must be prepared to deal with it. Worse yet, though, is that when a teacher sees a student cheat, it often forever taints his impression of the child. Before talking about how to deal with cheating, it might be useful to put it in a reasonable context."
  • Trevor Cunningham on 16 Sep 12
     
    Swift and draconian teaches one thing: don't get caught. They know they're not supposed to cheat and, largely, why. Although I will agree with the point regarding a lack of intrinsic value in rules for teenagers. However, there is no reason we can't try to begin developing a sense of genuine effort for ones own gain. Authentic assessment is a much more productive approach to reducing cheating behaviors. Good scaffolding and levels of feedback on research projects discourage academic dishonesty simply due to the attention the work receives. Kids cheat because they think they can get away with it. Why? Because objective assessments make it easy? Because teachers don't pay enough attention to the work? If we, as professionals, model a means of making work easier for us, how can we blame the kids for following our lead?
Peter Beens

Free Teaching Resources, Tools, & Lesson Plans - Intel Education - 41 views

www.intel.com/teachers

Intel education TEJ TEJxx

shared by Peter Beens on 21 Nov 10 - Cached
  • Peter Beens on 21 Nov 10
     
    Intel offers free, easily integrated tools and teaching resources to support collaborative student-centered learning. Our online thinking tools provide active learning places where students can engage in robust discussions, analyze complex information, pursue investigations, and solve problems. You'll also find teaching resources such as exemplary lesson plans, assessment strategies, and technology-enriched project ideas for all K-12 subjects. Developed by educators, these free tools and resources support 21st century learning, with project-based approaches in the classroom.
teacherboyle

EduCore - Tools for Teaching the Common Core - ASCD - 74 views

educore.ascd.org

common core resources ccss

shared by teacherboyle on 06 Sep 12 - No Cached
  • teacherboyle on 06 Sep 12
     
    the tools, and add notes. Register Now Learn how to implement instructional resources that support the use of formative assessments in the secondary math classroom, as well as design your own literacy template tasks that create high-quality and engaging student assignments. The EduCore platform is specifically dedicated to providing secondary teachers with high-quality teaching and learning resources aligned to the Common Core. The Math and Literacy Tools on this site have been designed with you, the teacher, and your students in mind. Strong Student-Teacher Relationships Within the Common Core, students and teachers become partners in the teaching and learning process. 123
Nigel Coutts

What do we need to know? - The Learner's Way - 30 views

thelearnersway.net/...what-do-we-need-to-know

education teaching learning

shared by Nigel Coutts on 09 Apr 17 - No Cached
  • Nigel Coutts on 09 Apr 17
     
    I keep circling back to this question of what do we need to know, or to learn. It comes up so often in conversations around education and is closely connected to what we hope to achieve for our students. It is a question whose answer shapes not only what we teach but how we teach and what we assess. It strikes at the heart of how we perceive the role of education in society and the way we answer it reveals much about our personal philosophy of education. 
Nigel Coutts

Local Wisdom versus Global Assessments - The Learner's Way - 7 views

thelearnersway.net/...sdom-versus-global-assessments

local wisdom assessments learner education teaching collaboration

shared by Nigel Coutts on 05 May 19 - No Cached
  • Nigel Coutts on 05 May 19
     
    A significant shift continues to occur within global education markets. It is signified by the manner in which it makes sense to speak of a global education market. It is driven by neo-liberalism and the expansion of markets into all aspects of our lives and it is made possible by manipulation of the third messaging system within the educational triad of curriculum, pedagogy and assessment. It is a drive towards accountable, comparable and productive education systems fine-tuned to maximise the return on investment and provide industry with the workforce it desires. What must be asked is how does this trend impact students and are these the forces that should be driving change in our education systems?
Sirkku Nikamaa-Linder

CBI: We must drive change through a culture of expectation - 1 views

www.cbi.org.uk/...rough-a-culture-of-expectation

CBI report

shared by Sirkku Nikamaa-Linder on 22 Nov 12 - No Cached
    • Sirkku Nikamaa-Linder
      Sirkku Nikamaa-Linder on 22 Nov 12
       
      Less testing!
  • There is a risk that the mistakes of the past – both teaching to the test by schools and micro-management of the school system through the means of exams and league tables – may be repeated in the EBC.
  • nternational evidence from high-performing education systems suggests more formative assessment during schooling would be beneficial
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  • But an over-reliance on summative assessment can distort the quality of education by becoming the dominant focus of school activity.
  • Removal of the currently over-specified and repetitive national curriculum from primary schools in favour of clearly defined goals on literacy, numeracy, science and computer science.
  • more stretching
  • judged by Ofsted
  • Move the focus of our exam system to 18 and develop clearly rigorous and stretching standards for both academic and vocational A-levels, with maths and English retained until 18 for both
  • A study
  • should be commissioned to advise on the right balance of timing and the optimal mix between formative and summative assessment
  • Sirkku Nikamaa-Linder on 22 Nov 12
     
    " improve teaching and curriculum flexibility to effectively deliver core learning in ways which engage young people"
Thieme Hennis

The Teaching and Learning Foundations of MOOCs - 24 views

theconversation.com/ing-foundations-of-moocs-14644

mooc learning theory teaching research reference

shared by Thieme Hennis on 06 Jul 13 - No Cached
  • The pedagogical benefits of these characteristics of MOOCs translated into: the effectiveness of online learning, retrieval learning, mastery learning, enhanced learning through peer and self-assessment, enhanced attention and focus due to “chunking” content into small packages and finally peer assistance, or out-of-band learning.
  • When it comes to peer and self-assessment, there is general agreement that it is an effective means of marking. Assignments that are peer or self-assessed agree closely to those marked by instructors and tutors.
  • Overall, the evidence is that there is no reason to believe that MOOCs provide any less a valid learning experience than face-to-face courses. In many ways, they are simply a restatement of online learning environments which are optimised for large class sizes and modes of learning suited to todays digital milieu. When used for students enrolled in a university degree, they are usually combined with on-campus learning opportunities in a “flipped-classroom” style of presentation which brings the advantages of both environments.
  • ...1 more annotation...
  • What is exciting about the MOOC environment is that it will provide a rich opportunity to gather data that will tell us what does and doesn’t work and how students learn most effectively in as engaging an environment as can be provided. This will almost certainly mean that the current MOOC format will evolve rapidly over time as it is driven by this research supported by real data.
  • Thieme Hennis on 06 Jul 13
     
    MOOC research - pedagogical notions, and scientific outcomes regarding the effectiveness of MOOCs
Martin Leicht

Distracted Minds: Why You Should Teach Like a Poet - 4 views

www.chronicle.com/...y-you-should-teach-like-a-poet

education higher ed students engagement focus build zoom learning

shared by Martin Leicht on 11 Jan 21 - No Cached
  • Routine is a great deadener of attention.
  • When you follow the same routines at home, folding the laundry or doing the dishes, your mind goes on automatic pilot.
  • same generic suite of teaching activities: listen to a lecture, take notes, ask some questions, talk in groups.
  • ...17 more annotations...
  • Be astonished.
  • Pay attention.
  • Through the creative turns of language they use to describe the world and our experiences, the familiar becomes unfamiliar again, and we discover in the everyday world fresh food for insight and reflection.
  • We want them to pay attention to course content, to be astonished by what they find there, and to report back to us and the world what they have discovered.
  • Find an everyday object that connects to your discipline, or a photograph or image that accompanies an article or book in your field.
  • Close — and I mean really close — reading.
  • in which practitioners slowly read the sacred scriptures of Judaism aloud to one another, pausing and discussing and questioning at every turn.
  • Tell about it.
  • asked what they had learned from the experience, and especially what they had noticed about the text that they hadn’t perceived before
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      Metacognition exercise of sorts?
  • Engagement with objects.
  • pointed out anomalies and inconsistencies, and wondered
  • What? For the first step, students spend time just observing the object and taking notes.
  • So what? Students write down questions based on their observations and share them with one another.
  • Now what? The final stage shifts into more whole-class and teacher-centered discussion
  • Attention through assessments.
  • For 13 consecutive weeks, she asked students to leave the campus and make a visit to the nearby Worcester Art Museum in order to spend time in front of the same work of art.
  • As they learned to train their attention on a work of art, their attention brought them insights. They saw more clearly, developed new ideas, and wrote creatively about what they observed.
  • Martin Leicht on 11 Jan 21
     
    Could some or all of this work online to build engagement? 1) close reading 2) engage with objects 3) attention through assessments
Mark Gleeson

Standardised testing - Who's at fault? System, teacher or student? Pt 2 Teacher/Student - 0 views

mgleeson.edublogs.org/...her-or-student-pt-1-the-system

testing thinking

shared by Mark Gleeson on 28 Feb 13 - No Cached
  • Mark Gleeson on 28 Feb 13
     
    So while it is an exaggerated work of fiction, lets look to Miss Bonkers and the school in Diffendoofer for guidance. Yes we need standardised testing to check progress and assess learning. Yes we need to see if our students are performing to a standard that is accepted across the country. But we do not have to teach the content of a test or how to take a test. We need to teach them how to THINK.
Jeremy Brueck

Closing in on Close Reading - 73 views

www.ascd.org/...osing-in-on-Close-Reading.aspx

Common Education reading literacy ELA Common Core CommonCore Close reading close_reading closereading

shared by Jeremy Brueck on 26 Jul 13 - No Cached
  • close reading means reading to uncover layers of meaning that lead to deep comprehension.
  • Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately.
  • If reading closely is the most effective way to achieve deep comprehension, then that's how we should teach students to read.
  • ...7 more annotations...
  • But the teaching of reading veered significantly off track when those personal connections (also well represented on some high-stakes state assessments) began to dominate the teaching and testing of comprehension, often leaving the text itself a distant memory.
  • the shift to teaching reading as a set of thinking strategies too often left readers with the notion that the text was simply a launching point for their musings, images that popped into their heads, and random questions that, in the end, did little to enhance their understanding of the text itself.
  • examining meaning thoroughly and analytically
  • directing attention to the text, central ideas, and supporting details
  • reflecting on meanings of individual words and sentences
  • developing ideas over the course of the text
  • The best thinkers do monitor and assess their thinking, but in the context of processing the thinking of others (Paul & Elder, 2008)
  • kari schack on 26 Jul 13
     
    Close Reading
oregonjon

The High Cost of Neuromyths in Education | Edutopia - 50 views

www.edutopia.org/...myths-in-education-judy-willis

education edutopia neuroscience brain research pli personalized learning differentiation critical thinking myths

shared by oregonjon on 04 Feb 15 - No Cached
  • oregonjon on 04 Feb 15
     
    Learning Styles, Left Brain/Right Brain, and 10% are myths that we need to stop using to guide our teaching. They don't help, and they probably waste money and effort that could be used on things that actually help. You know, like good teaching (pre-assessment, goal-setting, differentiation, and keeping learners in their ZPD).
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