Group items tagged

He saw testing and "the holes in testing for memorization"

as a problem to study for life

The most important and comprehensive curriculum experiment ever carried on in the United States..."

This methodology engages the student in a number of projects. The projects he defined as "a purposeful activity carried to completion in a natural setting

most famous work was his "little" book Basic Principles of Curriculum and Instruction

What educational purposes should the school seek to attain? How can learning experiences be selected which are likely to be useful in attaining these objectives? How can learning experiences be organized for effective instruction? How can the effectiveness of learning experiences be evaluated?

The fifth and final section describes "How a school or College staff may work on curriculum building."

do not have clearly defined purposes

1. Establish broad goals or objectives.2. Classify the goals or objectives.3. Define objectives in behavioral terms.4. Find situations in which achievement if objectives can be shown.5. Develop or select measurement techniques.6. Collect performance data.7. Compare performance data with behaviorally stated objectives.

education as "an active process

It involves the active efforts of the learner himself."

The first of these was through direct instruction

Tyler's greatest gift to the field of education was the development of an objectives-based evaluation model.

"the father of behavioral objectives.

When reading a paper book, one can feel the paper and ink and smooth or fold a page with one's fingers; the pages make a distinctive sound when turned; and underlining or highlighting a sentence with ink permanently alters the paper's chemistry.

discernible size, shape and weight.

Although many old and recent studies conclude that people understand what they read on paper more thoroughly than what they read on screens, the differences are often small. Some experiments, however, suggest that researchers should look not just at immediate reading comprehension, but also at long-term memory.

When taking the quiz, volunteers who had read study material on a monitor relied much more on remembering than on knowing, whereas students who read on paper depended equally on remembering and knowing.

E-ink is easy on the eyes because it reflects ambient light just like a paper book, but computer screens, smartphones and tablets like the iPad shine light directly into people's faces.

the American Optometric Association officially recognizes computer vision syndrome.

People who took the test on a computer scored lower and reported higher levels of stress and tiredness than people who completed it on paper.

Although people in both groups performed equally well on the READ test, those who had to scroll through the continuous text did not do as well on the attention and working-memory tests.

Subconsciously, many people may think of reading on a computer or tablet as a less serious affair than reading on paper. Based on a detailed 2005 survey of 113 people in northern California, Ziming Liu of San Jose State University concluded that people reading on screens take a lot of shortcuts—they spend more time browsing, scanning and hunting for keywords compared with people reading on paper, and are more likely to read a document once, and only once.

When reading on screens, people seem less inclined to engage in what psychologists call metacognitive learning regulation—strategies such as setting specific goals, rereading difficult sections and checking how much one has understood along the way

Perhaps she and her peers will grow up without the subtle bias against screens that seems to lurk in the minds of older generations.

They think of using an e-book, not owning an e-book,"

Participants in her studies say that when they really like an electronic book, they go out and get the paper version.

When it comes to intensively reading long pieces of plain text, paper and ink may still have the advantage. But text is not the only way to read.

Users create memorable and mentally engaging videos by inserting pictures, videos, and text into a template video style.

slideshows, videos, or animated collages.

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.

asked what they had learned from the experience, and especially what they had noticed about the text that they hadn’t perceived before

Engagement with objects.

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.

Clark started an online fundraiser to pay for bikes. He raised more than $10,000, and neighbors donated dozens of bikes and helmets for the rides.

She couldn’t be sure whether her kids were uninterested or whether they lacked the necessary pens, paper and crayons at home.

He decided he would take his students on socially distanced bike rides across the city. “It was a leap of faith. I got extremely nervous. I was trying to find a way to connect with kids,” Clark said.

her young students are musical detectives, in search of learning. She teaches most grade levels and the school chorus.

t he’s found other ways to keep his students engaged and cycling the city. He invited students to a weekly entrepreneurship class for which they rode their bikes uptown from Dunbar to the gym where Clark works, Sweat DC. The students met with the owner of the gym and the owners of a nearby bar, Hook Hall, and the bagel shop Call Your Mother Deli to learn what it takes to run a business.

She wanted them to create their own composition, their own snowy-day song.

When Clark wanted to teach them about resilience, he took them through the hilly streets of Georgetown.

In lessons for older students, some days there were makeshift drums involved or recorders that students had taken home.

she was able to use the treehouse as a key part of her lessons.

She lugged a bookshelf, desk and heater into the 5-by-7-foot space, and ran an Ethernet cable from the house so she’d have Internet.

before climbing into what passes for her classroom in 2020: her daughters’ decade-old treehouse.

So as one class studied architecture this fall, Daney, 54, encouraged them to walk in their neighborhood to take photos of houses of different styles: ranch, colonial, Victorian.

nd he stuck with his usual method of helping students learn about the design process, asking them to prepare a meal. They started with ideas and research, made a plan, carried it out and evaluated it. The result: soups and pastas and pastries.

Kids need connection, he said. “I think they’re starving for conversation,” including with adults.

In fifth grade, students are expected to learn how to add, subtract, multiply and divide with whole numbers, decimals and fractions. Through a computer application the students have, they can program the robot to move a certain distance, stop, maybe even turn.

With learning all-virtual, he packs a big Ziploc bag — for each student, each quarter — with things like fishing line, foam board, pipecleaners, magnets, Popsicle sticks and rubber bands. Whatever they will need for their projects.

And a lot of the math is a little sneaky. They think they are trying to get the robot to move, when they are actually measuring the angles to get it to move.”  

Others complete their math problems directly on the computer, which can lead to some troubles as they try to show their work.

When Kristin Gavaza interviewed for the music teacher position at Dorothy I. Height Elementary in the summer, she told the principal she had some ideas for how to create a festive concert while students were scattered and learning from home.