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in title, tags, annotations or url9 Questions and Answers About science teaching - 40 views
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9. In a post, you argue that the inquiry science teaching cannot flourish with common standards. What is an alternative solution? That's right. We do not need a set of Common Core Standards. I am sure that the teachers in your high school are more capable of determining the curriculum for your classmates than any national committee assembled by the most prestigious organizations in the country. Education needs to decentralized, not centralized. There are more than 15,000 school districts in the United States. Do you think that one set of standards would meet the needs of these 15, 000 school districts.
FILLING THE TOOL BOX - 158 views
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As one of the primary goals of education is to develop autonomous but interdependent thinkers, students deserve frequent opportunities to shape and direct classroom inquiry. To fuel this inquiry, it is also essential that we validate the importance of curiosity in the process of learning. While curiosity may have killed the cat, there is no reason for us to kill curiosity
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Critical to all of these activities, however, is some kind of guided practice in how to think through such questions.
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" Most of the strategies described below have been developed and tested by teachers in Princeton, Madison and elsewhere. They are offered as practical, effective activities that help shift the focus of classrooms from teacher orchestrated mastery and memory of information to student processing of information to create understanding and improve problem-solving."
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Some great ways to stop killing curiosity and stimulate questioning in science and technology. An oldie but a goodie.
Thinking in the Wild - Thinking routines beyond the classroom - The Learner's Way - 21 views
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Despite this being a 'thinking' conference, despite us all being advocates for structured and scaffolded models of thinking, not one group had applied any thinking routines, utilised a collaborative planning protocol or talked about applying an inquiry model or design thinking cycle. It wasn't that we didn't know about them. It wasn't that we don't know how to use them. It wasn't that we don't value them. We had all the knowledge we could desire on the how to and the why of a broad set of thinking tools and anyone of these would have enhanced the process, but we did not use any of them. Why was this the case and what does this reveal about our teaching of these methods to our students?
Guided Inquiry - 12 views
Education World: Are You a Techno-Constructivist? - 33 views
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not only complements instruction but redefines it.
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This statement encompasses what I am trying to achieve in this resource design assessment. It also clearly links to the SMAR model of best ICT use in education, by implementing learning experience with technology that 'redefines' the activity. Meaning the activity is something that could not be done without the technology used.
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help children build on their own experiences, construct their own meanings, create products, and solve problems successfully.
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long-term problem-solving and product-generating tasks
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In my resource design students will take part in a long term water sustainability project. A website will assist them in attaining access to multiple resources, communication with the outerworld (blogging) and creating products such as videos, visuals etc.
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How are you helping your students to connect to the outside world? Are they having dialogues with others?
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Kentucky Department of Education : Attributes of a Standards Based Unit of Study - 0 views
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Proposes essential questions that address selected content strands, promote students' thinking, result in active application of learning, and draw attention to the relevance of learning in students' lives
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Contains authentic assessments that include appropriate writing tasks (i.e., open response, on-demand, and portfolio-appropriate writing tasks) that reflect the identified content and performance standards and essential questions
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eal-world understanding and lifelong application of learning incl
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The Best 1:1 Device is a Good Teacher | Edutopia - 56 views
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"Over the course of two years, I, along with the Burlington Public Schools tech team, had the opportunity to meet and connect with over one hundred schools. These discussions would usually involve what device works best in the classroom and how the iPad is affecting teaching and learning outcomes. Frequently this conversation focuses on the most effective hardware for teaching and learning. While this is an important decision to make, it should not be the focus. In fact, the best devices a school can employ are great teachers."
How Can We Make Assessments Meaningful? | Edutopia - 170 views
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Criteria for a Meaningful Classroom Assessment To address these requirements, I ask myself the following guided questions: Does the assessment involve project-based learning? Does it allow for student choice of topics? Is it inquiry based? Does it ask that students use some level of internet literacy to find their answers? Does it involve independent problem solving? Does it incorporate the 4Cs? Do the students need to communicate their knowledge via writing in some way? Does the final draft or project require other modalities in its presentation? (visual, oral, data, etc...)
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So how can high-stakes assessments be meaningful to students? For one thing, high-stakes tests shouldn't be so high-stakes. It's inauthentic. They should and still can be a mere snapshot of ability. Additionally, those occasional assessments need to take a back seat to the real learning and achievement going on in every day assessments observed by the teacher. The key here, however, is to assess everyday. Not in boring, multiple-choice daily quizzes, but in informal, engaging assessments that take more than just a snapshot of a student's knowledge at one moment in time. But frankly, any assessment that sounds cool can still be made meaningless. It's how the students interact with the test that makes it meaningful. Remember the 4 Cs and ask this: does the assessment allow for: Creativity Are they students creating or just regurgitating? Are they being given credit for presenting something other than what was described? Collaboration Have they spent some time working with others to formulate their thoughts, brainstorm, or seek feedback from peers? Critical Thinking Are the students doing more work than the teacher in seeking out information and problem solving? Communication Does the assessment emphasize the need to communicate the content well? Is there writing involved as well as other modalities? If asked to teach the content to other students, what methods will the student use to communicate the information and help embed it more deeply?
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Another way to ensure that an assessment is meaningful, of course, is to simply ask the students what they thought. Design a survey after each major unit or assessment. Or, better yet, if you want to encourage students to really focus on the requirements on a rubric, add a row that's only for them to fill out for you. That way, the rubric's feedback is more of a give-and-take, and you get feedback on the assessment's level of meaningfulness as soon as possible.
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What's Worth Investing In? How to Decide What Technology You Need | MindShift - 90 views
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Lehmann is famous in progressive education circles for his quote: “Technology must be like oxygen: ubiquitous, necessary, and invisible.” His point: The best technology allows students to explore and create “artifacts of their own learning.”
Project Based Learning | BIE - 65 views
New Models for Education: Maker Faire and the Young Makers Program | Edutopia - 24 views
Always Formative: Claim Evidence Reasoning - 8 views
What Is PBL Really? - 145 views
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