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A Social Network Can Be a Learning Network - The Digital Campus - The Chronicle of High... - 98 views

chronicle.com/...129609 social network sociallearning Social Media learning education millenials socialnetworking socialbookmarking pln ple optometry
shared by tapiatanova on 08 Nov 11 - No Cached
Kate Pok liked it
  • Sharing student work on a course blog is an example of what Randall Bass and Heidi Elmendorf, of Georgetown University, call "social pedagogies." They define these as "design approaches for teaching and learning that engage students with what we might call an 'authentic audience' (other than the teacher), where the representation of knowledge for an audience is absolutely central to the construction of knowledge in a course."
    • trisha_poole
      trisha_poole on 08 Nov 11
       
      Very important - social pedagogies for authentic tasks - a key for integrating SNTs in the classroom.
    • Daniel Spielmann
      Daniel Spielmann on 09 Nov 11
       
      Agreed, for connectivism see also www.connectivism.ca
  • External audiences certainly motivate students to do their best work. But students can also serve as their own authentic audience when asked to create meaningful work to share with one another.
    • Daniel Spielmann
      Daniel Spielmann on 09 Nov 11
       
      The last sentence is especially important in institutional contexts where the staff voices their distrust against "open scholarship" (Weller 2011), web 2.0 and/or open education. Where "privacy" is deemed the most important thing in dealing with new technologies, advocates of an external audience have to be prepared for certain questions.
    • tapiatanova
      tapiatanova on 03 Jan 14
       
      yes! nothing but barriers! However, it is unclear if the worries about pravacy are in regards to students or is it instructors who fear teaching in the open. everyone cites FERPA and protection of student identities, but I have yet to hear any student refusing to work in the open...
  • Students most likely won't find this difficult. After all, you're asking them to surf the Web and tag pages they like. That's something they do via Facebook every day. By having them share course-related content with their peers in the class, however, you'll tap into their desires to be part of your course's learning community. And you might be surprised by the resources they find and share.
  • ...9 more annotations...
  • back-channel conversations
  • While keynote speakers and session leaders are speaking, audience members are sharing highlights, asking questions, and conversing with colleagues on Twitter
    • trisha_poole
      trisha_poole on 08 Nov 11
       
      An effective use of Twitter that can be translated to classrooms.
    • Daniel Spielmann
      Daniel Spielmann on 09 Nov 11
       
      All classrooms?
    • John Dorn
      John Dorn on 09 Nov 11
       
      classrooms where students are motivated to learn. Will this work in a HS classroom where kids just view their phones as a means to check up on people? Maybe if they can see "cool" class could be if they were responsible for the freedoms that would be needed to use twitter or other similar sites.
  • Ask your students to create accounts on Twitter or some other back-channel tool and share ideas that occur to them in your course. You might give them specific assignments, as does the University of Connecticut's Margaret Rubega, who asks students in her ornithology class to tweet about birds they see. During a face-to-face class session, you could have students discuss their reading in small groups and share observations on the back channel. Or you could simply ask them to post a single question about the week's reading they would like to discuss.
  • A back channel provides students a way to stay connected to the course and their fellow students. Students are often able to integrate back channels into their daily lives, checking for and sending updates on their smartphones, for instance. That helps the class become more of a community and gives students another way to learn from each other.
  • Deep learning is hard work, and students need to be well motivated in order to pursue it. Extrinsic factors like grades aren't sufficient—they motivate competitive students toward strategic learning and risk-averse students to surface learning.
  • Social pedagogies provide a way to tap into a set of intrinsic motivations that we often overlook: people's desire to be part of a community and to share what they know with that community.
  • Online, social pedagogies can play an important role in creating such a community. These are strong motivators, and we can make use of them in the courses we teach.
  • The papers they wrote for my course weren't just academic exercises; they were authentic expressions of learning, open to the world as part of their "digital footprints."
    • Daniel Spielmann
      Daniel Spielmann on 09 Nov 11
       
      Yes, but what is the relation between such writing and ("proper"?) academic writing?
  • Collaborative documents need not be text-based works. Sarah C. Stiles, a sociologist at Georgetown, has had her students create collaborative timelines showing the activities of characters in a text, using a presentation tool called Prezi.com. I used that tool to have my cryptography students create a map of the debate over security and privacy. They worked in small groups to brainstorm arguments, and contributed those arguments to a shared debate map synchronously during class.
  • Daniel Spielmann on 09 Nov 11
     
    A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
  • John Dorn on 09 Nov 11
     
    A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
  • tapiatanova on 03 Jan 14
     
    A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
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Questions at the heart of learning - The Learner's Way - 25 views

thelearnersway.net/...tions-at-the-heart-of-learning collaboration teaching learning questions
shared by Nigel Coutts on 23 Oct 16 - No Cached
  • Nigel Coutts on 23 Oct 16
     
    At the heart of learning are the questions to which we do not yet know the answers and the journey to the questions we have not yet asked. Such simple truths and yet understandings that can have fundamental consequences for approach to learning and growth.
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5 Reasons Why Reading Conferences Matter - Especially in High School English | Three Te... - 57 views

threeteacherstalk.wordpress.com/...ecially-in-high-school-english SDW reading conferences literacy high school sdwwl conferring 21daysSDW
shared by Sharin Tebo on 21 Oct 15 - No Cached
  • Reading Conferences
  • Every child needs one-on-one conversations with an adult as often as possible.
  • One way to show our adolescent students that we care is to talk with them. And face-to-face conversations about books and reading is a pretty safe way to do so, not to mention that we model authentic conversations about reading when we do.
  • ...12 more annotations...
  • The more we grow in empathy, the better relationship we’ll have with our friends, our families and all other people we associate with — at least the idealist in me will cling to that hope as I continue to talk to students about books and reading.
  • circles about engagement.
  • Try questions like: How’s it going? (Thanks, Carl Anderson) Why did you choose this book? Do you know anyone else who has read this book? What’d she think? How’d you find the time to read this week? What’s standing in the way of your reading time?
  • Try questions like: What character reminds you of yourself or someone you know? What part of the story is the most similar/different to your life? Why do you think the author makes that happen in the book? What does he want us to learn about life? How does this story/character/conflict/event make you think about life differently?
  • when I take the time to talk to each student individually, and reinforce the skill in a quick chat, the application of that skill some how seeps into their brains much deeper.
  • Try questions like: Tell me about _____ that we learned in class today. How does that relate to your book/character? Remember when we learned _____, tell me how/where you see that in your book. Think about when we practiced ___, where does the author do that in your book? You’ve improved with ___, how could you use that skill for _______?
  • We must provide opportunities for our students to grow into confident and competent readers and writers in order to handle the rigor and complexity of post high school education and beyond. We must remember to focus on literacy not on the literature
  • We must validate our readers, ask questions that spark confidence, avoid questions that demean or make the student defensive, and at the same time challenge our readers into more complex texts.
  • Try questions like: On a scale of 1 to 10 how complex is this book for you? Why? What do you do when the reading gets difficult? Of all the books you’ve read this year, which was the most challenging? Why? How’s it going finding vocabulary for your personal dictionary? Tell me how you are keeping track of the parallel storyline?
  • I ask students about their confidence levels in our little chats, and they tell me they know they have grown as a readers. This is the best kind of reward.
  • Try questions like: How has your confidence grown as you’ve read this year? What do you think is the one thing we’ve done in class that’s helped you improve so much as a reader? How will the habits you’ve created in class help you in the reading you’ll have to do in college? Why do you think you’ve grown so much as a reader the past few weeks? What’s different for you now in the way you learn than how you learned before? Describe for me the characteristics you have that make you a reader.
  • What kinds of questions work for you in your reading conferences?
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Free Practice Tests - Varsity Tutors - 44 views

www.varsitytutors.com/practice-tests Assessment teachers socialstudies english science math
shared by Judy Robison on 08 Nov 13 - No Cached
  • Judy Robison on 08 Nov 13
     
    Assessment | News Varsity Tutors Debuts Free Test Question Site By Dian Schaffhauser 11/07/13 Varsity Tutors, a providor of private tutoring to students online, has launched a new, free service with the intention of becoming the "Khan Academy" of practice tests. The company has introduced a Web-based assessment system intended to replace other forms of educational content such as SAT or ACT preparation books or online subscriptions to assessment materials. Varsity Learning Tools, as it's called, makes hundreds of free practice tests available in 95 subjects. Currently in open beta testing, the site lists assessment tests by subject and allows the user to choose to answer a single test, flashcards, or a question of the day. Each question can be shared through social network services. When the student answers it, a second page displays with an assessment and explanation and data on how much time was spent on the question, and how many others answered it correctly." (Read more at http://thejournal.com/articles/2013/11/07/varsity-tutors-launches-free-test-question-site.aspx?=THEEL#8hQzr0oig6X2IZmS.99)
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Why Curiosity Enhances Learning | Edutopia - 40 views

www.edutopia.org/...nces-learning-marianne-stenger thinking curiosity learning edutopia literacy inquiry
shared by Sharin Tebo on 11 Jan 15 - No Cached
  • It's no secret that curiosity makes learning more effective and enjoyable. Curious students not only ask questions, but also actively seek out the answers.
  • While it might be no big surprise that we're more likely to remember what we've learned when the subject matter intrigues us, it turns out that curiosity also helps us learn information we don't consider all that interesting or important. The researchers found that, once the subjects' curiosity had been piqued by the right question, they were better at learning and remembering completely unrelated information
  • if a student struggles with math, personalizing math problems to match their specific interests rather than using generic textbook questions could help them better remember how to go about solving similar math problems in the future.
  • ...1 more annotation...
  • there is no such thing as a dumb question, because as cognitive scientist Daniel Willingham notes in his book Why Don't Students Like School?, it's the question that stimulates curiosity -- being told the answer quells curiosity before it can even get going.
  • Sharin Tebo on 11 Jan 15
     
    Curiosity's role in Students' Learning
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RTI Talks | RTI for Gifted Students - 9 views

rtinetwork.org/...24
shared by Marti Pike on 02 Aug 17 - No Cached
  • learning contracts with the student focused on work that takes the students interests in to account may be helpful.
    • Marti Pike
      Marti Pike on 02 Aug 17
       
      Genius Hour
  • "Up from Underachievement" by Diane Heacox
  • Gifted learners are rarely "globally gifted
  • ...59 more annotations...
  • From a parent's perspective (and sometimes from the child's), this can seem like we are "de-gifted" the child.
  • The most important thing is that you have the "data" that shows what the student needs and that you are matching this with an appropriate service.
  • Be very explicit with what the differentiation is and how it is addressing the needs
  • A major shift with RTI is that there is less emphasis on the "label" and more on the provision of appropriate service.
  • When a child has met all the expected benchmarks
  • independent reading
  • reading log
  • small group for discussions using similar questions.
  • long-term solutions might include forming a seminar group using a
  • program like "Junior Great Books."
  • Ideas for differentiating reading for young children can also be found at: http://www.k8accesscenter.org/training_resources/readingdifferentiation.asp http://www.appomattox.k12.va.us/acps/attachments/6_6_12_dan_mulligan_handout.pdf
  • enrich potential
  • to plan appropriate instruction, based on data that show the learners' needs.
  • additional enrichment and challenge in their area(s) strength.
  • Tiers 2 or 3
  • As the intensity of the needs increase, the intensity of the services also increases.
  • our ability to nurture potential in students prior to formal identification
  • appropriately scaffolded activities through Tier 2 support.
  • , with high-end differentiation and expectations, we are able to support the development of potential in all students.
  • This body-of-evidence can be used to support the nomination process and formal identification when appropriate.
  • likely to be of particular benefit for culturally and linguistically diverse, economically disadvantaged, and twice exceptional youngsters who are currently underrepresented within gifted education.
  • Tier 1 include:
  • Tier 2 include:
  • Tier 3 include:
  • universal screening
  • Aspergers
  • gifted children with learning disabilities?
  • If we provide enrichment activities for our advanced students, won't that just increase the acheivement gap?
    • Marti Pike
      Marti Pike on 02 Aug 17
       
      Grrrrrrrrr
  • Educational opportunities are not a “zero sum” game where some students gain and others lose.
  • the needs of all learners.
  • One is focusing on remediation, however the second approach focuses on the nurturing of potential through creating expectations for excellence that permeate Tier 1 with extended opportunities for enrichment for all children who need them at Tier 2. With the focus on excellence, the rising tide will help all students reach their potential. This is the goal of education.
  • make sure that the screener is directly related to the curriculum that you are using and that it has a high enough ceiling to allow advance learners to show what they know.
  • recognizing that students who are above grade level, or advanced in their academics, also need support to thrive
  • all students deserve to attend a school where their learning needs are met
  • seek out ways to build the knowledge and skills of teachers to address the range of needs
  • This includes learning about differentiated instruction within Tier 1and creating additional opportunities for enhancements and enrichments within Tier 2.
  • first
  • This often means that the district views the school as a “high-needs” school and does feel that many children would qualify for gifted education services (thus no teacher allocation is warranted). If this is the case, then this is a problematic view as it perpetuates the myth that some groups of children are not likely to be “gifted”.
  • These five differentiation strategies are as follows: Curriculum Compacting (pre-assessment of learners to see what they know)  The use of Tiered Assignments that address: Mastery, Enrichment, and Challenge  Tiered Learning Centers that allow children to further explore skills and concepts  Independent and Small group learning contracts that allow students to follow area of interest  Questioning for Higher Level thinking to stretch the minds of each child.
  • RTI was,
  • first proposed as a way to help us better identify students who continue to need additional support in spite of having appropriate instructional opportunities to learn.
  • The primary issue is the need for measures of potential as well as performance.
  • an IQ measure
  • portfolio
  • that sometimes occur outside of school
  • children with complex sets of strengths and needs require a comprehensive evaluation that includes multiple types, sources, and time periods to create the most accurate and complete understanding of their educational needs.
  • a "diamond" shaped RTI model
  • confusing
  • use the same icon to represent how we address the increasing intensity of academic and behavioral needs for all learners.
  • English Language Learners?
  • Differentiated instruction is part of a strength-based approach to Tier 1, providing enriched and challenging learning opportunities for all students. However, a comprehensive RTI approach for gifted learners will also need strong Tier 2 and 3 supports and services.
  • Tracking, or the fixed stratification of children into learning levels based on limited data (placing children in fixed learning groups based on a single reading score), is the opposite of RTI.
  • off grade level trajectories
  • this may includ
  • assess the slope and speed of learning and plot the target from there.
  • content acceleration and content enrichment.
  • independent or small group project of their choice.
  • renzullilearning.com.
  • additional learning opportunities that both challenge the learner and address high interest learning topics.
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Curiosity as the edge of knowledge phenomenon that drives learning - The Learner's Way - 12 views

thelearnersway.net/...henomenon-that-drives-learning curiosity edge knowledge learning learner education
shared by Nigel Coutts on 27 Jan 19 - No Cached
  • Nigel Coutts on 27 Jan 19
     
    We are driven by curiosity. It is an innately human quality that has driven us to explore, ask questions, investigate, wonder why and search for a deeper understanding. In a very fundamental way curiosity is the driver of all self-directed learning. It is our desire to find out more, unlock new knowledge and answer our questions (big ones and little ones) that compels us to learn. Sir Ken Robinson famously and provocatively asked "Do Schools Kill Creativity?". The same question might be asked about curiosity.
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Edu Leadership:Tech-Rich Learning:The Basics of Blended Instruction - 38 views

www.ascd.org/...cs-of-Blended-Instruction.aspx classroom blended learning technology blended_learning edtech
shared by Clint Heitz on 23 Nov 15 - No Cached
  • Blended learning, with its mix of technology and traditional face-to-face instruction, is a great approach. Blended learning combines classroom learning with online learning, in which students can, in part, control the time, pace, and place of their learning. I advocate a teacher-designed blended learning model, in which teachers determine the combination that's right for them and their students.
  • Tip 1: Think big, but start small.
  • Tip 2: Patience is a virtue when trying something new.
  • ...17 more annotations...
  • Tip 3: Technology shouldn't be just a frill.
  • Tip 4: Weaving media together makes them stronger.
  • Tip 5: Students need to know where they can get online.
  • Student-centered classrooms are the goal of my teacher-designed blended learning model. Giving students control over the learning process requires that they know how to communicate, collaborate, and solve problems in groups, pairs, and individually. This work can be messy, loud, and disorganized, but in the end, the learning is much more meaningful.
  • Then I found Collaborize Classroom, a free, dynamic discussion platform. I used it to replace many of my pen-and-paper homework assignments with vibrant online debates, discussions, writing assignments, and collaborative group work.
  • Remember that mistakes lead to learning. The best resources I've designed and the most effective strategies I've developed were all born from and refined through mistakes.
  • I anticipated that students might hit some bumps as they navigated their first TED-Ed lesson, so I set up a TodaysMeet back channel so students could ask questions, make comments, and access a support network while going through the online lesson. A back-channel tool makes it possible for people to have a real-time conversation online while a live presentation or real-time discussion is taking place.
  • I asked students to reference specific details to support their assertions, as did one student who commented on the town's poverty by noting that the local doctor often took potatoes as payment for his work. She also showed how the characters nevertheless reflected the country's "cautious optimism" about its future: That same doctor was still able to support himself, she pointed out, and he enjoyed his work. Students posted their responses, complimenting strong points made, asking questions, and offering alternative perspectives.
  • I asked students to analyze examples of strong discussion posts and revise weaker posts. I also realized that I needed to embed directions into our discussion topics to remind students to respond to the questions and engage with their peers. I started requiring them to thoughtfully reply to at least two classmates' posts, in addition to posting their own response to the topic.
  • It's crucial for students to see that the work they do in the online space drives the work they do in the classroom so they recognize the value of the online conversations.
  • For example, during the To Kill a Mockingbird unit, we researched and discussed the death penalty in preparation for writing an argument essay. The students debated online such issues as cost, morality, and racial inequality and then delved into these topics more deeply face-to-face in class.
  • In the classroom, the teacher might give small groups various topics to research. Then he or she could ask students to go online to research and discuss their topic on a shared Google Doc and create a presentation using Glogster, Prezi, or Google Presentation Maker.
  • When we read Romeo and Juliet, I use this strategy to encourage students to research such topics as the monarchy, entertainment, and gender roles in Elizabethan England so they have a better understanding of the historical context in which Shakespeare wrote. Back in the classroom, each group then presents its findings through an oral presentation.
  • Compared with traditional in-class group work, which typically yields a disappointing finished product, online work provides the time necessary for students to complete quality work together.
  • Some teachers think that incorporating online work means they have to be available 24 hours a day. This is not the case. When students are connected online, they have a network of peers they can reach out to for support, and they begin to see one another as valuable resources in their class community.
  • I've embedded a Google map in my website that has pins dropped in all the locations on our campus and in our community where there are computers with public access to the Internet.
  • I even wrote the local computer recycling center to request a computer for my class.
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Getting started with Deep-Learning - Part B - The Learner's Way - 7 views

thelearnersway.net/...rted-with-deep-learning-part-b education deep-learning understanding learning teaching thinking
shared by Nigel Coutts on 08 Jun 20 - No Cached
  • Nigel Coutts on 08 Jun 20
     
    With our goal of deep-learning in mind where do we begin and what learning opportunities might result in this? Having clarified our key terms of understanding, learning and deep, we can turn to a set of questions which might be of use as we plan the learning our students will engage in along their way.
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The Nerdy Teacher: What Makes Project Based Learning Effective? #Edchat #EngChat - 132 views

www.thenerdyteacher.com/...es-project-based-learning.html Edchat Twitter learning project
shared by Mariusz Leś on 28 Nov 11 - No Cached
  • Mariusz Leś on 28 Nov 11
     
    1. OWNERSHIP is key. For this project, the students were not listening to me on why Twain was or was not a racist, they were showing me and the rest of class what they thought. They were invested in winning their argument. They knew that their work was going to determine if he was guilty or not. Although I gave the assignment, the students were in charge the rest of the way. It was their project and they wanted to do it win. When students feel they own what they are doing, they will work harder. When the audience is larger, they want to impress everyone. These are not crazy ideas, they are the results of owning the work they are doing. OWNERSHIP is a major factor in the value of PBL. 2. CREATIVITY is the another major part of the PBL and is closely linked with OWNERSHIP. Students were allowed to be creative in their work as a lawyer or witness. Witnesses needed to stay within character, but could add their own elements on the witness stand. Allowing the students to create gives them a bigger sense of OWNERSHIP. 3. Another part of the PBL is the COLLABORATION. Students were working with each other trying to decide the best plan of attack. Witnesses would meet with their lawyers and discuss how the questions they were going to ask and how they should dress. The Jury worked on group projects researching the previous public opinions on Twain and his writing. Students were sharing ideas freely with one another. I had three sections of American Lit at the time, so I had three trails running. Lawyers would help others in the other classes and trash talk the opposing lawyers as well. It was all in good fun, but the collaboration had students working hard with one another to accomplish this goal. 4. Depending on how you set up your project, CRITICAL THINKING, is also an important part of PBL. With my Twain Trail, students needed to think about both sides of the argument. Students needed to prepare their witnesses for potential cross-examination questions. They needed to
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How the Flipped Classroom Is Radically Transforming Learning - THE DAILY RIFF - Be Smar... - 117 views

www.thedailyriff.com/...-transforming-learning-536.php education flipped classroom
shared by Chuck Baker on 12 Jan 11 - No Cached
  • students missed our classes and struggled to stay caught up.
  • Flipping the classroom has transformed our teaching practice.  We no longer stand in front of our students and talk at them for thirty to sixty minutes at a time.  This radical change has allowed us to take on a different role with our students.
  • One of the greatest benefits of flipping is that overall interaction increases: Teacher to student and student to student.  Since the role of the teacher has changed from presenter of content to learning coach, we spend our time talking to kids
  • ...6 more annotations...
  • The beauty of these mini-lectures is we are delivering "just in time" instruction when the students are ready for learning.
  • As we roam around the class, we notice the students developing their own collaborative groups.  Students are helping each other learn instead of relying on the teacher as the sole disseminator of knowledge.
  • We think the key is for students to identify learning as their goal, instead of striving for the completion of assignments.  We have purposely tried to make our classes places where students carry out meaningful activities instead of completing busy work.
  • Our goal is for them to be the best learner possible, and to truly understand the content in our classes.  When our students grasp the concept that we are on their side, they respond by doing their best.
  • We both remember sitting in parent conferences for years and parents would often ask us how their son or daughter behaved in class.
  • You see, the question is a non-issue in our classroom.  Since students are coming with the primary focus on learning, the real question is now:  Is your student learning or not?  If they are not learning, what can we do to help them learn?  This is a much more profound question and when we can discuss this with parents, we can really move students into a place which will help them become better learners.
  • Chuck Baker on 12 Jan 11
     
    Highlights of a guest post from two Chemistry teachers writing a book to be released in 2011 about delivering lectures at home and working at school.
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A curriculum built on the fundamental questions of our disciplines - The Learner's Way - 12 views

thelearnersway.net/...l-questions-of-our-disciplines curriculum fundamental questions disciplines education learning teaching
shared by Nigel Coutts on 08 Jul 18 - No Cached
  • Nigel Coutts on 08 Jul 18
     
    As we make plans for how we will engage our students in their learning the decisions we make become fundamental to how they will grow to understand the purposes of learning. How our learners approach the curriculum and the disciplines is fundamental to the outcomes we may achieve for them. One path will set them up to view learning as the acquisition of information the other to see it as a process of asking and exploring questions of significance through the many unique lenses.
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A veteran teacher turned coach shadows 2 students for 2 days - a sobering lesson learne... - 56 views

grantwiggins.wordpress.com/...days-a-sobering-lesson-learned
shared by Sharin Tebo on 19 Nov 14 - No Cached
  • But students move almost never. And never is exhausting.
    • Sharin Tebo
      Sharin Tebo on 19 Nov 14
       
      This was no different in my experience. There was not one class where I was asked to move to work with someone else. However, there was opportunity for engagement with others, where the teacher let the students do the talking and the working. 
  • sitting passively.
    • Sharin Tebo
      Sharin Tebo on 19 Nov 14
       
      Passive engagement is how I would describe most students to 'sat and got' while the teacher spoke. However, this was not the case in 100% of classes I shadowed/participated in.
  • build in a hands-on, move-around activity into every single class day. Yes, we would sacrifice some content to do this – that’s fine.
    • Sharin Tebo
      Sharin Tebo on 19 Nov 14
       
      We typically do this in a language learning class, so it was tiresome for me to not have the opportunity to move around and engage with others. 
  • ...6 more annotations...
  • High School students are sitting passively and listening during approximately 90% of their classes.
  • It was not just the sitting that was draining but that so much of the day was spent absorbing information but not often grappling with it.
    • Sharin Tebo
      Sharin Tebo on 19 Nov 14
       
      This was not true for all my classes today when I shadowed. The teacher in one class served as a model to annotate an article while we did the same. We were left to our own devices to write the main idea in 2-3 sentences, too. We also had to sum up our learning by analyzing topics in some pretty tough questions in Physics, and the final question was to put it all together and list a real-world example. I thought this was clever.
    • deniseahlquist
      deniseahlquist on 20 Nov 14
       
      Early in my career, I also was asked to shadow students (when we were choosing schools for a funded project) and it was definitely one of the most eye-opening experiences I've had. I could not believe how resentful and angry I felt at the end of the day and I think of myself as someone who just loves to learn, but I did so little of it in most of the classes. After the experience, I was no longer surprised that students struggle to stay focused, and I redoubled my efforts to help support teaching and learning experiences that actively engage learners in building understanding. Highly recommend this experience for any teacher, coach or administrator.
  • If I could go back and change my classes now, I would immediately: Offer brief, blitzkrieg-like mini-lessons with engaging, assessment-for-learning-type activities
  • set an egg timer every time I get up to talk and all eyes are on me. When the timer goes off, I am done.
  • Ask every class to start with students’ Essential Questions or just general questions born of confusion from the previous night’s reading or the previous class’s discussion.
    • Sharin Tebo
      Sharin Tebo on 19 Nov 14
       
      This was listed on the board in one class, but it was not discussed. 
  • Teachers work hard
    • Sharin Tebo
      Sharin Tebo on 19 Nov 14
       
      Yes, they do work hard, but is it productive and best for student learning to be doing everything while students are passive? Why not make the kids do the heavy lifting so it is best for them?
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OPINION: Personalization, Possibilities and Challenges with Learning Analytics | EdSurg... - 34 views

www.edsurge.com/...lenges-with-learning-analytics personalizedlearning learner research personalized SDW analytics challenges possibilities personalization
shared by Sharin Tebo on 02 Nov 14 - No Cached
  • Many of these challenges result from trying to personalize within the context of traditional school structures that standardize the curriculum, the assessments, the grouping, and the instructional time.
  • a genuine problem: how to achieve the tremendous academic gains that are possible through personalized instructional methods within the constraints of a traditional classroom.
  • Knowledge mapsFormalizing a learning map--sequences of connected concepts and skills that define how one masters a domain, such as beginning Algebra--and mapping student mastery on the map, enables intelligent learning systems to recommend the next concept or skill to be learned, propose aligned instructional content, and present appropriate questions and tasks to assess mastery.
  • ...3 more annotations...
  • Learning analytics combines data from student models with data on learning behaviors, knowledge maps, and learning outcomes, and mines these data sets to identify patterns that associate student attributes and behaviors with successful outcomes.
  • Learning analytics marks a significant departure from traditional data-driven instructional strategies. That’s because so much more data is available to mine, make sense of, and use.
  • It is not enough to design cutting edge analytics to shape educational decision making if we do not understand how teachers can apply them to optimize student learning outcomes.
  • Sharin Tebo on 02 Nov 14
     
    Learner analytics to help personalize learning
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Learning to learn with a MakerSpace - The Learner's Way - 43 views

thelearnersway.net/...ing-to-learn-with-a-makerspace education collaboration teaching making maker STEAM
shared by Nigel Coutts on 08 Jan 17 - No Cached
  • Nigel Coutts on 08 Jan 17
     
    Making, Maker Centred Learning and STEAM fit neatly alongside Inquiry Based Learning (IBL) for many schools. Commonly this approach includes a constructivist view of knowledge and teachers seek to establish conditions which allow students to explore questions and ideas with greater independence than may occur in the traditional classroom.  Learning becomes a collaborative partnership between teachers and students with a clear focus on a learner centric approach.
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Inquiry-based Learning and the Web: An epaper - 103 views

web.archive.org/...ibr.html inquiry based learning internet internetsearching research
shared by Keisa Williams on 18 Nov 09 - Cached
  • Keisa Williams on 18 Nov 09
     
    "In this epaper, we describe a structured approach to inquiry-based learning that uses the World Wide Web as a primary information resource. Specifically, we address an intuitive 8-step process that begins with an essential question and ends with a knowledge product produced by students, typically completed in a cooperative setting. We also discuss the skills required by both student and teacher to make inquiry-based learning and the Internet a successful endeavor. Finally, we discuss the components of a Project Page, an online document that facilitates the learning process and support the reader with Web links relating to inquiry-based learning."
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The use of social networking sites for foreign language learning: An autoethnographic s... - 19 views

www.ascilite.org.au/...Cclark-full.pdf education web2.0 onlinepdf ascilite research blendedlearning flexiblelearning fbl fli learning&teaching learningdesign resources review
shared by trisha_poole on 10 Jan 11 - No Cached
  • trisha_poole on 10 Jan 11
     
    Despite their spectacular growth in both daily life and mainstream education, little research to date has been conducted concerning the use of social networking sites in foreign language learning. The aim of this study, therefore, is to examine the use of such sites to learn a foreign language. Using an auto-ethnographic approach that included self-aware participation, learner diaries and peer debriefing, we investigated the social networking site Livemocha to study Korean from our perspectives as native speakers and experienced teachers of English. Specifically, we focused our questions on aspects of socio-collaborative principles and practice. Results of a grounded, thematic analysis indicate that the site had number of counter-productive pedagogical impediments to language learning that included, for example, flaws in site design. We conclude our paper with suggestions for improved foreign language learning through social networking sites.
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Maximising student questions in the time of COVID19 - The Learner's Way - 13 views

thelearnersway.net/...maximising-student-questions education questions thinking inquiry investigation questioning
shared by Nigel Coutts on 26 Apr 20 - No Cached
  • Nigel Coutts on 26 Apr 20
     
    In this time of COVID19 and remote learning or emergency distance learning the value of encouraging students to investigate their questions should not be forgotten.
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Spencer's Scratch Pad: 10 Ways to Help Students Ask Better Questions - 126 views

www.johntspencer.com/...-help-students-ask-better.html questioning
shared by Susan Stevens on 12 Apr 11 - No Cached
  •  Instead of spending time on ice breakers or excessive time on procedures, we spend time on learning to ask better questions.   
  • Scaffolding: Some students have a really hard time with questioning strategies.  So, initially I give sentence stems.  At first this was really hard for me.  I thought that students would naturally ask questions and grow through accessing prior knowledge.  I quickly realized that language acquisition had often been a barrier in asking better questions.  So, sentence stems and sample questions became a way that ELL students could modify questions and access the language. 

Peer Wise - 47 views

started by mdeschamps67 on 20 Oct 15 no follow-up yet
kscharaldi liked it
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