Teachers need to figure out what they want to get out of a flipped classroom, says Marine City High’s Ming. “What’s the purpose of doing it? Is it because you’re looking for more time in your curriculum to do hands-on activities?” An AP government teacher told Ming the best part of teaching his class was holding class discussions. The flipped classroom helped him get through the material with time to spare for conversation.
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in title, tags, annotations or urlBuck Institute for Education - YouTube - 18 views
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Problem Based Learning - 93 views
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Problem-based Learning in Biology with 20 Case Examples - 65 views
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Introduction of PBL methods and 20 case examples of varying topics for biology.
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Flipping the Classroom: A revolutionary approach to learning presents some pros and con... - 73 views
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Why not create multiple types of videos? YouTube allows "choose your own path" videos that can let you alter the video based on the responses during viewing.
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The purpose is always the key. Don't try to implement this "just because" or excessively. It is a great tool, but not always the right one.
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Watching videos also means more sitting in front of devices. The American Academy of Pediatrics recommends kids limit “screen time” to two hours a day because too much exposure has been linked to obesity, irregular sleep, behavioral problems, violence, and less time for play.
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Why not flip it with podcasts that students can listen to while walking, driving, etc.
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Students need to feel as though their teachers are guiding them to the best materials, not merely giving them a list of videos to watch, says Valenza
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“Teachers should keep posing the ‘why,’” says Bob Schuetz, the technology director at Palatine High School in Illinois. “Why am I doing this? Why is it beneficial to students?”
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“The teacher walks around and helps everyone. It’s not a get-out-of-jail-free card for teachers not to teach.” It’s also not a way for kids to get out of doing anything at home. “Flipping what the kid does means they do the work ahead of time, come to class, and debrief,” explains Michelle Luhtala (aka the
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“The end goal is personalized education. The flipped classroom is just a means to that end.” Students can use the videos to learn at their own pace—any time or place, says Roberts. “These students can replay their teacher’s explanation of a new concept as many times as they need to without fear of holding up the rest of the class.”
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a librarian at Bullis School in Potomac, MD, gives students videos, Web pages, and screenshots about the nuts and bolts of the library, which frees up more time to devote to their research projects.
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ure, some kids will ignore the video. “The same kids who don’t currently do their homework will not watch the lecture,” says McCammon. “But as you start making your class more engaging, kids who don’t usually do their homework will start doing it because they want to participate in the class.” Kids write questions down while they’re watching the video, and then the first 10 minutes of class is for discussion of what they’ve seen.
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Always Write: Cobett's "7 Elements of a Differentiated Writing Lesson" Resources - 10 views
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One of the goals I ask teachers to set after my training is to find new ways to push students to analyze and evaluate as they learn to write.
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As part of my teacher workshop on the writing process, we investigate multiple uses of student samples. One of my favorite techniques involves having student compare and contrast finished pieces of writing. During both pre-writing and and revision, this push for deeper student thinking both educates and inspires your students.
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The handout has student writers analyze two fifth graders' published writing with a compare and contrast Venn diagram.
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Revision is hard, and most teachers recognize it as an area of deficiency; the truth is, a lot of really great writing teachers I know still freely admit that revision is where they struggle the most.
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revision shouldn't be the first of the seven elements to work on
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When students like what they've written in rough draft form, they're ready to move to revision. My other six elements aim at helping students increase their pre-writing time so they both like and see more potential in their rough drafts
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I believe in the power of collaboration and study teams,
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Professional development research clearly cites the study team model as the most effective way to have learners not only understand new ideas but also implement them enough times so they become regular tools in a teacher's classroom.
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Below, find three examples created by study teams during past workshops. I use them as models/exemplars when I set the study teams off to work.
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My students learn to appreciate the act of writing, and they see it as a valuable life-skill.
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In a perfect world, following my workshop,
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follow-up tools.
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I also use variations of these Post-its during my Critical Thinking Using the Writing Traits Workshop.
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By far, the best success I've ever had while teaching revision was the one I experienced with the revision Post-its I created for my students
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During my teacher workshop on the writing process, we practice with tools like the Revision Sprint (at right), which I designed to push students to use analysis and evaluation skills as they looked at their own drafts
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I used to throw my kids into writing response groups way too fast. They weren't ready to provide critical thought for one another
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The most important trick learned was this: be a writer too. During my first five years of teaching, I had assigned a lot of writing but never once had I written something I intended to show my students.
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I have the following interactive plot element generator (which can be replicated with three coffee cans and index cards) to help my students feel in control of their options:
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If you want to hear my take on graphic organizers in detail, you're going to have to hire me to come to present to you. If you can't do that, then I'll throw you a challenge that was thrown once at me, and completing the challenge helped me become a smarter designer of graphic organizers. The challenge came in two parts: 1) learn how to use tables and text boxes in Microsoft Word; 2) for practice, design a graphic organizer that would help students be successfully with the following trait-based skills:
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"It was the best of times, it was the worst of times, etc," which is an interesting structure that students can borrow from to write about other topics, be they fiction or non-fiction.
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Asking students to create daily journals from the perspective of other animals or even inanimate objects is a great way to borrow this book's idea.
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it challenges students to analyze the author's word choice & voice skills: specifically his use of verbs, subtle alliteration, and dialogue.
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Mentor Text Resource Page here at my website, because this topic has become such a big piece of learning to me. It deserved its own webpage.
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Here are seven skills I can easily list for the organization trait. Organization is: 1) using a strong lead or hook, 2) using a variety of transition words correctly, 3) paragraphing correctly, 4) pacing the writing, 5) sequencing events/ideas logically, 6) concluding the writing in a satisfying way, 7) titling the writing interestingly and so that the title stands for the whole idea. Over the years, I have developed or found and adapted mini-lessons that have students practice these skills during my "Organization Month."
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Now, let's talk differentiation:
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The problem with focusing students on a product--instead of the writing process--is that the majority of the instructional time is spent teaching students to adhere to a formula.
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the goal of writing instruction absolutely should be the helping students practice the three Bloom's levels above apply: analyze, evaluate, and create.
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Click here to access the PowerPoint I use during the goal-setting portion of my workshop.
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Improving one's ability to teach writing to all students is a long-term professional development goal; sticking with it requires diligence, and it requires having a more specific goal than "I want to improve writing
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"Trying to get better at all seven elements at once doesn't work;
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strive to make my workshops more about "make and take,
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Robert Marzano's research convinced me years ago of the importance of having learners set personal goals as they learn to take responsibility for their own learning.
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QR Code Treasure Hunt Generator from classtools.net - 104 views
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This site will allow you to create a QR code-based treasure hunt. You can have students working collaboratively to solve problems, gain knowledge and understanding. It's the Amazing Race for the classroom.
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Teaching for America - NYTimes.com - 24 views
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75 percent of young Americans, between the ages of 17 to 24, are unable to enlist in the military today because they have failed to graduate from high school, have a criminal record, or are physically unfit.
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Tony Wagner, the Harvard-based education expert and author of “The Global Achievement Gap,” explains it this way. There are three basic skills that students need if they want to thrive in a knowledge economy: the ability to do critical thinking and problem-solving; the ability to communicate effectively; and the ability to collaborate.
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Wagner thinks we should create a West Point for teachers: “We need a new National Education Academy, modeled after our military academies, to raise the status of the profession and to support the R.& D. that is essential for reinventing teaching, learning and assessment in the 21st century.”
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All good ideas, but if we want better teachers we also need better parents — parents who turn off the TV and video games, make sure homework is completed, encourage reading and elevate learning as the most important life skill.
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Students tap into technology - Pittsburgh Tribune-Review - 1 views
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use their laptops to read "Don Quixote" and Dante's "Divine Comedy" on the Internet
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Technology is the wave of the future
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a computer program
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"Most jobs require computers," noted Brittnee Stephen, 16, as she assembled a slideshow on her HP Mini laptop. "It's good that we're learning it now."
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The technology is still very visible, if students are talking in terms of 'computers' rather than the skills involved. We don't talk about 'paper' but writing, critical reading etc. Yet here the platform itself is emphasized. Early days, I guess.
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has just begun incorporating technology
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students seem far more interested in learning via interactive technology than they had been with a chalkboard and an overhead projector
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Well, the problem here is that some of that can be ascribed to novelty. Once every class uses 'interactive technology' (yuk) then how much difference will there be? The tools are great. All tools can be useful. But focus on the pedagogy, people!
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I'm for focusing on understanding. I love the word "pedagogy" because most lay people don't really know what it entails--theory (which can be anything institutional or community deems effective or correct), practice (which, as we know, can be summed up with the phrase "mileage will vary"), and some third thing which if I could come up with it I'd have the magic 3 elements in an effective argument. I think effective tools used effectively by effective teachers (there! 3 uses of one adjective!) will remain effective as long as they are used to promote understanding. No argument here, Ed, just sayin'... -
Perhaps the magic third thing would be 'attitude' or 'state of mind'? Alternatively, perhaps another of those non-transparent terms, 'praxis'. The point I was trying to make, of course, was that it ain't what you use, it's the way that you use it.
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"I think the kids that have turned school off because it's boring to them will come here and see something familiar,"
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Boring and familiar seem to me to be closely related, not opposites. I suspect that often when students say their learning environment is 'boring' they mean 'challenging'.
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Educational technology does not come cheaply
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"Learning is changing,"
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Was it EVER the case that we could "just deliver a lecture and expect all the kids to get it"?
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Computer technology in my classroom has revolutionized my teaching of biology. Instead of static images on a printed page, or talk and chalk, my students can manipulate 3-D images of DNA, RNA and proteins. These have even been embedded in a research-based learning progression that leads the students to a robust understanding of the foundational elements of molecular literacy. 1. Atoms and molecules are constantly in motion. (A visualization is not possible on a 2-3 printed page.) 2. All atoms and molecules have a 3-D structure that determines how they interact with other particles. 3. Charges and other intermolecular forces play a role in atomic and molecular interactions. My students can see these for themselves, change the number of particles in a box, or the distribution of charge on a large particle or the temperature of the box and other thought experiments which they can follow in real-time. There is no way, I could do that without the computer!
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Student Expectations Seen as Causing Grade Disputes - NYTimes.com - 0 views
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I have seen this in high school, too. I think students have learned that A is doing going to be the default grade but the exceptional grade, but I have to admit C is not my defaut grade either, but a low grade.
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“Instead of getting an A, they make an A,” he said. “Similarly, if they make a lesser grade, it is not the teacher’s fault. Attributing the outcome of a failure to someone else is a common problem.”
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External locus of control seems to be attained later and later. I have many times explained this distinction to students. They see grades as something that results from how much a teacher likes them or luck more than how much effort they put in or how well they've written.
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if students developed a genuine interest in their field, grades would take a back seat, and holistic and intrinsically motivated learning could take place.
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Sadly, I wonder how realistic this is, based on what I've seen. I wish I taught in a school with no grades. They come between the student and learning.
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Problem-Based Learning - 0 views
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A case study of how one school system researched, designed a website, and created a complete PBL skull lesson for science.
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IMSA's PBLNetwork - 35 views
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Illinoise Mathematics and Science Academy's site on Problem-Based Learning. Lots of different information. Some links/resources are broken.
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Views: What's High School For? - Inside Higher Ed - 35 views
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In theory, dual enrollment enables high school students to accrue college credits for very little cost and imbues them with a sense of confidence that they can complete college work. If students can succeed in college classes while still in high school, conventional wisdom holds, they will be more likely to matriculate at the postsecondary level.
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In reality, though, dual enrollment may do more harm than good.
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The problem is that high school is not college and completion of a dual enrollment high school class is not always a guarantee that students have learned the material.
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As a result, classes that used to be termed “college-prep” are now seen as college proper.
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In practice, however, courses covered in a high school setting on a high school calendar are often vastly different in practice.
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This is not a criticism of high school teachers. Many are excellent educators and care deeply about students. But they often teach more classes than college faculty do, have myriad extracurricular responsibilities, and lack the requisite training that enables college faculty to introduce best practices in the field. In contrast, college faculty members expect a higher level of work from students, including having them study independently, write in the discipline and be exposed to the latest research. They are less likely to offer extra credit, or evaluate students based on an inflated high school norm.
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High school students, especially sophomores and juniors, are not like college students. A collection of 15-, 16-, and 17-year-olds are normally at a different stage of intellectual and moral development than are college students. Treating a high school student like a college student does not always do them a favor.
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This student, as a sophomore in high school, earned a “C” in a “college” English course, which exempts her from our basic English 111 College Writing class. Even though her ACT score indicates her writing skills are deficient, we are limited in what we can do. Like many students who have already passed a “college” class, she thinks she already has the necessary writing skills to be successful in college. We know she very likely does not. Our willingness to increase student access by accepting transfer credit means that, without taking this student’s credits away, we cannot help her with her writing. Instead, by virtue of an average performance as a high school sophomore, this student will be placed into college classes for which she is unprepared.
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Most colleges willingly accept credits from like institutions because we trust that our courses are equivalent and that our faculty are credentialed. I doubt that same trust applies to high schools. The best service a high school can provide is to prepare students for college, not substitute for it.
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High school dual enrollment programs may not be helping students succeed in college.
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Grading essays: Humans vs. machine - USATODAY.com - 28 views
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The testing service compared the results of E-Rater evaluations of students' papers to human grading, and to students' scores on the SAT writing test and the essay portion of the SAT writing test (which is graded by humans). ETS found very high correlations between the E-Rater grades and the SAT grades and, generally, to the human grades of the placement test.
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In fact, Ramineni said, one of the problems that surfaced in the review was that some humans doing the evaluation were not scoring students' essays on some prompts in consistent ways, based on the rubric used by NJIT.
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Online Courses Should Always Include Proctored Finals, Economist Warns - Wired Campus -... - 34 views
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Online economics students do not absorb much material from homework and chapter tests during the semester—perhaps because they expect to be able to cheat their way through the final exam.
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she has noticed that her online students perform much worse than their classroom-taught counterparts when they are required to take a proctored, closed-book exam at the end of the semester.
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Ms. Wachenheim’s findings parallel those of a 2008 study in the Journal of Economic Education. That study found indirect evidence that students cheat on unproctored online tests, because their performance on proctored exams was much more consistent with predictions based on their class ranks and their overall grade-point averages.
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Those include insisting on a proctored final exam and reminding students of that exam “early, often, and broadly, so students are ever-conscious that they will be responsible for the material in an unaided environment.”
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"In self-paced courses, many students appeared to cram most of the homework and chapter exams into the final week of the semester. Few of them bothered to do the ungraded practice problems offered by the online publisher." First, where is the teaching? It sounds more like a case of poorly designed instruction...or a complete lack of instruction. Of course these students are not learning...they are not being taught. Also, if they are in classes which are actively taught by a teacher, then where are the formative assessments by the instructors? That teacher should know long before the final exam if the students know the material or not. A good teacher and a well developed online course would have a number of ways to determine this which do not allow for "cut and paste" or cheating. Finally, does this department test a student's memorization of material or the mastery of the concepts and and understanding of how to apply those concepts? Perhaps, there is also a need to reevaluate the assessments. Good teaching is good teaching. If a student is not learning the material, who is really to blame?
Principle 3 Home - Plan the Assessment - 3 views
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Emergent Learning Model « The Heutagogic Archives - 41 views
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Self-Organised Learning Environments (SOLE)
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The Open Context Model of Learning is a way of thinking about the relationships of learning such that a (teacher) develops both a subject understanding as well as an ability in the (learner) to take forward their learning in that subject.
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What I hoped to do below with the ELM is to show how all learning can be complementary and, given that everyone wants to learn, how we can design learner-responsive resources, institutions and networks.
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three part structure of ELM
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in our free time outside of institutions
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comes from our own interests
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interests of individuals
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ocial process of learning
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designs the pre-condition for social processes to emerge, which is the essence of informal learning
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Informal Learning is the social processes that support self-organised learning in any context
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structured learning opportunities without formal learning outcomes’
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identified a process of resource creation that responded to learners interests
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n adaptive model of resource creation
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content creation toolkits
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structuring of learning opportunities through resources
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as the key process in non-formal learning
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institutionalisation of processes surrounding learning
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education as a system, rather than learning as a process
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What formal learning, or education, has really become specialised in is maintaining itself as a set of institutions and buildings.
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Formal learning is the process of administering and quality assuring the accreditation of learning and the qualifications
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Non-formal learning is structured learning resources without formal learning outcomes.
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So what ELM aims to do is to replace the notion of learning as being a process of accreditation, that occurs within an institutionally constrained and hierarchical system, with a series of processes that better matches how people actually learn, following interests, collaborating and finding resources.
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more about meeting the needs and interests of human beings
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we should start with the social processes of everyday life, and design a system that enables learning to naturally emerge
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a) education; is a process organized by institutions who offer qualifications based on set texts to be used by learning groups in classes to meet accreditation criteria. Teachers provide resources and broker these educational processes. b) learning; is a process of problem-solving carried out by people individually or collaboratively by finding resources and discussing the emerging issues with trusted intermediaries.
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People + Resources = Learning
