Deep roots classical antiquity. Socrates, in dialogue with his followers, asked directed questions that led his students to realize for themselves the weaknesses in their thinking.
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... And Extrovert Kids Need to Learn to Listen at School: BalancEdTech - 2 views
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Introvert Extrovert Ambivert Introverted Kids Need to Learn to Speak Up at School http://www.theatlantic.com/national/print/2013/02/introverted-kids-need-to-learn-to-speak-up-at-school/272960/
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Education Theory/Constructivism and Social Constructivism - UCD - CTAG - 56 views
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I think this is the essence of teaching and learning - asking questions, for nothing is really true.
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Emphasis is on the collaborative nature of learning and the importance of cultural and social context.
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I agree - context, and culture play a very important role. And this might change from corner to corner, it can change quickly, neighbours etc
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Believed that constructivists such as Piaget had overlooked the essentially social nature of language and consequently failed to understand that learning is a collaborative process.
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Constructivist learning environments provide multiple representations of reality
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Multiple representations avoid oversimplification and represent the complexity of the real world
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Constructivist learning environments emphasize authentic tasks in a meaningful context rather than abstract instruction out of context.
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Constructivist learning environments provide learning environments such as real-world settings or case-based learnin
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Constructivist learning environments encourage thoughtful reflection on experience.
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Constructivist learning environments support "collaborative construction of knowledge through social negotiation, not competition among learners for recognition.
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Jonassen (1994)
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There is no absolute knowledge, just our interpretation of it. The acquisition of knowledge therefore requires the individual to consider the information and - based on their past experiences, personal views, and cultural background - construct an interpretation of the information that is being presented to them.
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Teaching styles based on this approach therefore mark a conscious effort to move from these ‘traditional, objectivist models didactic, memory-oriented transmission models’ (Cannella & Reiff, 1994) to a more student-centred approach.
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Students ‘construct’ their own meaning by building on their previous knowledge and experience. New ideas and experiences are matched against existing knowledge, and the learner constructs new or adapted rules to make sense of the world
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John Dewey (1933/1998) is often cited as the philosophical founder of this approach
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while Vygotsky (1978) is the major theorist among the social constructivists.
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Bruner (1990) and Piaget (1972) are considered the chief theorists among the cogn
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Dewey
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Piaget
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John Dewey rejected the notion that schools should focus on repetitive, rote memorization & proposed a method of "directed living" – students would engage in real-world, practical workshops in which they would demonstrate their knowledge through creativity and collaboration
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Piaget rejected the idea that learning was the passive assimilation of given knowledge. Instead, he proposed that learning is a dynamic process comprising successive stages of adaption to reality during which learners actively construct knowledge by creating and testing their own theories of the world.
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A common misunderstanding regarding constructivism is that instructors should never tell students anything directly but, instead, should always allow them to construct knowledge for themselves. This is actually confusing a theory of pedagogy (teaching) with a theory of knowing. Constructivism assumes that all knowledge is constructed from the learner’s previous knowledge, regardless of how one is taught. Thus, even listening to a lecture involves active attempts to construct new knowledge.
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social interaction lay at the root of good learning.
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Bruner builds on the Socratic tradition of learning through dialogue, encouraging the learner to come to enlighten themselves through reflection
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Careful curriculum design is essential so that one area builds upon the other. Learning must therefore be a process of discovery where learners build their own knowledge, with the active dialogue of teachers, building on their existing knowledge.
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Social constructivism was developed by Vygotsky. He rejected the assumption made by Piaget that it was possible to separate learning from its social context.
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On Vgotsky`s side here - I don`t think you can forget the role of "social learning", peer to peer learning and the role of social interaction.
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The basic tenet of constructivism is that students learn by doing rather than observing.
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By the 1980s the research of Dewey and Vygotsky had blended with Piaget's work in developmental psychology into the broad approach of constructivism
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1. Discovery Learning (Bruner) In discovery learning, the student is placed in problem solving situations where they are required to draw on past experiences and existing knowledge to discover facts, relationships, and new information. Students are more likely to retain knowledge attained by engaging real-world and contextualised problem-solving than by traditional transmission methods. Models that are based upon discovery learning model include: guided discovery, problem-based learning, simulation-based learning, case-based learning, and incidental learning.
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Teaching Metacognition - 78 views
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Step 1: Teach students that the ability to learn is not a fixed quantity The key to a student's ability to become a self-regulated (i.e., metacognitive) learner is understanding that one's ability to learn is a skill that develops over time rather than a fixed trait, inherited at birth.
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Step 2: Teach students how to set goals and plan to meet them
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Step 3: Give students opportunities to practice self-monitoring and adapting Accurate self-monitoring is quite difficult.
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In particular, students are encouraged to think about the key points of the lecture as they listen and take notes. At the end of the lecture, students write what they think the three most important ideas of the lecture were on an index card.
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Example: lecture wrappers
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Teaching Self-Monitoring Strategies Monitoring and adapting strategies can be taught as learning habits. A wrapper is one tool for teaching self-monitoring behavior. A wrapper is an activity that surrounds an existing assignment or activity and encourages metacognition. For example, wrappers can be used with lectures, homework assignments, or exams. Wrappers require just a few extra minutes of time, but can have a big impact.
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Example: homework wrappers Before beginning a homework assignment, students answer a brief set of self-assessment questions focusing on skills they should be monitoring. Students complete the homework as usual, and then answer a follow-up set of self-assessment questions.
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Example: exam wrappers When graded exams are returned (as soon as possible after the exam was given), students complete an exam reflection sheet. They describe their study strategies, analyze the mistakes they made, and plan their study strategies for the next exam.
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"Metacognition is a critically important, yet often overlooked component of learning. Effective learning involves planning and goal-setting, monitoring one's progress, and adapting as needed. All of these activities are metacognitive in nature. By teaching students these skills - all of which can be learned - we can improve student learning. There are three critical steps to teaching metacognition:" -
Really useful reminder of how we need to address very basic ideas about how to absorb new information and ask students to self-monitor and push themselves. I appreciated the information and plan to incorporate the wrappers!
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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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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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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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shared by Roland Gesthuizen on 04 May 14
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How to Focus More in Class: 11 Steps (with Pictures) - wikiHow - 112 views
www.wikihow.com/Focus-More-in-Class
attention classroom education Wikihow studying listening motivation productivity
shared by Roland Gesthuizen on 04 May 14
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"Slacking off during class isn't only a bad habit, but it's also very detrimental to your grade! Focusing in class really proves to teachers that you are a capable student but it also shows that you have got a solid level of maturity and self control, which will be very important in your future life. Read on to find out more about "How to Focus More in Class" "
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Lingt Classroom | Speak more. Give your students online voice based assignments. - 117 views
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Free site - create homework where students can practise listening comprehension and pronunciation by recording their own voices. Can incorporate multimedia, archive assignments & student responses. Other features: create oral exams for IB/AP that are easier & faster to administer/assess, targeted feedback to individual responses. Signup required. -
Create online assignments that make engaging and assessing
spoken performance as natural as giving out a worksheet.
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Job Bank - 32 views
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Are you verbal/linguistic? Then you make sense out of the world through language and can use words effectively either speaking or in writing. When you make puns and tell stories, you exhibit this intelligence.Learning strategies: read material before going to lectures; take notes of what you hear and read; describe what you have learned to others; listen to what others have learned;write out the steps/instructions to a procedure or experiment;use crossword puzzles, puns and imaginary conversations as memory devices;use your verbal/linguistic knowledge to help you study. For example, if you are taking a course in music, make up a story based on what you hear.
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Learning strategies for multiple intelligences. Nice list that can easily be used to create learning activities that span all learning styles in the classroom.
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rank different items of information in order of their importance
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predict outcomes
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PodcastAlley.com -- The place to find Podcasts - 78 views
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Podcast Alley is the podcast lovers portal. Featuring the best Podcast Directory and the Top 10 podcasts, as voted on by the listeners.
Welcome to ESLvideo.com :: Free ESL video quizzes and resources for ESL / EFL students ... - 41 views
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Dawn of the cyberstudent | University challenge | guardian.co.uk - 0 views
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students often have more experience of using new technologies than many university managers — even if they need guidance in using them effectively
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And there's the rub. Students can often read, too, in the basic sense. But our job as higher educators is to get them to really read, to read critically and do something with that reading. So, too, with the affordances of web2.0.
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the research process is likely to become much more open
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a balance that suits them, which may lead to more varying degrees of face-to-face and online contact,
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"If you are in Second Life listening to a lecture, your ability to fly through a bush isn't that relevant,
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All this will put added pressure on university staff, with increasing demands to respond to students 24/7. Read suggests one answer could be for universities in different parts of the world to share the load so that, as often happens already in industry "the work moves around with the sun".
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Interesting concept. Dickinson and other internationally-connected institutions would be in good shape to innovate here.
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learning culture
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shared by Peter Olm on 28 Jan 09
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Thought Control. - 1 views
peterolm.globalteacher.org.au
education literacy thinking middle-years australia teaching teacher primary school reading writing speaking listening oral language ICT multi-literacies multiliteracies multimodal multi-modal metacognition meta-cognition blog blogging Victoria Melbourne V
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One in four boys fails writing test for seven-year-old pupils - Education News, Educati... - 0 views
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Girls swept the board in national curriculum tests for seven-year-olds, beating boys in every paper – reading, writing, speaking and listening, maths and science. The biggest gap was in writing, where one in four boys failed to reach the standard expected, compared with just 13 per cent of girls.
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I find it a very sad state of affairs in the UK that this article constitutes a story. It has been widely acknowledged amongst child developmentalists that there is going to be a gulf between the sexes at such an age due to the internal developments taking place. Although testing is 'voluntary' in the UK, it is clearly still widespread to accountability purposes. We are talking about 7-year-olds here. What is disappointing also, is the fact further on in the article that a politician sees this as capital to attack the government, rather than the whole 'testing' regime for 7 year olds.
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shared by Ed Webb on 25 Aug 09
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Times Higher Education - Dummies' guides to teaching insult our intelligence - 0 views
www.timeshighereducation.co.uk/story.asp
opinion teaching education university college training pedagogy
shared by Ed Webb on 25 Aug 09
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if you encourage discussion in class, you have to be prepared for your students to arrive at conclusions that are unpalatable to you.
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When I started, largely out of exasperation, to investigate the educational research literature for myself, I was pleasantly surprised to find there was some genuinely useful and scholarly work out there, which recognised the demands of different subjects and even admitted that university lecturers aren't all workshy and stupid... It's a shame that this better stuff doesn't seem to have fed through into the generic courses that most institutions offer. My personal advice to anyone starting out as a university teacher: find a few colleagues who take their teaching seriously (there are almost certain to be some in the department) and ask them for advice; sit in on their classes if possible; remember you'll never teach perfectly but you can always teach better; and close your ears to well-meaning interference from anybody who's never actually spent time at the chalkface!
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Magueijo's could acknowledge that some people teaching these courses are genuinely concerned about improving teaching, and they need academics' help in designing better courses that do so. Sotto's side should acknowldge that however much they talk about how important teaching is (as if they discovered this, and academics did not know), they are not listening to the people attending their courses if those people feel utterly patronised and frustrated at the waste of their time. If academics treated their students like educationalists treat their student academics they'd be appalling teachers. A simple course allowing us to learn from a video of our own lectures would be immensely useful. Instead whole empires of education have developed that need to justify themselves and grow, so they subject us to educational jargon and make us write essays on the educationalist's pet theory.
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I would have preferred that David Pritchard had written it; his comments above are perfect.
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Most colleagues with excellent teaching reputations seem not to oppose training per se, but bad training.
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English Teachers Find an Online Friend: the English Companion Ning - National Writing P... - 0 views
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"The first semester I was groping my way along, trying to not completely implode," said Rachel E., who is teaching high school students in El Cajon, California, for the first time. "But second semester something amazing happened. I found this Ning. And it has literally changed the way I teach. I feel like I have insight from some of the best teachers out there. I can listen in to conversations that would never happen in my staff room."
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Hey that's me! If you haven't joined the Ning, you really should. It has helped my teaching immensely!
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AcademiX 2010 - 12 views
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Reading and the Web - Texts Without Context - NYTimes.com - 49 views
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It’s also a question, as Mr. Lanier, 49, astutely points out in his new book, “You Are Not a Gadget,” of how online collectivism, social networking and popular software designs are changing the way people think and process information, a question of what becomes of originality and imagination in a world that prizes “metaness” and regards the mash-up as “more important than the sources who were mashed.”
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Core discussion topic? From this, I see a few discussion issues: 1. Do we prize "mash-ups" more than original work? Who is "we" in this? 2. If the answer to #1 is "yes," then the next question is: is this good or bad? 3. Finally, if the answer is "bad" to #2, what place do "mash-ups" have, and how do we help our students see the value in original work?
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Web 2.0 is creating a “digital forest of mediocrity” and substituting ill-informed speculation for genuine expertise;
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How do teachers help students rise above this "digital forest of mediocrity"?
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Mr. Johnson added that the book’s migration to the digital realm will turn the solitary act of reading — “a direct exchange between author and reader” — into something far more social and suggested that as online chatter about books grows, “the unity of the book will disperse into a multitude of pages and paragraphs vying for Google’s attention.”
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If Johnson's predictions are true, is this necessarily bad? How much of this concern is "nostalgia"? What would be lost from an academic p.o.v, and what migh be gained?
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Instead of reading an entire news article, watching an entire television show or listening to an entire speech, growing numbers of people are happy to jump to the summary, the video clip, the sound bite — never mind if context and nuance are lost in the process; never mind if it’s our emotions, more than our sense of reason, that are engaged; never mind if statements haven’t been properly vetted and sourced.
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Should teachers "fight" this, or embrace it? Can summaries/sound bites ever be appropriate for academic discussions?
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And online research enables scholars to power-search for nuggets of information that might support their theses, saving them the time of wading through stacks of material that might prove marginal but that might have also prompted them to reconsider or refine their original thinking.
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Digital insiders like Mr. Lanier and Paulina Borsook, the author of the book “Cyberselfish,” have noted the easily distracted, adolescent quality of much of cyberculture. Ms. Borsook describes tech-heads as having “an angry adolescent view of all authority as the Pig Parent,” writing that even older digerati want to think of themselves as “having an Inner Bike Messenger.”
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Can teachers moderate this attitude? Does our (adults) use/non-use of technology help breed this attitude?
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authors “will increasingly tailor their work to a milieu that the writer Caleb Crain describes as ‘groupiness,’ where people read mainly ‘for the sake of a feeling of belonging’ rather than for personal enlightenment or amusement. As social concerns override literary ones, writers seem fated to eschew virtuosity and experimentation in favor of a bland but immediately accessible style.
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Does this ring true to educators? Are social concerns and literary conerns opposites? How does web publishing affect "literary" publishing, as opposed to "non-literary" publishing?
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However impossible it is to think of “Jon & Kate Plus Eight” or “Jersey Shore” as art, reality shows have taken over wide swaths of television,