Managing a Moodle course
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Passion-Based Learning: An 8 Part Blog Series via @PLPNetwork | Reading By Example - 43 views
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Learning and Skills Network. (2007). A professional development framework for eLearning. - 1 views
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This item will be referenced in my paper, but is not a part of the 3 item diigo annotated bibliography.
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MoodleDocs. (2013). Moodle Community Sites Forum. - 9 views
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This item will be referenced in my paper, but is not a part of the 3 item diigo annotated bibliography. Moodle Docs is the documentation for Moodle, written by the Moodle community. It is based on wiki technology and is powered by MediaWiki, the same software that runs Wikipedia. The Moodle LMS will be used in the Professional Development plan that I will be referencing in my paper. This documentation will help support my plan as it moves forward.
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Four steps to get your classroom management off to a great start Pt2 | Expert Professio... - 76 views
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The Future of College? - The Atlantic - 29 views
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proprietary online platform developed to apply pedagogical practices that have been studied and vetted by one of the world’s foremost psychologists, a former Harvard dean named Stephen M. Kosslyn, who joined Minerva in 2012.
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inductive reasoning
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Minerva class extended no refuge for the timid, nor privilege for the garrulous. Within seconds, every student had to provide an answer, and Bonabeau displayed our choices so that we could be called upon to defend them.
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subjecting us to pop quizzes, cold calls, and pedagogical tactics that during an in-the-flesh seminar would have taken precious minutes of class time to arrange.
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felt decidedly unlike a normal classroom. For one thing, it was exhausting: a continuous period of forced engagement, with no relief in the form of time when my attention could flag
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One educational psychologist, Ludy Benjamin, likens lectures to Velveeta cheese—something lots of people consume but no one considers either delicious or nourishing.)
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because I had to answer a quiz question or articulate a position. I was forced, in effect, to learn
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adically remake one of the most sclerotic sectors of the U.S. economy, one so shielded from the need for improvement that its biggest innovation in the past 30 years has been to double its costs and hire more administrators at higher salaries.
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past half millennium, the technology of learning has hardly budge
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fellow edu-nauts
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Lectures are banned
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attending class on Apple laptops
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Lectures, Kosslyn says, are cost-effective but pedagogically unsound. “A great way to teach, but a terrible way to learn.”
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Minerva boast is that it will strip the university experience down to the aspects that are shown to contribute directly to student learning. Lectures, gone. Tenure, gone. Gothic architecture, football, ivy crawling up the walls—gone, gone, gone.
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methods will be tested against scientifically determined best practices
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One imagines tumbleweeds rolling through abandoned quads and wrecking balls smashing through the windows of classrooms left empty by students who have plugged into new online platforms.
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when you have a noncurated academic experience, you effectively don’t get educated.
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Liberal-arts education is about developing the intellectual capacity of the individual, and learning to be a productive member of society. And you cannot do that without a curriculum.”
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“The freshman year [as taught at traditional schools] should not exist,” Nelson says, suggesting that MOOCs can teach the basics. “Do your freshman year at home.”) Instead, Minerva’s first-year classes are designed to inculcate what Nelson calls “habits of mind” and “foundational concepts,” which are the basis for all sound systematic thought. In a science class, for example, students should develop a deep understanding of the need for controlled experiments. In a humanities class, they need to learn the classical techniques of rhetoric and develop basic persuasive skills. The curriculum then builds from that foundation.
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What, he asks, does it mean to be educated?
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“Your cash cow is the lecture, and the lecture is over,” he told a gathering of deans. “The lecture model ... will be obliterated.”
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Subsidies, Nelson says, encourage universities to enroll even students who aren’t likely to thrive, and to raise tuition, since federal money is pegged to costs.
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We have numerous sound, reproducible experiments that tell us how people learn, and what teachers can do to improve learning.” Some of the studies are ancient, by the standards of scientific research—and yet their lessons are almost wholly ignored.
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memory of material is enhanced by “deep” cognitive tasks
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a pop quiz at the beginning of a class and (if the students are warned in advance) another one at a random moment later in the class greatly increases the durability of what is learned.
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ask a student to explain a concept she has been studying, the very act of articulating it seems to lodge it in her memory. Forcing students to guess the answer to a problem, and to discuss their answers in small groups, seems to make them understand the problem better—even if they guess wrong.
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e traditional concept of “cognitive styles”—visual versus aural learners, those who learn by doing versus those who learn by studying—is muddled and wrong.
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pedagogical best practices Kosslyn has identified have been programmed into the Minerva platform so that they are easy for professors to apply. They are not only easy, in fact, but also compulsory, and professors will be trained intensively in how to use the platform.
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Professors are able to sort students instantly, and by many metrics, for small-group work—
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he found the man’s view of education, in a word, faith-based
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he could have alerted colleagues to best practices, but they most likely would have ignored them. “The classroom time is theirs, and it is sacrosanct,
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Lectures, Kosslyn says, are pedagogically unsound,
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I couldn’t wait for Minerva’s wrecking ball to demolish the ivory tower.
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The MOOCs will eventually make lectures obsolete.”
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Minerva’s model, Nelson says, will flourish in part because it will exploit free online content, rather than trying to compete with it, as traditional universities do.
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The MOOCs will eventually make lectures obsolete.”
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certain functions of universities have simply become less relevant as information has become more ubiquitous
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Minerva challenges the field to return to first principles.
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MOOCs will continue to get better, until eventually no one will pay Duke or Johns Hopkins for the possibility of a good lecture, when Coursera offers a reliably great one, with hundreds of thousands of five-star ratings, for free.
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it is designed to convey not just information, as most MOOCs seem to, but whole mental tool kits that help students become morethoughtful citizens.
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part of the process of education happens not just through good pedagogy but by having students in places where they see the scholars working and plying their trades.”
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“hydraulic metaphor” of education—the idea that the main task of education is to increase the flow of knowledge into the student—an “old fallacy.”
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I remembered what I was like as a teenager headed off to college, so ignorant of what college was and what it could be, and so reliant on the college itself to provide what I’d need in order to get a good education.
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It took deep concentration,” he said. “It’s not some lecture class where you can just click ‘record’ on your tape.”
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for all the high-minded talk of liberal education— of lighting fires and raising thoughtful citizens—is really just a credential, or an entry point to an old-boys network that gets you your first job and your first lunch with the machers at your alumni club.
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Its seminar platform will challenge professors to stop thinking they’re using technology just because they lecture with PowerPoint.
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professors and students increasingly separated geographically, mediated through technology that alters the nature of the student-teacher relationship
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The idea that college will in two decades look exactly as it does today increasingly sounds like the forlorn, fingers-crossed hope of a higher-education dinosaur that retirement comes before extinction.
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Label the Cells - 85 views
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A whiteboard resources for labelling to major parts of an animal and plant cell. http://ictmagic.wikispaces.com/Science
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Taking Yourself Seriously: Processes of Research and Engagement has been publ... - 3 views
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This is a "field-book of tools and processes to help readers in all fields develop as researchers, writers, and agents of change." For more details and how to purchase: http://bit.ly/TYS2012. (Printing and distribution in Australia and Europe begins end of March.) Comments on the influence of this book's approach "I was able to get engaged in a project that I was able to actually use in work, which was extremely satisfying. The whole process encouraged me, and I felt very empowered as a change agent, which could be an exhilarating feeling." a healthcare professional and story-teller "I really had not been used to thinking about my own thinking, so learning to do that also helped me to slow down and start to look away from the career path that I had been taking for granted." a biologist-turned-web designer "I found that the experience helped me to accept feedback from other professionals. I am more comfortable with listening to why my own ideas might not work or need further evaluation. This even happens to the point where I find reasons now to seek out this kind of feedback." a teacher "I had viewed research as a process of collecting information into a sort of database and reviewing it effectively. I have now revised my notions to include a more broad understanding of interconnectedness between people and ideas. An important part of research is to keep relationships going." an adult educator "One of the most useful ideas was the use of dialogue, which helps to slow down the procedures used by the company. There's a tension between management's need to make quick decisions and desire to have real dialogue around proposed changes-changes to the internal company operational procedures as well as to evaluating the quality of what the company is doing with its publications." a teacher, currently working in publishing "I was asked to pay attention to what I actually could do instead of what I could not. This enabled me to (1) step back and let go of a huge technic
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The Cingulate Cortex Does Everything - YouTube - 1 views
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our model predicts that the the cingulate will overtake the PFC within ten years. I can send you the spreadsheet if you like. Also, the prefrontal cortex is typically considered any neocortex that lies anterior to the precentral gyrus (motor cortex), so, the anterior cingulate is actually part of the PFC!
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the prefrontal cortex is typically considered any neocortex that lies anterior to the precentral gyrus (motor cortex), so, the anterior cingulate is actually part of the PFC!
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http://www.unity.net.au/padwheel/padwheelposter.pdf - 54 views
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Is STEM the Key? (Part Three) - 26 views
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The message from PwC is clear, Australia needs to take action now if we are not to slip behind the rest of the world. 'Australia is waking up to the fact that the good times can't go on forever. In the face of economic challenges and a digital revolution that's reshaping business and the workforce, we need to act.'
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An Introduction to Design Thinking (Part Two) - 115 views
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In the constructivist-learning model, engagement and experience combine with immersive environments and self-organisation of knowledge to establish a context in which learning occurs naturally. Constructivism has since the time of Dewey become closely affiliated with Project Based Learning and yet despite years of efforts to refine the process the result does not always match the promise. Design thinking might be the answer.
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Noteflight - Online Music Notation Software - 31 views
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Create music notation right in your browser and be part of the world's best music composition community.
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the Truth About Being a Hero - WSJ - 14 views
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We all want to be special, to stand out; there's nothing wrong with this. The irony is that every human being is special to start with, because we're unique to start with.
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n the military I could exercise the power of being automatically respected because of the medals on my chest, not because I had done anything right at the moment to earn that respect.
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I knew many Marines had done brave deeds that no one saw and for which they got no medals at all.
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"A lot of people have done a lot more and gotten a lot less, and a lot of people have done a lot less and gotten a lot more."
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I got my medals, in part, because I did brave acts, but also, in part, because the kids liked me and they spent time writing better eyewitness accounts than they would have written if they hadn't liked me
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The only people who will ever know the value of the ribbons on their chests are the people wearing them—and even they can fool themselves, in both directions.
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he whole assault ground to a halt, except for one kid named Niemi, who had sprinted forward when we came under the intense fire and disappeared up in front of us somewhere.
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alking to a group of us about when it was a platoon leader earned his pay. I knew, floating above that mess, that now that time had come. If I didn't get up and lead, we'd get wiped.
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I'm most proud of is that I simply stood up, in the middle of all that flying metal, and started up the hill all by myself.
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I did it for the right reasons.
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At this point I saw the missing kid, Niemi, pop his head up. He sprinted across the open top of the hill, all alone.
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He was a black kid, all tangled up in black-power politics, almost always angry and sullen. A troublemaker. Yet here he was, most of his body naked with only flapping rags left of his jungle utilities, begging for a rifle when he had a perfect excuse to just bury his head in the clay and quit. I gave him mine. I still had a pistol. He grabbed the rifle, stood up to his full height, fully exposing himself to all the fire, and simply blasted an entire magazine at the two soldiers in front of us, killing both of them. He then went charging into the fight, leaving me stunned for a moment. Why? Who was he doing this for? What is this thing in young men? We were beyond ourselves, beyond politics, beyond good and evil. This was transcendence.
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Crashing out of the clouds into this confusion came a flaming, smoking twin-rotor CH-46 helicopter.
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I saw Niemi pop into sight again. He sprinted to the downed chopper.
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the only thing he could think to do was sprint across the open hilltop to see if he could find a place from which he could lay down fire to protect them.
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Niemi got a Navy Cross.
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I got a Navy Cross.
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elicopter pilot
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ont-page story
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The kid who borrowed my rifle didn't get anyt
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hing.
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It was just about that time I got knocked out and blinded by a hand grenade. I came to, groggy.
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hen a kid I knew from Second Platoon, mainly because of his bad reputation, threw himself down beside me, half his clothes blown away. He was begging people for a rifle. His had been blown out of his hands.
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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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PhotoFunia - 83 views
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change your photo to make it look like your were actually there or part of that original photo.... Lots of fun to play around with.
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End of the Year School Awards Ideas for Elementary Teachers - 56 views
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End of the year school awards are a popular part of elementary school traditions, because children love to be rewarded and made to feel special.
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Are You Part of 'Generation Plagiarism'? - The Learning Network Blog - NYTimes.com - 79 views
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Be sure to read the comments... they are all over the board, but are certainly worth reading.
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Daniel Pink on Drive, Motivation, and Incentives | EconTalk | Library of Economics and ... - 44 views
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Daniel Pink, author of Drive, talks with EconTalk host Russ Roberts about drive, motivation, compensation, and incentives. Pink discusses the implications of using monetary rewards as compensation in business and in education. Much of the conversation focuses on the research underlying the book, Drive, research from behavioral psychology that challenges traditional claims by economists on the power of monetary and other types of incentive. The last part of the conversation turns toward education and the role of incentives in motivating or demotivating students.
What you didn't hear on Oprah yesterday (Part II) « Failing Schools - 46 views
failingschools.wordpress.com/...ear-on-oprah-yesterday-part-ii
didn't hear oprah schools education teachers teaching
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