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Gold Standard PBL: Essential Project Design Elements | Blog | Project Based Learning | BIE - 76 views
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Level 3 research using I can statements as the funnel toward the driving question
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students ask questions,
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Authenticity
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solve problems like those faced by people in the world outside of school (
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eal-world processes, tasks and tools, and performance standards,
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address a need in their school or community
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own concerns, interests, cultures,
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Student Voice & Choice
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Students can have input and (some) control over many aspects of a project, from the questions they generate, to the resources they will use to find answers to their questions, to the tasks and roles they will take on as team members, to the products they will create
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Reflection
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We do not learn from experience. We learn from reflecting on experience.
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Critique & Revision
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ddition to peers and teachers, outside adults and experts can also contribute to the critique process, bringing an authentic, real-world point of view.
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product” can be a tangible thing, or it can be a presentation of a solution to a problem or answer to a driving question.
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resent or display their work to an audience beyond the classroom, the performance bar raises, since no one wants to look bad in public
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aking student work public is an effective way to communicate with parents, community members, and the wider world about what PBL is and what it does for students.
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people need to be able to think critically and solve problems,
How to Determine Website Credibility - 114 views
27 Characteristics Of Authentic Assessment - 78 views
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Listen Current - Home - Current Events and Featured Lesson Plans - 45 views
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Listen Current makes it easy to bring authentic voices and compelling non-fiction stories to the classroom. We curate the best of public radio to keep teaching connected to the real world and build student listening skills at the same time.
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shared by H DeWaard on 20 Jan 15
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Creating an Authentic Maker Education Rubric | Edutopia - 105 views
www.edutopia.org/...r-education-rubric-lisa-yokana
creating maker education rubric edutopia process understanding product
shared by H DeWaard on 20 Jan 15
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To assess maker projects in your class, begin with a three-part rubric to guide students through process, understanding, and product. -
To assess maker projects in your class, begin with a three-part rubric to guide students through process, understanding, and product.
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Education Theory/Constructivism and Social Constructivism - UCD - CTAG - 56 views
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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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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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shared by Jennifer Diaz on 15 Nov 14
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13 Strategies to Improve Student Classroom Discussions - 149 views
www.weareteachers.com/...-student-classroom-discussions
6th grade Response to Literature Evidence student classroom strategies discussions
shared by Jennifer Diaz on 15 Nov 14
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deniseahlquist liked it
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These 13-teacher and expert-tested strategies will strengthen your students' ability to find and use evidence from any text
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Texts that inspire questions encourage students to return to the text and find support for their answers
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starting with one overarching focus question
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Require students to have evidence ready at the start of the discussion
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"prove it"
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evidence will actually open up a text to different interpretations
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The challenge is getting students to expand and explain. To get students to explain why they choose a piece of evidence, provide them with a structure that moves from evidence to interpretation. Williams' students use a graphic organizer with three columns: They write their answer in the first column, note textual evidence in the second, and explain their evidence in the third.
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Use sentence starters strategically
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In the text ... the author mentions ...
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the author uses this evidence to ... this lets us know that ...
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Give students enough time to flip through and find just the right piece of evidence. If other students are getting antsy, choose one of your always-ready students to share, then loop back to the student who needed time with the text
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Good idea to keep the pace moving, while providing enough time to find better evidence. -
And if you encourage a collaborative atmosphere, having students ALL look for evidence related to each person's idea will mean they are all engaged in searching whenever anyone makes a claim. Either choose someone who has found it, or have them mark the page and keep searching for more evidence. Then have students ALL GO to the passage cited, so they can closely follow and respond with additional or conflicting evidence.
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"Just because there's more than one right answer," says Riley, "doesn't mean there's no wrong answer."
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Part of what students do when they all look for evidence for each idea is to learn to weigh evidence for competing ideas and sift out "weaker" or unsupported answers from "stronger" claims. Brainstorming an idea that later doesn't pan out should not e seen as bad or wrong, but more accurately as the way idea-generating and sifting actually happens in many situations.
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According to page
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create an anchor chart
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Create and authentic anchor chart of student/teacher generated starters and prompts.
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Listen for how students personalize the discussion, and encourage them to develop their own voice.
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go back to the text
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They answer the focus question a second time, explain whether or not they changed their answers, and reflect on how the evidence brought up during discussion impacted their thinking.
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I haven't taught sixth grade for 3 1/2 years now, but if I ever go back to ms, I'd incorporate this into my weekly plans. One way I get my second graders to grow their thinking is by having them respond to one another using the following prompts: I agree with the part about… Going back to what you said about… One thing I noticed… One thing I pictured… It reminded me of… I am not sure what you are saying. Could you say it in another way? I agree with what you are saying because… What you just said matches what is in my mind because… I hear what you are saying, but I see it differently because… If what you said is true, is it not also true that… That is true, but… Or - That is true, and… Could you say more? Could you give me an example? I would like to add on to what _________ said. I have an example of what you just said. I wonder why… I was surprised to see… Another thing that goes with that is… So are you saying…
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How Google Plus Communities Could Connect Students - 29 views
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With a connection to his previous Texas home, Ashby has helped set up collaborative student projects between North Carolina and Texas schools, among others. "We're just trying to basically let our students get connections, and then we want our students to take it from there," Ashby said. These connections — both in the U.S. and globally — help students understand that their work is not just for their teacher, but for a broader audience. He hopes that will give them intrinsic motivation to perform better.
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Technology Integration Matrix - 171 views
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The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells. -
Neat visualization of stages of integration, with clear characteristics/descriptors.
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What Reflects a Great School? Not Test Scores - Education Week - 79 views
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These gains often turn out to be an achievement mirage
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Three interconnected factors are as essential for whole-school achievement as knowing how to teach well: trust, collaboration, and authenticity.
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professional learning is ongoing and embedded
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They let parents know through social media, a phone call, or an email when a child has done something well
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observe, coach, and co-teach
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rich and extensive classroom libraries
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students choice and easy access to books
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they partner with teachers to ensure that all resources and texts used in the classroom are well written and are crafted by notable authors
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the quality of relationships within the school and across the community
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Technology Integration Matrix - 117 views
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ology Integration Matrix
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efining and evaluating technology integration Sets a clear vision for effective teaching with technology
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ional development resources effectively Start using now The Technology Integration Matrix Active Collaborative Constructive Authentic Goal Directed
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Fabulous matrix for technology integration. Includes leveled lesson examples, videos, lists of resources and more.
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Building School-Based Student Digital Book Clubs | MiddleWeb - 5 views
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"All learning is social. We develop new understandings from each other. Print, whether digital or on paper, happens to be one of the ways people communicate. Bridging these two worlds through social media such as Google+, Twitter, and Edmodo gives us that authentic experience of what read readers do."
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Mix It Up! Authentic Activities for the World Language Classroom | Edutopia - 46 views
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hen dreaming up new activities, our main focus should always be authenticity. If we make activities genuine, our students will be much more inclined to participate.
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The Flipped Class: Myths vs. Reality - THE DAILY RIFF - Be Smarter. About Education. - 148 views
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The traditional definition of a flipped class is:Where videos take the place of direct instructionThis then allows students to get individual time in class to work with their teacher on key learning activities.It is called the flipped class because what used to be classwork (the "lecture" is done at home via teacher-created videos and what used to be homework (assigned problems) is now done in class.
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The Flipped Classroom is NOT:
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Great! It's not an "easy" way out of teaching or reducing the workload - it's all about engaging the learners in the process of learning and providing more opportunities (affordances) for this learning to occur.
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The Flipped Classroom IS:
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A blending of direct instruction with constructivist learning.
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This is often overlooked. The content should serve authentic application of skills, not itself.
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A good post about what a flipped classroom is and what it can be. It outlines what it is not, as well. Good basic introduction to flipped classrooms.
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Getting A Job Is Not The Purpose Of School - 41 views
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By calling it “school” (rather than learning), and “a job” (rather than work), we’re unwittingly creating a tone of drudgery and compliance that centers the institutions and their processes (grades, academic success and performance), and de-centers the end result (skills–>understanding–>creativity–>wisdom).
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the vast majority of social ills that plague us–as a planet, not just in one country–stem from a surplus of bad work
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And because we’ve all had jobs that sucked, it’s easy to shrug it off as a necessary evil in life, but it’s not. Work that demeans, dehumanizes, mechanizes, and depersonalizes individuals also, by design, demean, dehumanize, mechanize, and depersonalize society at large, and telling people to “be thankful they have a job” is an antiquated response that misses the point.
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The curse of social conditioning and norm-referencing here is also at play
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Wendell Berry in a letter he wrote responding to the idea of a “work-life” balance
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Only in the absence of any viable idea of vocation or good work can one make the distinction implied in such phrases as “less work, more life” or “work-life balance,” as if one commutes daily from life here to work there.
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If such questions are not asked, then we have no way of seeing or proceeding beyond the assumptions of (the author) and his work-life experts: that all work is bad work; that all workers are unhappily and even helplessly dependent on employers; that work and life are irreconcilable; and that the only solution to bad work is to shorten the workweek and thus divide the badness among more people.”
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no matter what sort of values a family promotes, the learning process, by design, changes a person
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Doesn’t the quality of a culture rely in part on a deep, dynamic interaction between those who are adults now, and those who will be soon?” And in that intersection sits education.
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Getting a job is not the purpose of school. Good work is a shared core of both education and social improvement. I’m not entirely sure what this means for learning on a practical level, but I keep having the idea of diverse learning forms embedded in authentic local communities as a kind of first response.
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shared by tapiatanova on 08 Nov 11
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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
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Kate Pok liked it
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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."
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Very important - social pedagogies for authentic tasks - a key for integrating SNTs in the classroom.
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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.
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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.
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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...
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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.
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back-channel conversations
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While keynote speakers and session leaders are speaking, audience members are sharing highlights, asking questions, and conversing with colleagues on Twitter
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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.
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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.
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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.
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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.
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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.
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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.
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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."
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Yes, but what is the relation between such writing and ("proper"?) academic writing?
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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.
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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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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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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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Effects of Technology on Classrooms and Students - 8 views
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student satisfaction with the immediate feedback
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What is the most cost effective way to provide individualized, immediate feedback? Is it reasonable to do this without paying for subscription services?
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Teachers talked about motivation from a number of different perspectives. Some mentioned motivation with respect to working in a specific subject area, for example, a greater willingness to write or to work on computational skills. Others spoke in terms of more general motivational effects--
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When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons. Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress.
Rubrics (Authentic Assessment Toolbox) - 103 views
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L3D Philosophy - 36 views
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uture is not out there to be "discovered": It has to be invented and designed.
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Learning is a process of knowledge construction, not of knowledge recording or absorption. Learning is knowledge-dependent; people use their existing knowledge to construct new knowledge. Learning is highly tuned to the situation in which it takes place. Learning needs to account for distributed cognition requiring knowledge in the head to combined with knowledge in the world. Learning is affected as much by motivational issues as by cognitive issues.
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previous notions of a divided lifetime-education followed by work-are no longer tenable.
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Professional activity has become so knowledge-intensive and fluid in content that learning has become an integral and inseparable part of "adult" work activities.
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require educational tools and environments whose primary aim is to help cultivate the desire to learn and create, and not to simply communicate subject matter divorced from meaningful and personalized activity.
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current uses of technology in education: it is used as an add-on to existing practices rather than a catalyst for fundamentally rethinking what education should be about in the next century
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information technologies have been used to mechanize old ways of doing business‹rather than fundamentally rethinking the underlying work processes and promoting new ways to create artifacts and knowledge.
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important challenge is that the ?ld basic skillsº such as reading, writing, and arithmetic, once acquired, were relevant for the duration of a human life; modern ?asic skillsº (tied to rapidly changing technologies) will change over time.
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We need computational environments to support "new" frameworks for education such as lifelong learning, integration of working and learning, learning on demand, authentic problems, self-directed learning, information contextualized to the task at hand, (intrinsic) motivation, collaborative learning, and organizational learning.
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Instructionist approaches are not changed by the fact that information is disseminated by an intelligent tutoring system.
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Lifelong learning is a continuous engagement in acquiring and applying knowledge and skills in the context of authentic, self-directed problems.
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ubstantial empirical evidence that the chief impediments to learning are not cognitive. It is not that students cannot learn; it is that they are not well motivated to learn.
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Most of what any individual "knows" today is not in her or his head, but is out in the world (e.g., in other human heads or embedded in media).
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technology should provide ways to "say the 'right' thing at the 'right' time in the 'right' way
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challenge of whether we can create learning environments in which learners work hard, not because they have to, but because they want to. We need to alter the perception that serious learning has to be unpleasant rather than personally meaningful, empowering, engaging, and even fun.
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making information relevant to the task at hand, providing challenges matched to current skills, creating communities (among peers, over the net), and providing access to real practitioners and experts.
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What "basic skills" are required in a world in which occupational knowledge and skills become obsolete in years rather than decades?
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reduce the gap between school and workplace learning
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How can schools (which currently rely on closed-book exams, the solving of given problems, and so forth) be changed so that learners are prepared to function in environments requiring collaboration, creativity, problem framing, and distributed cognition?
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problem solving in the real world includes problem framing calls into question the practice of asking students to solve mostly given problems.
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teachers should see themselves not as truth-tellers and oracles, but as coaches, facilitators, learners, and mentors engaging with learners