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H DeWaard

We Don't Need To Use Them, Even If They're There! | Living Avivaloca - 37 views

adunsiger.com/...-use-them-even-if-theyre-there

worksheets teaching learning classroom

shared by H DeWaard on 23 Jan 15 - No Cached
  • H DeWaard on 23 Jan 15
     
    This morning, I saw a tweet from HJ DeWaard: a teacher that I love learning with and from on Twitter. The moment I read the blog post, I knew what I would be writing about tonight. The truth is, in...
khirnhup yeo

Diigo now less useful - 142 views

There is a neat solution to the caching problem and it can be found at http://groups.diigo.com/group/Diigo_HQ/content/almost-perfect-solution-to-caching-problem-icyte-1889535 .

Diigo

started by khirnhup yeo on 06 Sep 10 11 follow-ups, last by khirnhup yeo on 13 Sep 10
Rafael Morales_Gamboa

Contemplating the consequences of Constructivism - The Learner's Way - 21 views

thelearnersway.net/...consequences-of-constructivism

constructivism teaching learning

shared by Rafael Morales_Gamboa on 10 Sep 17 - No Cached
  • learning is a process which occurs within the mind of the individual as they process stimuli arriving from their sensory buffer from their environment (broadly speaking), into working memory and onward into long-term memory. 
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      The emphasis does not have to be on the individual, as is common. The social group learns by means of individual, but joined and synchronized, learning.
  • self-guided learning or self-initiated learning
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      Not in the case of social constructivism.
  • what is significant
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      To others...
  • ...11 more annotations...
  • independent practice
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      and social practice
  • the research on what produces effective learning supports this
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      Of course, that depends on what exactly is evaluated.
  • This desire is evident when we expect our learners to be scientists, historians, geographers, researchers and problem solvers/finders.
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      As well as critical citizens.
  • We teach the skills of inquiry, problem solving and experimentation and then provide opportunities for independent practice.
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      Can you imagine anything a better explanation of "knowledge transfer"?
  • we have previously instructed them in
  • The gradual release of responsibility model of instruction suggests that cognitive work should shift slowly and intentionally from teacher modeling, to joint responsibility between teachers and students, to independent practice and application by the learner
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      Does not sounds like the classroom is empty? Classmates? Who cares about them?
  • It is not always the case that learning is best served when the process begins with direct instruction.
  • Schools provide a rich environment within which such learning may occur
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      It is not always the case, and I would rather say that is not often the case, if our cultural legacy that depicts the school in literature and films.
  • best model can be to begin with an independent exploration of new content even when this produces failure
  • schools maximise their impact on the learning that occurs
  • constructivism urges teachers to ensure that the learner is at least as involved in the process as their teachers are
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      I would call that "teacher-centred constructivism".
  • Nigel Coutts on 10 Sep 17
     
    Constructivism is one of those ideas we throw around in educational circles without stopping to think about what we mean by it. They are the terms that have multiple meanings, are at once highly technical and common usage and are likely to cause debate and disagreements. Constructivism in particular carries a quantity of baggage with it. It is a term that is appropriated by supporters of educational approaches that are in stark contrast to the opposing view; constructivism vs didactic methods or direct instruction. The question is what are the origins of constructivism and does a belief in this as an approach to understanding learning necessitate an abandonment of direct instruction or is this a false dichotomy?
Kelly Dau

Math Teaching Resources for K-5 Classrooms - 121 views

www.k-5mathteachingresources.com

math common core

shared by Kelly Dau on 13 Sep 11 - No Cached
  • James Allen on 13 Sep 11
     
    This site provides a range of resources, math games, and hands-on math activities aligned with the Common Core State Standards for Mathematics. Also available are Math Journal tasks for Kindergarten, 1st, 2nd, 3rd, 4th, and 5th Grade for teachers looking to use Math Journals as a means of providing students with opportunities to organize, clarify and reflect on their thinking while developing key mathematical skills and understandings.
  • Kelly Dau on 31 Oct 12
     
    This site provides an extensive collection of free resources, math games, and hands-on math activities aligned with the Common Core State Standards.
Steve Ransom

Newsroom | Alliance for Childhood - 1 views

www.allianceforchildhood.org/newsroom

childhood kindergarten learning

shared by Steve Ransom on 28 May 09 - Cached
  • In many kindergarten classrooms there is no playtime at all. Teachers say the curriculum does not incorporate play, there isn’t time for it, and many school administrators do not value it.
    • Steve Ransom
      Steve Ransom on 28 May 09
       
      Then you can't really blame teachers here. Policy/curriculum has to change.
  • “We have had a politically and commercially driven effort to make kindergarten a one-size-smaller first grade. Why in the world are we trying to teach the elementary curriculum at the early childhood level?”
  • Finnish children similarly have a lengthy and playful childhood, not beginning formal schooling until age 7. Yet Finland consistently gets the highest scores on international exams.
  • ...1 more annotation...
  • Crisis in the Kindergarten describes the current state of public kindergartens in the U.S. as “a national disgrace.”
  • Steve Ransom on 28 May 09
     
    New studies show play losing out to formal lessons and tests, even though multiple benefits of imaginative play are well documented
Paul Klym

Best platform for sending weekly video updates to parents? - 132 views

What about using the free version of Screencast-O-Matic. You can then publish it to You Tube or Teacher Tube. You may even create your own channel on either one.

started by Joe Hirsch on 15 Jul 15 5 follow-ups, last by Paul Klym on 21 Jul 15
Chema Falcó

Why Single-Point Rubrics Are Awesome And 4 Ways To Use Them - 39 views

blog.web20classroom.org/...singlepointrubrics.html

assessment evaluación autoevaluación

shared by Chema Falcó on 17 Sep 19 - No Cached
  • Chema Falcó on 17 Sep 19
     
    Three kinds of Rubrics
tkiser84

Social Bookmarking and Diigo - Student Learning with Diigo - 146 views

sites.google.com/...project-definition

shared by tkiser84 on 29 Sep 12 - No Cached
    • Steve Johnson
      Steve Johnson on 09 Nov 12
       
      This explains what Diigo does, what the main functions are for the classroom, and that it can be saved in Delicious.  They refer to Delcious as the grandfather of all bookmarking in that it was the first but just bookmarks and collects.  This would allow annotation and collaboration.
    • Steve Johnson
      Steve Johnson on 09 Nov 12
       
      These are the main features I would sue in 371 as well as 368, 362, and 391.
  • disadvantages
  • ...1 more annotation...
  • Social Bookmarking is simply making bookmarks available to a social network. Rather than storing bookmarks on a local computer, the bookmarks are stored to a social bookmarking website. By default, the bookmarks are available for the network to view.
    • bhsclasses
      bhsclasses on 30 Sep 16
       
      on specific computer unmanageable available to one user
  • Corrine Beresford on 29 Sep 12
     
    Great article that explains the advantages of using Diigo with other educators and students. It also has links to lesson plans and how to videos.
  • Corrine Beresford on 29 Sep 12
     
    I found many useful links along with this resource. It clearly points out advantages of using Diigo in education. It also shares how to sync to another popular social bookmarking site. I highly recommend checking this article out.
Kalin Wilburn

Team WhiteBoarding with Twiddla - Painless Team Collaboration for the Web - 5 views

www.twiddla.com

collaboration whiteboard web2.0 tools productivity design web

shared by Kalin Wilburn on 18 Jan 09 - Cached
    • Kalin Wilburn
      Kalin Wilburn on 19 May 11
       
      The absolutely great thing about Twiddla is that you DO NOT have to sign up. They will automatically create you a guest login but you can still create a meeting on the spot and invite attendees. It is easy to use and a great place for collaboration.
  • Thomas Brown on 18 Jan 09
     
    Make any web site an online classroom space. Awesome concept.
Joe Hirsch

The Power of Flipped Learning - 34 views

www.youtube.com/watch

flipped classroom learning flip

shared by Joe Hirsch on 16 Nov 16 - No Cached
  • Joe Hirsch on 16 Nov 16
     
    Great video (only one minute!) that introduces the basic concept of flipped learning.
Shane Roberts

[Help needed] Diigo V3.5 closed alpha testing - 21 views

Maggie, I'm keen to help out, let me know if you still need help. Shane Maggie Tsai wrote: > Hello everyone, > > Diigo V3.5 and V4 are forthcoming! > > V3.5 = > New UI / navigation str...

V3.5 V4.0 screencast tutorial

started by Maggie Tsai on 24 Mar 09 7 follow-ups, last by Shane Roberts on 04 Apr 09
meghankelly492

"Can't We Just Change the Words?": EBSCOhost - 1 views

web.b.ebscohost.com/...detail

Music Theory Test Review UFMUE

shared by meghankelly492 on 24 May 19 - No Cached
  • The idea of wanting to be true to the music of a culture, to the people of that culture, and to one's students in teaching is at the heart of the discussion of authenticity.
  • However, teaching music without attention to its cultural context is a problem in several respects: it risks misrepresenting the musical practice being studied, it fails to take advantage of the potential benefits of culturally infused music teaching, and it promotes a conception of music as isolated sonic events rather than meaningful human practices.2 Discussion about this struggle to balance accurate performance practice with accessibility has focused on the concept of authenticity
  • The definitions of authenticity represented in the music education literature fall into four models: the continuum model; the twofold historical/personal model; the threefold reproduction, reality, and relevance model; and the moving-beyond-authenticity model.
  • ...10 more annotations...
  • how does each author use authenticity as a strategy for making or justifying decisions in music education?
  • authenticity enhances an aesthetic experience; for others, authentic musical encounters enhance student motivation
  • since the original loses some of its essential qualities in a simplification.5
  • His view of historical authenticity calls for knowing the intentions of the composer, the performance practice of the time, using period instruments, and being musically creative within the boundaries of the composer's intentions
  • Peter Kivy's twofold model of authenticity. Focusing on historical authenticity in performance, Kivy explores two main aspects of authenticity: historical (attention to the intent, sound, and practice of the original) and personal (interpretation and expression of the performer).
  • Swanwick writes: "'Authentic' musical experience occurs when individuals make and take music as meaningful or relevant for them"
  • Swanwick's emphasis on the importance of personal relevance yields different choices for a music teacher than Palmer's position does.
  • Another example is found in the work of music educator and researcher Kay Edwards, who also reached the conclusion that attention to authenticity increases student response to learning. In her qualitative study of the response of children to a unit on Native American music, she found that the group using instruments of the Navajo, Hopi, Apache, and Yaqui peoples generated more journal responses overall (her criterion measure) and more responses about instrument playing than the groups with the inauthentic (traditional music room) instruments.
  • Using indigenous instruments, original languages, and involving culture bearers in instruction benefits student involvement and interest as well as helps them develop musical skills. Connecting the story of a piece of music to students' own experiences and encouraging students to create new music in the style of music being studied help facilitate meaningful experiences for students.
  • "World music pedagogy concerns itself with how music is taught/transmitted and received/learned within cultures, and how best the processes that are included in significant ways within these cultures can be preserved or at least partially retained in classrooms and rehearsal halls.
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