Where we put our attention is not only how we decide what we will learn, it is how we show what we value.
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How to Teach in an Age of Distraction - The Chronicle of Higher Education - 99 views
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The path forward is to learn more about our vulnerabilities and design around them. To do that, we have to clarify our purpose. In education, learning is the focus, and we know that multitasking is not helpful. So it’s up to us to actively choose unitasking.
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f you ask people where their love for learning comes from, they usually talk about an inspiring teacher. The most powerful learning takes place in relationship.
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But for all its flaws, the lecture has a lot going for it. It is a place where students come together, on good days and bad, and form a small community. As in any live performance, anything can happen.
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Are College Lectures Unfair? - NYTimes.com - 47 views
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Research comparing the two methods has consistently found that students over all perform better in active-learning courses than in traditional lecture courses. However, women, minorities, and low-income and first-generation students benefit more, on average, than white males from more affluent, educated families.
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research has demonstrated that we learn new material by anchoring it to knowledge we already possess
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low-stakes quiz at the start of each meeting of their introductory psychology course. Compared with students who took the same course in a more traditional format, the quizzed students attended class more often and achieved higher test scores; the intervention also reduced by 50 percent the achievement gap between more affluent and less affluent students.
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act of putting one’s own thoughts into words and communicating them to others, research has shown, is a powerful contributor to learning. Active-learning courses regularly provide opportunities for students to talk and debate with one another in a collaborative, low-pressure environment.
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A dozen ways to teach ethical and safe technology use - Home - Doug Johnson's... - 142 views
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Responsible teachers recognize that schools must give students the understandings and skills they need to stay safe not just in school, but outside of school where most Internet use by young people occurs. Over-filtered school networks set up a false sense of security; the real world of the Internet is quite different from the Internet at school.
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A district’s current acceptable use policy should include language about posting private information about both oneself and others
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A district’s current acceptable use policy should include language about posting private information about both oneself and others
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Verbalization of how we personally make decisions is a very powerful teaching tool, but it’s useless to lecture about safe and appropriate use when we ourselves might not follow our own rules.
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Assess children’s understanding of ethical concepts. Do not give technology-use privileges until a student has demonstrated that he or she knows and can apply school policies. Test appropriate use prior to students gaining online access.
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Privacy - I will protect my privacy and respect the privacy of others. Property - I will protect my property and respect the property of others. a(P)propriate Use - I will use technology in constructive ways and in ways which do not break the rules of my family, church, school, or government.
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2. Stress the consideration and application of principles rather than relying on a detailed set of rules. Although sometimes more difficult to enforce in a consistent manner, a set of a few guidelines* rather than lengthy set of specific rules is more beneficial to students in the long run. By applying guidelines rather than following rules, students engage in higher level thinking processes and learn behaviors that will continue into their next classroom, their homes, and their adult lives.
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sylviaduckworth | Flickr - Photo Sharing! - 52 views
www.flickr.com/...15664662@N02
SketchNotes posters flickr SDuckworth teaching learning graphics ideas organizers
shared by H DeWaard on 12 Jul 15
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Thanks Glenn, I'm trying to improve my sketchnoting. These are inspirational!
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Here are lots of graphic images created by Toronto teacher to share - a large collection worth a look. Since these are creative commons licensed, you can use them in your teaching/lecture notes with attribution or links back to Sylvia's Flickr site.
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Moving beyond technology in designing online learning - 70 views
www.tonybates.ca/...y-in-designing-online-learning
effective teaching screencast designing online learning
shared by Matt Claxon on 09 Feb 15
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Some loved them, some hated them, and few were indifferent.
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At the time (and for many years afterwards) researchers such as Richard Clark (1983) argued that ‘proper’, scientific research showed no significant difference between the use of different media. In particular, there were no differences between classroom teaching and other media such as television or radio or satellite. Even today, we are getting similar findings regarding online learning (e.g. Means et al., 2010).
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different media can be used to assist learners to learn in different ways and achieve different outcomes. In a sense, researchers such as Clark were right: the teaching methods matter, but different media can more easily support different ways of teaching than others
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Thus requiring the television program to be judged by the same assessment methods as for the classroom lecture unfairly measures the potential value of the TV program. In this example, it may be better to use both methods: didactic teaching to teach understanding, then a documentary approach to apply that understanding. (Note that a television program could do both, but the classroom lecture could not.)
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The use of different media also allows for more individualization and personalization of the learning, better suiting learners with different learning styles and needs.
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This of course is what we do with technology in education. We try either to incorporate new technology into old formats, as with clickers and lecture capture, or we try to create the classroom in virtual space, as we do with learning management systems. What we are still developing but not yet clearly recognizing are formats, symbols systems and organizational structures that exploit the unique characteristics of the Internet as a medium.
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Given the need to create and interpret meaning when using media, trying to use computers to replace or substitute for humans in the education process is likely to be a major mistake, at least until computers have much greater facility to recognize, understand and apply semantics, value systems, and organizational factors,
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it is equally a mistake to rely only on the symbol systems, cultural values and organizational structures of classroom teaching as the means of judging the effectiveness or appropriateness of the Internet as an educational medium.
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Great Teachers Don't Teach | Edutopia - 13 views
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great teachers engineer learning experiences that maneuver the students into the driver's seat and then the teachers get out of the way.
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great teacher will devise a way to give the students an urgent reason to learn skills or knowledge and then let them show they have learned it by what they can do. This is called project-based learning.
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Yet what do we find in every public school and university? Teachers talking, talking and talking while students listen, daydream and doze. We call this lecture.
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Socrates had it right when he only answered a question with more questions and look what he produced -- some of the greatest minds that ever lived. We call this the Socratic method.
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great teacher devises learning experiences that force all the students to be engaged much like being in the deep end of the swimming pool. Then the lesson on arm and leg strokes becomes relevant. To learn, the students must do something. We call this performance-based learning.
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'Interactive Learning Spaces' at the center of Ball State U.'s faculty development prog... - 29 views
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The rooms are part of a larger faculty development program intended to promote active learning techniques and cut down on lecturing
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university is researching whether teaching at-risk students -- those withdrawing from or earning a D or F in a basic math course -- in the classrooms could improve academic outcomes and, eventually, graduation rates.
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Pavlechko described the two spaces as “intake classrooms” -- faculty members who work in the development program are required to teach in them for two semesters. By the end of this academic year, the classrooms will have hosted 68 faculty members representing 29 of the university’s 48 departments and more than 3,500 students.
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How do we set ourselves apart? In our case, by the development of these interactive learning space classrooms, we are demonstrating to everyone that we are committed to the concept of faculty development.”
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researchers found at-risk students who took the course in classrooms that promoted active learning (which included some rooms other than the renovated ones) were 2.8 times more likely to succeed -- that is, to earn a grade higher than a D -- than students in traditional classrooms.
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The company has surveyed hundreds of students and faculty members at the universities it has worked with, and says it has found a statistically significant correlation between classroom configuration and student engagement. The survey doesn't include any academic results.
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“We actually found a fairly moderate to strong correlation between what they think of these areas and if they think they have the ability to get a higher grade -- or their motivation to attend class and also their engagement in class,”
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“Perception-wise, students are telling us ‘I can do better when I’m in these spaces,’ ” Jones said. “Maybe that’s enough of a win?”
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Houston Strategies: The future of education is here, it's just not evenly distributed - 3 views
houstonstrategies.blogspot.com/...-of-education-is-here-its.html
education personalized learning acton academy
shared by Maureen Greenbaum on 17 Dec 14
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they are too locked into the rigid, sequential, single classroom/teacher/subject model, both in their mindset and their physical buildings.
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How Black Students Tend to Learn Science - The Atlantic - 47 views
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So why are students relegated to lectures when it’s proven that active learning can significantly enhance the educational experience?
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Simple. They don't have instructional beliefs that they all agree upon. These teachers work as independent contractors, and take any criticism of their practice personally. But they forget that it is not about them. It's about the students.
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I think that you have forgot to include a lack of professional development (training) to demonstrate successful educational strategies. Telling someone (a teacher) they must change is just like a lecture. Showing them how they can change their practice to make a difference is needed as well.
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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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Emphasis is on the collaborative nature of learning and the importance of cultural and social context.
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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 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 support "collaborative construction of knowledge through social negotiation, not competition among learners for recognition.
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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 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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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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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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Microsoft Word - BlockingSchedules.rtf - CAREI BlockingSchedules.pdf - 25 views
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Research examining student achievement in block-scheduled schools compared to traditional schools showed mixed and inconclusive results
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Most research about block scheduling and classroom instruction, as with research on school climate, used student, teacher, and parent questionnaires and surveys.
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The levels of engagement were much better in the first year under the block schedule, while in the second year the ratings were the same as under the traditional schedule.
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Students reported “thinking hard about ideas” and “having indepth discussion” significantly more often under block schedules.
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his may also be supported by Bexell (1998) who found teachers on block schedules using teaching strategies requiring more interaction than teachers on a traditional schedule
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It would seem that the small amount of change in the way teachers teach after switching to a block schedule would be disappointing to block scheduling advocates
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Important questions hover over these findings. What is an effective amount of teacher lecture? Or group work? Or individual work?
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One thing that is missing from the observation instrument used in this study is any judgment about the quality of a lecture, quality and depth of a discussion, or the complexity of group or individual work
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Take Notes From the Pros - NYTimes.com - 80 views
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thinking about the information — paraphrasing rather than writing everything verbatim — improves retention
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That means considering points as you take notes and connecting new ideas with information from earlier lectures.
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While typing he organizes material into sections with main ideas, bullet points and asterisks.
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If a student can score equally well on a test reviewing the instructors notes attending the lecture or not, what does that say about the instructors ability to present information they deem important or testable in their notes? I would not disagree that students often struggle with notetaking, but the study also also raises questions about the way we teach.
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Active Learning Leads to Higher Grades and Fewer Failing Students in Science, Math, and... - 45 views
www.wired.com/...empzeal-active-learning
computer active learning learning theory STEM active learning
shared by robert morris on 31 Oct 14
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50 Ways to Use Twitter in the Classroom | TeachHUB - 77 views
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Summarize. At the conclusion of each lecture, ask students to type a 140-character or less summary of what they have learned
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Set up a foreign language news stream. Keep foreign language students informed of current events from relevant nations while simultaneously challenging them to use their translation skills by keeping a specific news feed.
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Typing keywords into Twitter’s search engine wields every microblog entry on the subject, providing an excellent way for students to research ideas,
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The Feynman Lectures on Physics - 27 views
All of Richard Feynman's physics lectures are now available free online (Science Alert) - 44 views
sciencealert.com.au/...20140109-26106.html
richard physics lectures free online science Feyman Richard Feyman resources
shared by Matt Lindsey on 02 Sep 14
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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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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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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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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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“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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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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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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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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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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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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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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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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certain functions of universities have simply become less relevant as information has become more ubiquitous
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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 took deep concentration,” he said. “It’s not some lecture class where you can just click ‘record’ on your tape.”
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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 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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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.