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Tony Richards

The Atlantic Online | January/February 2010 | What Makes a Great Teacher? | Amanda Ripley - 14 views

www.theatlantic.com/...good-teaching

what makes a good teacher good article read

shared by Tony Richards on 04 Feb 10 - Cached
  • Tony Richards on 04 Feb 10
     
    "What Makes a Great Teacher? Image credit: Veronika Lukasova Also in our Special Report: National: "How America Can Rise Again" Is the nation in terminal decline? Not necessarily. But securing the future will require fixing a system that has become a joke. Video: "One Nation, On Edge" James Fallows talks to Atlantic editor James Bennet about a uniquely American tradition-cycles of despair followed by triumphant rebirths. Interactive Graphic: "The State of the Union Is ..." ... thrifty, overextended, admired, twitchy, filthy, and clean: the nation in numbers. By Rachael Brown Chart: "The Happiness Index" Times were tough in 2009. But according to a cool Facebook app, people were happier. By Justin Miller On August 25, 2008, two little boys walked into public elementary schools in Southeast Washington, D.C. Both boys were African American fifth-graders. The previous spring, both had tested below grade level in math. One walked into Kimball Elementary School and climbed the stairs to Mr. William Taylor's math classroom, a tidy, powder-blue space in which neither the clocks nor most of the electrical outlets worked. The other walked into a very similar classroom a mile away at Plummer Elementary School. In both schools, more than 80 percent of the children received free or reduced-price lunches. At night, all the children went home to the same urban ecosystem, a zip code in which almost a quarter of the families lived below the poverty line and a police district in which somebody was murdered every week or so. Video: Four teachers in Four different classrooms demonstrate methods that work (Courtesy of Teach for America's video archive, available in February at teachingasleadership.org) At the end of the school year, both little boys took the same standardized test given at all D.C. public schools-not a perfect test of their learning, to be sure, but a relatively objective one (and, it's worth noting, not a very hard one). After a year in Mr. Taylo
Vicki Davis

Intro to Inquiry Learning | YouthLearn - 5 views

www.youthlearn.org/...intro-inquiry-learning

education research edreform inquiry-ba inquiry-based learning researcher_thoughtleader

shared by Vicki Davis on 21 Apr 12 - Cached
  • Vicki Davis on 21 Apr 12
     
    As I'm reading on inquiry based learning, I came across another article, I'd like to share. In this article, it discusses how inquiry-based learning projects are driven by students. This very much aligns with the questions we ask on the Flat Classroom and other projects. The one point of meaning that I'm working to understand (and finding different answers depending upon the site) is that some differentiate that students should develop the questions rather than teachers "handing them" the questions. I have a lesson plan I sent through Diigo where the instructor designed a lesson around the question "Can there be giants?" and called in inquiry based. Under this article, it may not be called true inquiry based, and yet, I'm wondering if the question is intriguing and of interest and can be used in a way to teach if it really matters where the question originates.  My class is a mix of student-created inquiries (Freshman project) and project-generated inquiries (Digiteen, Flat Classroom). Interesting. Look forward to reading and understanding more (and sharing with you.) This is another nice article on the topic. Feel free to share yours. "Inquiry-based learning" is one of many terms used to describe educational approaches that are driven more by a learner's questions than by a teacher's lessons. It is inspired by what is sometimes called a constructivist approach to education, which posits that there are many ways of constructing meaning from the building blocks of knowledge and that imparting the skills of "how to learn" is more important than any particular information being presented. Not all inquiry-based learning is constructivist, nor are all constructivist approaches inquiry-based, but the two have similarities and grow from similar philosophies.
Adrienne Michetti

AJET 19(1) Boyle (2003) - design principles for authoring dynamic, reusable learning ob... - 1 views

www.ascilite.org.au/...boyle.html

education programming elearning pedagogy design learning

shared by Adrienne Michetti on 01 Feb 10 - Cached
  • delineate a coherent framework for the authoring of re-purposable learning objects
  • significant changes in the creation of learning objects
  • nternational work directed at developing learning object standards
  • ...33 more annotations...
  • a learning object is defined as any entity, digital or non-digital, that may be used for learning, education or training. IEEE
  • ork on metadata and learning object packaging
  • cohesion
  • ke any learning object and provide a 'wrapper' around this object
  • learning object is thus 'packaged' in a standard container format
  • learning objects must be developed with potential reuse, and especially repurposing in mind. The principal aim of this paper is to explore and delineate principles underlying authoring for reuse and repurposing.
  • taxonomy
  • This mapping suggests that each learning object should be based on one learning objective or clear learning goal.
  • The principle of cohesion, however, indicates that there should be a separate learning object for each type of loop. An immediate advantage is that the tutor can select the order in which these learning objects are combined. A tutor dealing with experienced student may wish to deal with these in sequence; another tutor with a different group of students may intersperse these learning objects with object dealing with other features of the language.
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      This would, then, make them easier to edit and manipulate in the future. I can follow this article.
  • the principle of 'de-coupling', or more accurately minimised coupling.
  • unit (software module/learning object) should have minimal bindings to other units.
  • independently of the other (
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      Right - and the goal is complete independence so as to be able to manipulate and change later.
  • The learning object should, as far as possible, be free standing.
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      YES! Can we please apply this to items as simple as Word documents and HTML? It would make things so much easier. This also reminds me of good pedagogical design principles BEFORE we had digital learning -- the same should be true for worksheets, handouts, textbooks, etc. It needs to be able to be changed.
  • adaptation
  • The challenge is to maintain this richness in a system composed of reusable components.
  • We must face the challenge of creating learning objects that are cohesive, decoupled and pedagogically rich. This design challenge is associated with the issue of 'repurposability' as we might expect rich learning objects to provide further options for adaptation by local tutors.
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      Yes, yes, and yes. We need to think beyond our own immediate purposes.
  • n the Java language
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      quite honestly, I would have preferred a non-computer programming example. These principles apply to all technology design, not just programming. Something more accessible would have made this paper stronger.
  • The project involves intervention in syllabus development, the social organisation of learning and the introduction of new eLearning materials. The eLearning resources are being based on the authoring of rich, reusable learning objects. This development provides the focus for the present discussion.
  • The learning objects are being developed both to meet immediate pedagogical needs and to serve this larger goal. This produces extra pressure initially. However, it provides the potential to divide the eventual task among a number of contributing partners, exploiting considerable advantages of scale.
  • A key challenge for the project is to resolve the tensions in a creative and productive way.
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      Basically, you have to take it all apart and put it back together again. This is fundamental to learning a new way to design anything, really.
  • A compound object consists of two or more independent learning objects that are linked to create the compound.
  • A further important feature is that each simple component object can be reused independently.
  • They thus provide a basis for pedagogical richness that fully exploits the opportunities offered by the technology.
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      YES! use the tech to its best.
  • manage the bindings between one object and others
  • they should be able to reconfigure this to shape their own compound object.
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      This is so crucial. Each educator must be able to restructure it, use to his/her advantage within context.
  • main types of binding: navigational bindings through URLs and non-URL based content bindings. This design pattern deals with the issue of URL based bindings.
  • we must have a design mechanism for managing these bindings.
  • learning object consists of a core and zero or more expansions. A default object is presented with the core with certain expansions added. These expansions aim to provide added pedagogical value to help in attaining the learning objective.
  • the relationship between learning objects and the syllabus, course or other higher organising structure in which they are delivered.
  • the syllabus navigation structure operates at a different layer of organisation for the learning object resources
  • . These syllabi objects operate at a different layer from that of main content objects
  • The key message is the need to establish distinct layers of organisation in eLearning
  • The central challenge is to design for reuse and repurposing.
  • Adrienne Michetti on 01 Feb 10
     
    painful reading with the example of Java - but the point remains that all learning objects should be managed and designed with the purpose of being able to use them in the future in ways that are dynamic and reusable. This means de-coupling them and ensuring they are made of distinct pedagogical units.
David Wetzel

Project Based Learning - Math Activities - 24 views

www.teachscienceandmath.com/...based-learning-math-activities

basketball critical thinking in math activities lessons problem based learning project

shared by David Wetzel on 11 Mar 10 - Cached
  • David Wetzel on 11 Mar 10
     
    Project-based learning or Problem-Based Learning (PBL) is one of the best teaching strategies for engaging students in realistic learning activities. Students are not only interested, they are also learning math in the process. Why? Because their minds are engaged, critical thinking is taking place!
Vicki Davis

Susan Silverman's Lucky Ladybugs project going on for elementary - 0 views

kids-learn.org/...project.htm

best_practice connectingpeople curriculum digital_access education hz08 hzmeta virtualcollab

shared by Vicki Davis on 16 Apr 08 - Cached
  • A Collaborative Internet Project for K-5 Students
  • Essential Question: Why are ladybugs considered to be good luck?
  • This project will demonstrate lesson plans designed following principles of Universal Design for Learning (UDL) and examples of student work resulting from the lessons.  As teachers we should ask ourselves if there are any barriers to our students’ learning.  We should look for ways to present information and assess learning in non-text-based formats. 
  • ...5 more annotations...
  • Based on brain research and new media, the UDL framework proposes that educators design lessons with three basic kinds of flexibility: 1. Multiple formats and media are used to present information.
  • Examples: Illustrations, pictures, diagrams, video or audio clips, and descriptions 2.   Teachers use multiple strategies to engage and motivate students. 3.   Students demonstrate learning through multiple performance and product formats.
  • UDL calls for three goals to consider in designing lessons: 1.  Recognition goals: these focus on specific content that ask a student to identify who, what, where, and when. 2.  Strategic goals: these focus on a specific process or medium that asks a student to learn how to do something using problem solving and critical think skills. 3. Affective goals: these focus on a particular value or emotional outcome. Do students enjoy, and appreciate learning about the topic? Does it connect to prior knowledge and experience? Are students allowed to select and discover new knowledge?
  • Resources you might want to use: Scholastic Keys, Kid Pix, Inspiration and Kidspiration, digital camera (still and video), recording narration/music, United Streaming.  Let your imagination go!
  • This project begins on March 15, 2007.  Materials need to be e-mailed by May 31, 2008.
  • Vicki Davis on 16 Apr 08
     
    A great way to get started with technology is to join in an exciting project. this project by Susan Silverman was designed using the principles of Universal Design for Learning. I've heard her present and she is a pro. (Along with my friend Jennifer Wagner.)
  • Vicki Davis on 16 Apr 08
     
    Susan Silverman creates excellent projects for global collaboration among elementary students.
David Wetzel

Solving Weaknesses in Math Education using Project Based Learning - 16 views

www.teachscienceandmath.com/...n-using-project-based-learning

technology education math problems problem solving project based learning real world teaching web 2.0

shared by David Wetzel on 05 Apr 10 - Cached
  • David Wetzel on 05 Apr 10
     
    A framework is provided for making connections between everyday math problem and solving real world math problems. Connections are made regarding project based learning for teachers new to the process, along with recommendations for teachers who are veterans of project based learning.
David Wetzel

Project Based Learning Viewed Through a Digital Lens - 15 views

www.teachscienceandmath.com/...-viewed-through-a-digital-lens

teaching strategies problem project solving based learning science technology integration web 2.0 math teach and

shared by David Wetzel on 25 Jun 10 - Cached
  • David Wetzel on 25 Jun 10
     
    Often we search for meaningful ways to integrate digital technology in project based learning activities given to our students. We also would like our students to develop a thorough understanding of the concepts underlying the work - after all this is the purpose of the project. Giving students the opportunity to complete and present their project through a digital lens has one great advantage - student engagement. This in turn causes students to develop a more in depth understanding of concepts.
David Wetzel

Project Based Activities in Math and Science - 23 views

www.squidoo.com/project-based-activities

project based activities math science problem solving inquiry learning

shared by David Wetzel on 13 Mar 10 - Cached
  • David Wetzel on 13 Mar 10
     
    A project-based approach to science and math activities is enjoyable for every student and teacher involved. Fun activities, supported by making connections with concepts promote learning. Over the past decade an increasing number of studies have shown the positive impact of project-based learning on student achievement.
David Wetzel

6 Online Project Based Learning Resources for Science and Math - 16 views

www.teachscienceandmath.com/...resources-for-science-and-math

project based learning problem solving science teach and math pbl online resources

shared by David Wetzel on 09 Aug 10 - Cached
  • David Wetzel on 09 Aug 10
     
    When students are engaged in learning science or math which is personal to them (real world problem solving), they become more engaged in the learning process. Project based learning situations in science and math increase opportunity for students to internalize and make connections.
David Wetzel

See How Easily You can Create a Project Based Learning Activity - 23 views

www.teachscienceandmath.com/...roject-based-learning-activity

project based learning problem solving teaching strategies math science web 2.0

shared by David Wetzel on 22 Mar 10 - Cached
  • David Wetzel on 22 Mar 10
     
    Project Based Learning is an instructional approach built upon authentic learning activities that engage student interest and motivation. These activities are designed to answer a question or solve a problem and generally reflect the types of learning and work people do in the everyday world outside the science or math classroom.
David Wetzel

Project Based Learning - Physical Science or Chemistry - 14 views

www.teachscienceandmath.com/...-physical-science-or-chemistry

chemistry multimedia physical science project based learning scientific research Technology

shared by David Wetzel on 12 Mar 10 - Cached
  • David Wetzel on 12 Mar 10
     
    In project-based learning, preparation and planning are the most critical factors for success. The critical aspect of this formula for success is developing a clear understanding of what students are to achieve when they work on a project.
Vicki Davis

Project-Based Learning Professional Development Guide | Edutopia - 10 views

www.edutopia.org/project-based-learning-guide

education news professionaldevelopment pbl

shared by Vicki Davis on 13 Feb 12 - No Cached
  • Vicki Davis on 12 Dec 13
     
    A learning guide for Project Based Learning that you can download and review. A great PD tool for the break.
Claire Brooks

Testing the Feasibility of OER-Course Certification | OERtest - 2 views

www.oer-europe.net

OER openeducation

shared by Claire Brooks on 04 Jan 12 - No Cached
  • Claire Brooks on 04 Jan 12
     
    Aims Aims One of the OERtest project aims is to provide support for future OER-related initiatives by European HEIs. One way to do it so is by the establishment of a European network to promote and follow the development of OER and Open Educational Practices within the EHEA. The project partnership will act as a vivid example of a consortium of European universities that offer credit certification under a self-developed framework of learning based on study using OERs, which is shared among several universities and proves to be feasible. Formalised through a Memorandum of Understanding, the OER Europe Network is intended to initially consist of an agreement between the project partners to continue the sustainability objectives of the project beyond its lifetime. As a framework agreement for cooperation on the topic, the agreement will also however admit for other institutions to join, and for the network to take on its own life.
Vicki Davis

How to Enter Listen to a Life Contest - www.legacyproject.org - 4 views

www.legacyproject.org/...ltalhowenter.html

education news contest essay all_teachers

shared by Vicki Davis on 30 Oct 13 - No Cached
  • Vicki Davis on 30 Oct 13
     
    This looks like a great contest. (Plus you can win the kind of computer I have on my desk and it is awesome.) Here's information from the sponsor of this essay contest. I also suggest you get photos and take videos and you can share on your own school website or blog. "The Legacy Project's 14th annual essay contest changes lives and communities as it connects generations and gives students a powerful purpose for writing - listening to and learning from a life . Students learn about real life from real people, and often end up making unexpected friendships along the way. Here's one amazing example of a past winning essay: http://www.legacyproject.org/contests/winners12.html#tulsa Here's a closer look at the educational value of the contest and 21st Century learning skills, with quotes from students and teachers across the country: http://www.legacyproject.org/contests/ltalhowenter.html To enter the Listen to a Life Contest, students 8-18 years interview a grandparent or grandfriend 50 years or older about the older person's hopes and goals through their life, how they achieved their goals and overcame obstacles, or key life experiences. The young person then writes a 300-word essay based on the interview. The Grand Prize is a Lenovo ThinkCentre computer, along with 10 Legacy Awards of a keepsake timepiece from Expressions of Time. The contest runs to March 28, 2014. Students and teachers can find out more about the Listen to a Life Essay Contest, including complete contest rules, at www.legacyproject.org. This national contest is run by the Legacy Project, a big-picture learning project, and the nonprofit Generations United in Washington, DC.
David Wetzel

Integrating Technology into Project Based Learning - 20 views

www.teachscienceandmath.com/...logy-in-project-based-learning

audacity flickr glogster google docs interacitve posters itunes podcasts presentations project based learning slideshows Technology voicethread web 2.0 tools

shared by David Wetzel on 02 Apr 10 - Cached
  • David Wetzel on 02 Apr 10
     
    "Integration of technology is an integral part of project based learning, because technology is an integral part of life outside the classroom as revealed in this part of the definition - "types of learning and work people do in the everyday world outside the classroom.""
Vicki Davis

ASCD - 0 views

www.ascd.org/...9dee008f99653fb85516f762108a0c

shared by Vicki Davis on 28 Oct 08 - No Cached
  • first 60 seconds of your presentation is
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      How many of us emphasize the first 60 seconds of a presentation students give?
  • Summers and other leaders from various companies were not necessarily complaining about young people's poor grammar, punctuation, or spelling—the things we spend so much time teaching and testing in our schools
  • the complaints I heard most frequently were about fuzzy thinking and young people not knowing how to write with a real voice.
  • ...35 more annotations...
  • Employees in the 21st century have to manage an astronomical amount of information daily.
  • There is so much information available that it is almost too much, and if people aren't prepared to process the information effectively it almost freezes them in their steps.”
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Buidling a PLN using an RSS Reader is ESSENTIAL to managing information. THis is part of what I teach and do and so important!
  • rapidly the information is changing.
  • half-life of knowledge in the humanities is 10 years, and in math and science, it's only two or three years
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Personal learning networks and RSS readers ARE a HUGE issue here. We need to be customing portals and helping students manage information.
  • “People who've learned to ask great questions and have learned to be inquisitive are the ones who move the fastest in our environment because they solve the biggest problems in ways that have the most impact on innovation.”
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      How do we reward students who question teachers -- not their authority but WHAT They are teaching? Do we reward students who question? Who inquire? Who theorize? Or do we spit them out and punish them? I don't know... I'm questioning.
  • want unique products and services:
  • developing young people's capacities for imagination, creativity, and empathy will be increasingly important for maintaining the United States' competitive advantage in the future.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      IN a typical year, how often are your students asked to invent something from scratch?
  • The three look at one another blankly, and the student who has been doing all the speaking looks at me and shrugs.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      When teachers tell students WHY withouth making them investigate, then we are denying them a learning opportunity. STOP BEING THE SAGE ON THE STAGE!.
  • The test contains 80 multiple-choice questions related to the functions and branches of the federal government.
  • Let me tell you how to answer this one
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Drill and test is what we've made. Mindless robots is what we'll reap. What are we doing?
  • reading from her notes,
  • Each group will try to develop at least two different ways to solve this problem. After all the groups have finished, I'll randomly choose someone from each group who will write one of your proofs on the board, and I'll ask that person to explain the process your group used.”
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Every time I do a team project, the "random selection" is part of it. Randomly select -- classtools.net has a random name generator -- great tool - and it adds randomness to it.
  • a lesson in which students are learning a number of the seven survival skills while also mastering academic content?
  • students are given a complex, multi-step problem that is different from any they've seen in the past
  • how the group solved the problem, each student in every group is held accountable.
  • ncreasingly, there is only one curriculum: test prep. Of the hundreds of classes that I've observed in recent years, fewer than 1 in 20 were engaged in instruction designed to teach students to think instead of merely drilling for the test.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Not in my class, but in many classes - yes. I wonder how I'd teach differently if someone made me have a master "test" for my students at the end of the year. I'd be teaching to the test b/c I"m a type "A" driven to succeed kind of person. Beware what you measure lest that determine how you grow.
  • . It is working with colleagues to ensure that all students master the skills they need to succeed as lifelong learners, workers, and citizens.
  • I have yet to talk to a recent graduate, college teacher, community leader, or business leader who said that not knowing enough academic content was a problem.
  • critical thinking, communication skills, and collaboration.
  • seven survival skills every day, at every grade level, and in every class.
  • College and Work Readiness Assessment (www.cae.org)—that measure students' analytic-reasoning, critical-thinking, problem-solving, and writing skills.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Would like to look more at this test, however, also doing massive global collaborative projects requiring higher order thinking is something that is helpful, I think.
  • 2. Collaboration and Leadership
  • 3. Agility and Adaptability
  • Today's students need to master seven survival skills to thrive in the new world of work.
  • 4. Initiative and Entrepreneurialism
  • 6. Accessing and Analyzing Information
  • 7. Curiosity and Imagination
  • I conducted research beginning with conversations with several hundred business, nonprofit, philanthropic, and education leaders. With a clearer picture of the skills young people need, I then set out to learn whether U.S. schools are teaching and testing the skills that matter most.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Background on the research done by Tony Wagner.
  • “First and foremost, I look for someone who asks good questions,” Parker responded. “We can teach them the technical stuff, but we can't teach them how to ask good questions—how to think.”
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      This is a great aspect of project based learning. Although when we allow students to have individual research topics, some teachers are frustrated because they cannot "can" their approach (especially tough if the class sizes are TOO LARGE,) students in this environment CAN and MUST ask individualized questions. This is TOUGH to do as the students who haven't developed critical thinking skills, whether because their parents have done their tough work for them (like writing their papers) or teachers have always given answers because they couldn't stand to see the student struggle -- sometimes tough love means the teacher DOESN'T give the child the answer -- as long as they are encouraged just enough to keep them going.
  • “I want people who can engage in good discussion—who can look me in the eye and have a give and take. All of our work is done in teams. You have to know how to work well with other
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Last Saturday, my son met Bill Curry, a football coach and player that he respects. Just before meeting him, my husband reviewed with my son how to meet people. HE told my son, "Look the man in his eyes and let him know your hand is there!" After shaking his hand, as Mr. Curry was signing my son's book, he said, "That is quite a handshake, son, someone has taught you well." Yes -- shaking hands and looking a person in the eye are important and must be taught. This is an essential thing to come from parents AND teachers -- I teach this with my juniors and seniors when we write resumes.
  • how to engage customers
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Engagi ng customers requires that a person stops thinking about their own selfish needs and looks at things through the eyes of the customer!!! The classic issue in marketing is that people think they are marketing to themselves. This happens over and over. Role playing, virtual worlds, and many other experiences can give people a chance to look at things through the eyes of others. I see this happen on the Ning of our projects all the time.
  • the world of work has changed profoundly.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Work has changed, school hasn't. In fact, I would argue that schools are more industrial age than ever with testing and manufacturing of common knowledge (which is often outdated by the time the test is given) at an all time high. Let them create!
  • Over and over, executives told me that the heart of critical thinking and problem solving is the ability to ask the right questions. As one senior executive from Dell said, “Yesterday's answers won't solve today's problems.”
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      We give students our critical questions -- how often do we let them ask the questions.
  • I say to my employees, if you try five things and get all five of them right, you may be failing. If you try 10 things, and get eight of them right, you're a hero. You'll never be blamed for failing to reach a stretch goal, but you will be blamed for not trying.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      If our students get eight out of 10 right, they are a low "B" student. Do we have projects where students can experiement and fail without "ruining their lives." Can they venture out and try new, risky things?
  • risk aversion
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      He says risk aversion is a problem in companies -- YES it is. Although upper management SAYS they want people willing to take risks -- from my experience in the corporate world, what they SAY and what they REWARD are two different things, just ask a wall street broker who took a risky investment and lost money.
David Wetzel

Project Based Learning in Mathematics: Learning Activities in Math Designed to Extend C... - 21 views

www.suite101.com/...ivities-in-mathematics-a142678

math project-based pbl learning mathematics critical thinking

shared by David Wetzel on 31 Jul 11 - Cached
  • David Wetzel on 31 Jul 11
     
    Six math projects that integrate real-world math problems are presented as a teaching strategy for helping students develop a greater understanding of math.
Vicki Davis

The Power of One: Greg Mortenson's Crusade to Promote Peace through Project Learning - 9 views

www1.gotomeeting.com/...612375937

education flatclassroom edu_news

shared by Vicki Davis on 09 Apr 10 - No Cached
  • Vicki Davis on 09 Apr 10
     
    Excellent Webinar opportunity this Thursday from edutopia. The Power of One: Greg Mortenson's Crusade to Promote Peace through Project Learning Thursday, April 15, 2010 10:30 AM - 11:30 AM PDT Webinar Registration Host: Suzie Boss, journalist and Edutopia.org blogger Presenter: Greg Mortenson, best-selling author of Three Cups of Tea Can one person really make a difference in the world? Greg Mortenson, author of Three Cups of Tea, describes his own unlikely path from mountaineer to humanitarian. His best-selling story has inspired thousands of students to contribute to school-building efforts in remote regions of Afghanistan and Pakistan through a service-learning program called Pennies for Peace. Supported by a multimedia, standards-based curriculum for grades K-12, Pennies for Peace culminates with student-driven projects that develop leadership skills and build cross-cultural understanding. Mortenson explains how the program works, how teachers can get involved, and why students benefit from authentic opportunities to make their own difference in the world.
Vicki Davis

Hacking at Education: TED, Technology Entrepreneurship, Uncollege, and the Hole in the ... - 5 views

hackeducation.com/...tephens-hole-in-the-wall-mitra

education news trends TED all_teachers edu_trends tumblr

shared by Vicki Davis on 05 Mar 13 - No Cached
  • Vicki Davis on 05 Mar 13
     
    I agree with Audrey Watters -- we need a way to QUESTION TED talks. Good ideas worth spreading are worth interrogating and discussing. There is NO platform for that and a growing issue, I think that TED MUST address if it is going to live long and prosper. Good educators, good leaders always question and are curious. We try things out and we wonder. We want solutions but solutions packaged in a cute 15 minute presentation aren't ever really as simple as they seem. There is a different between a sound byte and a bit of something I can REALLY use.  I agree with Audrey - READ her post. My worry is that we're spreading ideas that haven't, perhaps, been tested and gone through full examination. IF we didn't learn anything from the Mortensen "3 cups of tea" fiasco then education deserves to be mislead again. We should examine and have transparency with the speeches and be able to continue the conversation. "But I have questions. I have questions about this history of schooling as Mitra (and others) tell it, about colonialism and neo-colonialism. I have questions about the funding of the initial "Hole in the Wall" project (it came from NIIT, an India-based "enterprise learning solution" company that offers 2- and 4-year IT diplomas). I have questions about these commercial interests in "child-driven education" (As Ellen Seitler asks, "can the customer base be expanded to reach people without a computer, without literacy, and without any formal teaching whatsoever?"). I have questions about the research from the "Hole in the Wall" project - the research, not the 15 minute TED spiel about it. I have questions about girls' lack of participation in the kiosks. I have questions about project's usage of retired British schoolteachers - "grannies" - to interact with Indian children via Skype. I have questions about community support. I have questions about what happens when we dismantle public institutions like schools - questions about
Vicki Davis

Project Based Learning with iPads |  IPAD 4 SCHOOLS - 2 views

ipad4schools.org/...ject-based-learning-with-ipads

education news edtech

shared by Vicki Davis on 30 Nov 13 - No Cached
  • Vicki Davis on 30 Nov 13
     
    Richard Wells at Ipads for schools has written a nice post about project based learning with iPads including a great Edutopia video and many app suggestions. If you're moving towards better use of your ipads, this will be a great post for you.
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