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Using Groups Effectively: 10 Principles « The Window - 12 views

blog.clerestorylearning.com/oups-effectively-10-principles groups collaboration learning teaching group
shared by Lisa Durff on 05 Jun 11 - No Cached
  • Think threefold. Group tasks that produce the best results often have three defining characteristics: 1) they are novel, something students have not done before, 2) they feature a visual component, something that can be represented in nonverbal forms, and 3) they are relational, meaning they require the combining of ideas or components to be accomplished.
  • Lisa Durff on 05 Jun 11
     
    "Think threefold. Group tasks that produce the best results often have three defining characteristics: 1) they are novel, something students have not done before, 2) they feature a visual component, something that can be represented in nonverbal forms, and 3) they are relational, meaning they require the combining of ideas or components to be accomplished."
  • Lisa Durff on 05 Jun 11
     
    Think threefold. Group tasks that produce the best results often have three defining characteristics: 1) they are novel, something students have not done before, 2) they feature a visual component, something that can be represented in nonverbal forms, and 3) they are relational, meaning they require the combining of ideas or components to be accomplished.
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Framework for Teaching | Danielson Group - 0 views

charlottedanielson.com/theframeteach.htm constructivism constructivist danielson framework framework_for_teaching instruction teaching
shared by Jeff Johnson on 23 Jul 08 - Cached
  • Jeff Johnson on 23 Jul 08
     
    The Framework for Teaching is a research-based set of components of instruction, aligned to the INTASC standards, and grounded in a constructivist view of learning and teaching. In this framework, the complex activity of teaching is divided into 22 components (and 76 smaller elements) clustered into four domains of teaching responsibility: planning and preparation (Domain 1), classroom environment (Domain 2), instruction (Domain 3), and professional responsibilities (Domain 4).
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Metacognition: An Overview - 7 views

gse.buffalo.edu/...metacog.htm thinking about thinking Cognitive Strategy Instruction Flavell regulation planning strategy metacognition mindfulness infotention learning sternberg CSI
shared by Duane Sharrock on 12 Oct 12 - Cached
  • Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature.
  • "Metacognition" is often simply defined as "thinking about thinking."
  • While there are some distinctions between definitions (see Van Zile-Tamsen, 1994, 1996 for a full discussion), all emphasize the role of executive processes in the overseeing and regulation of cognitive processes.
  • ...14 more annotations...
  • Most definitions of metacognition include both knowledge and strategy components
  • According to Flavell (1979, 1987), metacognition consists of both metacognitive knowledge and metacognitive experiences or regulation. Metacognitive knowledge refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes. Flavell further divides metacognitive knowledge into three categories: knowledge of person variables, task variables and strategy variables.
  • These processes help to regulate and oversee learning, and consist of planning and monitoring cognitive activities, as well as checking the outcomes of those activities.
  • What is the difference between a cognitive and a metacognitive strategy?
  • Cognitive strategies are used to help an individual achieve a particular goal (e.g., understanding a text) while metacognitive strategies are used to ensure that the goal has been reached (e.g., quizzing oneself to evaluate one's understanding of that text).
  • Metacognitive and cognitive strategies may overlap in that the same strategy, such as questioning, could be regarded as either a cognitive or a metacognitive strategy depending on what the purpose for using that strategy may be.
  • Metacognition, or the ability to control one's cognitive processes (self-regulation) has been linked to intelligence
  • Knowledge is considered to be metacognitive if it is actively used in a strategic manner to ensure that a goal is met.
  • Sternberg refers to these executive processes as "metacomponents" in his triarchic theory of intelligence (Sternberg, 1984, 1986a, 1986b). Metacomponents are executive processes that control other cognitive components as well as receive feedback from these components. According to Sternberg, metacomponents are responsible for "figuring out how to do a particular task or set of tasks, and then making sure that the task or set of tasks are done correctly" (Sternberg, 1986b, p. 24). These executive processes involve planning, evaluating and monitoring problem-solving activities. Sternberg maintains that the ability to appropriately allocate cognitive resources, such as deciding how and when a given task should be accomplished, is central to intelligence.
  • Cognitive Strategy Instruction
  • Cognitive Strategy Instruction
  • Those with greater metacognitive abilities tend to be more successful in their cognitive endeavors.
  • CSI) is an instructional approach which emphasizes the development of thinking skills and processes as a means to enhance learning. The objective of CSI is to enable all students to become more strategic, self-reliant, flexible, and productive in their learning endeavors (Scheid, 1993)
  • Metacognition enables students to benefit from instruction (Carr, Kurtz, Schneider, Turner & Borkowski, 1989; Van Zile-Tamsen, 1996) and influences the use and maintenance of cognitive strategies
  • Duane Sharrock on 12 Oct 12
     
    "According to Flavell (1979, 1987), metacognition consists of both metacognitive knowledge and metacognitive experiences or regulation. Metacognitive knowledge refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes. Flavell further divides metacognitive knowledge into three categories: knowledge of person variables, task variables and strategy variables."
  • Duane Sharrock on 12 Oct 12
     
    Sternberg defined intelligence as mental activity central to one's life in real-world environments; individuals "succeed" in life when they use mental skills to adapt to, select, and shape external environments. Correspondingly, in the late 1990s, Sternberg changed the name of the theory to the Theory of Successful Intelligence. As per its original name, the theory comprises three types of intelligence: analytical (also referred to as componential); practical (also referred to as contextual) and creative (also referred to as experiential).
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YouTube - makemagazine's MAKE Presents: Channel - 2 views

www.youtube.com/...makemagazine electricity tutorials science
shared by Ben W on 11 Nov 09 - Cached
  • Ben W on 11 Nov 09
     
    Great series on various electrical components. Suitable for probably 5th grade & up. Informative & much better than any other vids on the topic that I've seen.
  • Ben W on 11 Nov 09
     
    Great series on various electrical components. Suitable for probably 5th grade & up. Informative & much better than any other vids on the topic that I've seen.
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Keyboarding Portfolio Including QR Codes - Resources - TES - 10 views

www.tes.co.uk/...add education learning portfolio keyboarding
shared by Vicki Davis on 09 Nov 11 - No Cached
  • Vicki Davis on 09 Nov 11
     
    I've uploaded the portfolio assignment that I use for my one semester 8th grade keyboarding class. It includes movie making, self creation of rubrics, MLA paper writing, memos, block letters, blogging, and an efolio component along with QR Codes. I wanted to share this but also was testing the functionality of the site for sharing resources. Hope you'll share. (Note: KS3 in the UK means grades 7-9 - the site will be adding US grade levels soon.)
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Worlds of Learning | Worlds of Making @ NMHS - 1 views

worlds-of-learning.com/...worlds-of-making-nmhs-3 education maker_projects makerspace invent2learn
shared by Vicki Davis on 02 Dec 13 - No Cached
  • Vicki Davis on 02 Dec 13
     
    Laura Fleming is using Makerspace in her classroom. She's at New Milford HIgh School -- a place led by one of the best principals in the business, Eric Sheninger (his new book is awesome - out in January). Laura is using Mozilla's Web Literacy Standard and her Makerspace which includes robotics, stop motion animation and "Molecular gastronomy" and more. Wow. I'm fascinated. Take a look. "Setting up a Makerspace has been a priority of mine from the moment I started here at New Milford High School, and it's already well on its way to being achieved. Having a school principal who provides the perfect mix of encouragement and autonomy has, of course, been a great help, but it has also been very much a team effort: the school's tech team and custodians have been very supportive and cooperative, along with a diverse variety of students interested in 'making' experiences. At the heart of the vision for my Makerspace is to develop the space and to provide resources and opportunities that will aid in promoting web literacy.  These components encompass Mozilla's Web Literacy Standard.  The standard is make up of three key elements:  exploring, building and connecting and focuses on reading, writing and participating on the web.   "
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CmapTools - Home Page Cmap.html - 8 views

cmap.ihmc.us/conceptmap.html all_teachers mindmap mindmapping tools visualization web2.0
shared by carlos villalobos on 25 Feb 10 - Cached
  • yc c on 25 Feb 10
     
    CmapTools is a free program used by colleges around the world for creating concept maps: graphical tools for organizing and representing our knowledge about a particular issue or system. In CmapTools, concepts (boxes or nouns) are linked together by propositions (lines or verbs) to form a network that visually demonstrates connections between issue components. By creating a visual map of what we know, one can open up new ways of understanding how that system functions and how its components interrelate; this is what distinguishes CmapTools from more traditional (e.g., verbal) modes of thinking and communication. also check http://cmapskm.ihmc.us/servlet/
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Personas | Metropath(ologies) | An installation by Aaron Zinman - 12 views

personas.media.mit.edu identity socialmedia visualization Internet
shared by Ted Sakshaug on 22 Jul 10 - Cached
  • Fred Delventhal on 22 Jul 10
     
    Enter your name, and Personas scours the web for information and attempts to characterize the person - to fit them to a predetermined set of categories that an algorithmic process created from a massive corpus of data. The computational process is visualized with each stage of the analysis, finally resulting in the presentation of a seemingly authoritative personal profile.
  • Ted Sakshaug on 23 Jul 10
     
    "Personas is a component of the Metropath(ologies) exhibit, recently on display at the MIT Museum by the Sociable Media Group from the MIT Media Lab (Please contact us if you want to show it next!). It uses sophisticated natural language processing and the Internet to create a data portrait of one's aggregated online identity. In short, Personas shows you how the Internet sees you. "
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Assessing Student Learning - core principles - 0 views

www.cshe.unimelb.edu.au/...index.html assessment school2.0 curriculum
shared by Maggie Verster on 15 Dec 08 - Cached
  • Maggie Verster on 15 Dec 08
     
    Assessment is a central element in the overall quality of teaching and learning in higher education. Well designed assessment sets clear expectations, establishes a reasonable workload (one that does not push students into rote reproductive approaches to study), and provides opportunities for students to self-monitor, rehearse, practise and receive feedback. Assessment is an integral component of a coherent educational experience.
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ISTE Classroom Observation Tool - 0 views

icot.craftyspace.com assessment education educational technology iste teacher-education teaching technology-integration
shared by Clif Mims on 12 Jul 08 - Cached
  • Clif Mims on 12 Jul 08
     
    "A FREE online tool that provides a set of questions to guide classroom observations of a number of key components of technology integration. "
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Questionnaire Design - 0 views

www.cc.gatech.edu/...quest-design questionnaire assessment testing
shared by Allison Kipta on 15 Jan 09 - Cached
  • Allison Kipta on 15 Jan 09
     
    Questionnaires are an inexpensive way to gather data from a potentially large number of respondents. Often they are the only feasible way to reach a number of reviewers large enough to allow statistically analysis of the results. A well-designed questionnaire that is used effectively can gather information on both the overall performance of the test system as well as information on specific components of the system. If the questionnaire includes demographic questions on the participants, they can be used to correlate performance and satisfaction with the test system among different groups of users.
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Wikis in the Classroom - 0 views

k12onlineconference.org/?p=38 education wiki learning bestpractices
shared by Vicki Davis on 21 Aug 09 - Cached
  • Vicki Davis on 21 Aug 09
     
    This wiki presentation from k12 online a few years back is still current and on this page you'll find a low res and high res video as well as a notebook to use when you watch the video, a wiki grading rubric and a chart about the components of an effective Web 2 classroom. I just emailed it to another person - when people say they are starting wikis, I always send this out.
  • Vicki Davis on 21 Aug 09
     
    Wiki tutorial
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Definitions of behavioral verbs for learning objectives - 17 views

www.adprima.com/verbs.htm learningObjectives formative assessmentstrategies learningVerbs
shared by Dave Truss on 01 Mar 10 - Cached
  • Dave Truss on 01 Mar 10
     
    Behavioral verbs are the heart of learning objectives, which are in turn the core component of effective lesson plans. If defined and used consistently, they are a highly effective way to indicate, and communicate to others, specific, observable student behavior. Behavioral verbs describe an observable product or action.
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ReadingPractice: kids, reading, reading | Glogster - 19 views

nnorris.edu.glogster.com/ReadingPractice Glogster reading
shared by Dave Truss on 19 Feb 10 - Cached
  • Dave Truss on 19 Feb 10
     
    A Note to Teachers and Parents These sites provide actvities that practice reading skills. Almost all these have a sound component so that the children can hear the stories. Some sites provide reading comprehension practice. When children use these sites, ask them to reflect on what they learned from them.
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Copy / Paste by Peter Pappas: The Reflective Principal: A Taxonomy of Reflection (Part IV) - 8 views

peterpappas.blogs.com/...cipal-taxonomy-reflection.html learningstyles
shared by Jason Heiser on 12 Jan 10 - Cached
  • Jason Heiser on 12 Jan 10
     
    The Reflective Principal: A Taxonomy of Reflection (Part IV) Reflection can be a challenging endeavor. It's not something that's fostered in school - typically someone else tells you how you're doing! Principals (and instructional leaders) are often so caught up in the meeting the demands of the day, that they rarely have the luxury to muse on how things went. Self-assessment is clouded by the need to meet competing demands from multiple stakeholders. In an effort to help schools become more reflective learning environments, I've developed this "Taxonomy of Reflection" - modeled on Bloom's approach. It's posted in four installments: 1. A Taxonomy of Reflection 2. The Reflective Student 3. The Reflective Teacher 4. The Reflective Principal It's very much a work in progress, and I invite your comments and suggestions. I'm especially interested in whether you think the parallel construction to Bloom holds up through each of the three examples - student, teacher, and principal. I think we have something to learn from each perspective. 4. The Reflective Principal Each level of reflection is structured to parallel Bloom's taxonomy. (See installment 1 for more on the model) Assume that a principal (or instructional leader) looked back on an initiative (or program, decision, project, etc) they have just implemented. What sample questions might they ask themselves as they move from lower to higher order reflection? (Note: I'm not suggesting that all questions are asked after every initiative - feel free to pick a few that work for you.) Bloom's Remembering : What did I do? Principal Reflection: What role did I play in implementing this program? What role did others play? What steps did I take? Is the program now operational and being implemented? Was it completed on time? Are assessment measures in place? Bloom's Understanding: What was
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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.
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Creating Learning Networks - MindMeister Mind Map - 18 views

www.mindmeister.com/...creating-learning-networks education resources web2.0 tools technology collaboration science interactive teaching learning Lucy Gray
shared by Dean Mantz on 23 Feb 11 - No Cached
  • Dean Mantz on 23 Feb 11
     
    Mindmap illustrating the components of creating a PLN.  Mindmeister map created/shared by Lucy Gray.
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DimensionU - Educational Video Game Technology for the 21st Century Student - 15 views

www.dimensionu.com/...ugames.aspx education gaming learning summer parenting all_teachers edu_news
shared by Vicki Davis on 30 May 11 - No Cached
  • Vicki Davis on 30 May 11
     
    For parents who want fun things for their students to do over the summer that will help students learn more and move forward in math and literacy skills - this is a website to check out. "Students enter the tournament by going to www.DimensionU.com/SummerChallenge. Once registered (parental permission is required) they will compete in math- and literacy-based games for a chance to win gift cards and summer-related prizes like inline skates, inflatable pools, beach volleyball sets, or tents. Five lucky players will be randomly selected to win an iPod Nano each. New this year is a social networking component that encourages students to build online "learning communities" of friends, family, community members, or even teachers - basically anyone who wants to help support the child's academic efforts during the summer. Participants who earn the highest number of social network points in each tournament round will win prizes separate from those awarded for game play performance."
  • Vicki Davis on 30 May 11
     
    Suggest this to parents.
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