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Jeff Johnson

Differentiated Instruction (CAST) - 0 views

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    Not all students are alike. Based on this knowledge, differentiated instruction applies an approach to teaching and learning so that students have multiple options for taking in information and making sense of ideas. The model of differentiated instruction requires teachers to be flexible in their approach to teaching and adjusting the curriculum and presentation of information to learners rather than expecting students to modify themselves for the curriculum. Classroom teaching is a blend of whole-class, group and individual instruction. Differentiated Instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms.
Dennis OConnor

Instructional Design by Evan Sveum - 0 views

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    A great resource for those interested in instructional design. Produced by Evan Sveum, graduate of the UW-Stout E-Learning and Online Graduate Certificate Program. This page would serve well as an overview of instructional design for any e-learning professional. The use of hyperlinks to models, references and resources make this a deep and rich presentation. Combine the content with the narrative context provided by Mr. Sveum and and you have a most useful guide to instructional design tuned to the needs and interests of e-learning professionals.
Julie Shy

Guest Blog: Angry Birds: A Lesson in Formative Assessment @kathyperret - 8 views

  • Sharing learning intentions – At the beginning of each “launch” the player is shown the formation of the structure and the placement of the little pigs. (I think that’s what they are.) A player can sweep back to this area of the game at any time. This gives the player the clear intentions of what needs to be accomplished in that specific level.
  • Sharing and negotiating success criteria - Once an Angry Bird is launched from the slingshot, the path of the bird is clearly marked for future reference. These marking stay throughout the level. I’ve found them useful in negotiating my success, even though I have not perfected this!
  • Giving feedback to pupils – When playing Angry Birds, I know right away if I did not complete a specific level. (Right now I’m stuck on Level 15.) While the wording “Level Failed” is not exactly appealing to me, it isn’t harmful. Nothing bad happens. I just have the opportunity to try again, and again, and again until the level is complete. I’ve also noticed that the other Angry Birds waiting their turn seem to be cheering on the bird that is being launched.  I’ve just noticed another feature – The Mighty Eagle. He is there to help a player get out of a tricky level
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  • Effective questioning – I know there are many places I could go to ask effective questions in order to improve my Angry Bird skills. I’ve found online communities of like-minded individuals and groups to be extremely helpful when professional questions arise. This sense of belonging provides me a chance to ask my questions in a non-threatening environment. I’m sure there are groups formed to discuss Angry Bird strategies. Right now I have many of Angry Bird questions.
  • Encouraging pupils to assess and evaluate their own and others’ work – Right now, I’m attempting to evaluate my work on Level 15. I’ve been able to successfully get the two pigs on the sides, but the one – in strong middle structure has me stumped. As an adult, I know to assess and evaluate my work on this level. I could also probably find some online tips from other players.
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    I'm embarrassed to admit, but two weeks ago I didn't even know anything about  Angry Birds. It looks like this addicting little game has been around for a while. I know … Where have I been? I guess I've been spending time with a less angry little bird … I'm really not the angry type! I guess I see Twitter as better use of my time and professional collaborative learning than shooting birds out of a slingshot. A casual conversations with my hairdresser a few weeks ago about the game led to a quick demonstration on her phone. Another reference came last Friday while attending a session on Instructional Coaching for principals. Some areas that Instructional Coaches can assist schools with are referred to as the Big Four: Classroom Management, Content, Instruction, and Formative Assessment. While the presenters facilitated dialogue around the topic of formative assessment the analogy was made to video gaming; and specifically Angry Birds. This piqued my curiosity.
Stephanie Sandifer

Jodi Beggs: How Video Will Likely Create Rather Than Kill the Classroom "Star" - 5 views

  • Technology has enabled inexpensive reproduction of a wide variety of media, which has in turn radically transformed the structures of a number of industries.
  • It's hard to dispute the hypothesis that the higher instructor quality would likely overcome the modest benefits of face-to-face instruction, and I would be willing to bet that this form of virtual instruction would come as a welcome change for those students taught by instructors who are teaching merely to fulfill university requirements, are using courses to push their own agendas, or just plain don't speak English
  • The traditional model of education is not altogether different from the old-time theater or concert model. On the up side, customers enjoy a live experience where they can potentially interact with the performer or instructor. On the down side, this model is limited in its scalability (especially where simply increasing venue or classroom size is not reasonable) and thus more expensive than its virtual counterpart. Given the skyrocketing cost of college education, the potential appeal of virtual instruction is becoming quite significant.
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  • Virtual instruction has the potential not only to give a large number of students access to top instructors at lower cost but also to provide the incentives to attract and retain top teaching talent in the first place.
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    Virtual instruction has the potential not only to give a large number of students access to top instructors at lower cost but also to provide the incentives to attract and retain top teaching talent in the first place. 
Ted Sakshaug

Center on Instruction - 0 views

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    Welcome to the Center on Instruction, your gateway to a cutting-edge collection of scientifically based research and information on K-12 instruction in reading, math, science, special education, and English language learning.
Duane Sharrock

Metacognition: An Overview - 7 views

  • 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.
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  • 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
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    "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."
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    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).
Jeff Johnson

Framework for Teaching | Danielson Group - 0 views

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    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).
Julie Altmark

Instructables: step-by-step collaboration - 0 views

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    Instructables is the Biggest How To and DIY community where people make and share inspiring, entertaining, and useful projects, recipes, and hacks.
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    a comprehensive database of do-it-yourself videos and articles.  The site is packed with homegrown tips, expertise and instructions on how to undertake thousands of useful activities.Want to turn an old NES cartridge into a functioning external hard drive with just a soldering iron and a screwdriver?  How about retrofitting your original 1984 Mac so it can run the current Apple operating system or training a guinea pig to play dead? It's all there for you to discover.You can also find solutions to problems that aren't quite answered by the array of videos.  Just post a query in their answers forum and one of the site's regular users (or "pros" in their lingo) will likely answer it (and turn the answer into a video).If you've got knowledge you want to contribute, click on the Submit button to post your own article or video. (You know, in case you want to give back a little).
Maggie Verster

Mobile Devices within Instruction - 0 views

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    Discover ideas for instruction that innovative districts have developed to better leverage the increasing number of laptops, cell phones, MP3 players and smart phones that students carry. This webinar explores the latest findings from Speak Up surveys given to K-12 students, teachers and administrators regarding their views on mobile devices within instruction.
Martin Burrett

Potion Instructional Writing - 3 views

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    "Editable example of instructional writing - Making a Learning Enhancing Potion"
Vicki Davis

School principals and the rhetoric of 'instructional leadership' - 13 views

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    Great article by Larry Cuban on the Washington Post that you should forward to principals. "Yet studies of principal behavior in schools makes clear that spending time in classrooms to observe, monitor, and evaluate classroom lessons do not necessarily lead to better teaching or higher student achievement on standardized tests. Where there is a correlation between principals' influence on teachers and student performance, it occurs when principals create and sustain an academic ethos in the school, organize instruction across the school, and align school lessons to district standards and standardized test items. There is hardly any positive association between principals walking in and out of classrooms a half-dozen times a day and conferring briefly with teaches about those five-minute visits.The reality of daily principal actions conflicts with the theory."
Vicki Davis

What new research on extended school day says - The Answer Sheet - The Washington Post - 5 views

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    Extending the school day may not have the benefits that some claim, especially since we're just giving kids more same-old same-old instruction time. This article from the Washington Post is worth a read. "But the extended day approach being implemented in many schools as a result of the department's push to increase instructional time  falls short.  It largely ignores the deep body of research on what makes effective expanded learning.   Instead, too many schools are merely adding another hour or so of regular class time onto the school day.  Not surprisingly, two very recent studies suggest we might not accomplish much with this approach to improving schools. "
Vicki Davis

Adding Bookmarklets on iPad and iPhone - 7 views

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    Instructions for adding a safari bookmarklet for just about every service (except Diigo) on Chris Bray's website. If you have an ipad or iphone and want to send things to your Tumblr blog you can follow these instructions. (For pinterest, go to the Pinterest website.)
David Wetzel

Teaching Science to Special Needs Students: Learning Science by Interactive Instruction... - 8 views

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    Teaching science inclusive classrooms is challenging due to the need for teaching too many different learning styles, including students who have learning disabilities. Learning disabled students have many concerns including physical, emotional, and cognitive. These disabilities cause the need to teach concepts differently primarily through the use of direct, explicit instruction and tailored evaluation.
Vicki Davis

How to Get Google Now on iPhone, and 8 Tips for Setup | PCMag.com - 5 views

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    Google now is worth installing on iPad and iPHones and you can get it even if you don't have a Droid phone. This instruction at PC mag tells you how, but it is part of the Google Search app. Download that and follow these instructions to set it up. There are privacy concerns so I wouldn't do this with students. Educate yourself but you might just get a handy personal assistant.
Vicki Davis

VSTE 13 - Technology Driven Differentiated Instruction - Vickie Davis December 9, 2013 ... - 5 views

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    YouTube stream from VSTE including this presentation I did on Technology Driven Differentiated Instruction.
Vicki Davis

Common Core Academies | Digital textbooks and standards-aligned educational resources - 7 views

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    Through the end of the year, Discovery just sent me a note that they are offering these three common core academies at no cost. Here's the info from Steve Dembo. I've done some work with their SIEMENS STEM Academy and am a sTAR Educator and everything they do is top notch. If you can work it out before the end of the year, this is something you'll want to do. From Steve Dembo: "We know that implementing the Common Core can be an uphill climb. That's why Discovery Education is proud to partner with educators to offer Common Core Academies in ELA, Math, and Leadership at no cost. From now until the end of the school year, educators across America are invited to sign up for an Academy and receive: practical strategies to implement CCSS reseach-based instructional practices best practices in using digital content resources and digital tools for immediate classroom integration Discovery Education Common Core Academies offer one day of immersive professional development and two follow-up virtual sessions at no cost to support educators and leaders in effectively implementing the Common Core State Standards. Educators may choose from three Academies offering a unique combination that brings together best practices in digital integration with proven research-based instructional practices: Literacy and the Common Core in a Digital World Teaching and Assessing Common Core Math in a Digital World Leadership Strategies to Support Digital Literacy and the Common Core"
yc c

Animated Explanations - Explanatory Animations - 33 views

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    A website full of animated movies, interactive tutorials and instructional videos, all free for you to view and to embed in your website. Simply select an animated explanation and follow the instructions to integrate it in your site.
Nancy White

ALA TechSource | The Digitally Re-Shifted School Library: A Conversation with Christoph... - 0 views

  • I also believe that a very important step lies in getting library boards, school boards, and other trustees/governing bodies on board with Web 2.0 ideas as well as the changes we are discussing here.
    • Nancy White
       
      Not just the tools - but how they can trasform learning in the classroom.
  • I think school libraries will also need to work to firmly re-establish themselves as the foundation of instructional practice. The library space will become more flexible, perhaps moving toward the idea of a university-like information commons with mainly digital non-fiction and reference collections, but still possessing high-quality fiction and picture-book sections. School libraries can work to embrace new technologies and become the iPod content hubs as well as the place for books. The school librarian will also become more flexible – moving in and out of the library and classrooms as a curriculum and instructional pedagogy-consultant teacher. As education works to meet the needs of the so-called "21st-century learners," school librarians will have a key role in supporting an increased demand for information literacy and knowledge management throughout the content areas.
    • Nancy White
       
      I agree - T-L as instructional consultant will become a more important role in using the AASL Learner Standards and helping to guide teachers toward more relevant, inquiry-based instruction that integrates 21st century tools and skills.
Dave Truss

Top News - Analysis: How multimedia can improve learning - 0 views

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    Analysis: How multimedia can improve learning\nNew research sheds light on students' ability to process multiple modes of learning
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    An analysis of existing research supports a notion that already has begun to transform instruction in schools from coast to coast: that multimodal learning--using many modes and strategies that cater to individual learners' needs and capacities--is more effective than traditional, unimodal learning, which uses a single mode or strategy.
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    Important research about multimodal learning
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    adding visuals to verbal (textual and/or auditory) instruction can result in significant gains in basic or higher-order learning, if applied appropriately. Students using a well-designed combination of visuals and text learn more than students who use only text, the report says.
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