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David Wetzel

Algebraic Thinking Through Problem Solving: Exploring Problems That are Not Limited to ... - 9 views

teachertipstraining.suite101.com/...inking_through_problem_solving

algebra problem solving based learning project

shared by David Wetzel on 17 Mar 10 - Cached
  • David Wetzel on 17 Mar 10
     
    For students to make connections in algebraic thinking in problem solving situations, it is important they learn to use algebra symbolism to represent known and unknown information. To this end they must express problem solving situations as linear, quadratic, or exponential models. This way of thinking also requires students to model, represent, analyze, and generalize contextualized problems in a variety of problem solving situations as they begin to think algebraically.
Ginger Lewman

Life Practice Model Overview - 2 views

www.scribd.com/...Life-Practice-Model-Overview

LifePractice tplc

shared by Ginger Lewman on 17 Mar 10 - Cached
  • Ginger Lewman on 17 Mar 10
     
    "This is an overview of the LifePractice Model, created by Turning Point Learning Center, Emporia KS."
Dave Truss

The Digital Down Low: 1:1 Learning and the iPad...a few thoughts - 13 views

middleschoolblog.blogspot.com/...ng-and-ipada-few-thoughts.html

1to1 BYO mycomments mjmontagne

shared by Dave Truss on 05 Apr 10 - Cached
  • Dave Truss on 05 Apr 10
     
    Even though most students who already own a laptop own a mac, we know that others are using a range of models running everything... Because our primaryacademic learning platforms (moodle and google apps education edition) run directly through the browser we're able to take a hardware and OS nuetral approach in our 1-1 learning model. @mjmontagne calls this "being device and OS agnostic"
Ted Sakshaug

Mini Wave Model - 3 views

www.instructables.com/...Mini-Wave-Model-1

wave science physics

shared by Ted Sakshaug on 31 Jan 16 - No Cached
  • Ted Sakshaug on 31 Jan 16
     
    making a wave model
Martin Burrett

Mecabricks - 4 views

ukedchat.com/...mecabricks-ictmagic

build lego model modelling

shared by Martin Burrett on 26 Nov 18 - No Cached
  • Martin Burrett on 26 Nov 18
     
    "Build models of virtual lego and share with your pupils. Great for creating objects for your lessons. Browse/edit the bank from other users."
Ed Webb

The academy's neoliberal response to COVID-19: Why faculty should be wary and... - 1 views

academicmatters.ca/eoliberal-response-to-covid-19

Canada education online neoliberalism capitalism opinion analysis pandemics

shared by Ed Webb on 29 May 20 - No Cached
  • In the neoliberal economy, workers are seen as commodities and are expected to be trained and “work-ready” before they are hired. The cost and responsibility for job-training fall predominantly on individual workers rather than on employers. This is evident in the expectation that work experience should be a condition of hiring. This is true of the academic hiring process, which no longer involves hiring those who show promise in their field and can be apprenticed on the tenure track, but rather those with the means, privilege, and grit to assemble a tenurable CV on their own dime and arrive to the tenure track work-ready.
  • The assumption that faculty are pre-trained, or able to train themselves without additional time and support, underpins university directives that faculty move classes online without investing in training to support faculty in this shift. For context, at the University of Waterloo, the normal supports for developing an online course include one to two course releases, 12-18 months of preparation time, and the help of three staff members—one of whom is an online learning consultant, and each of whom supports only about two other courses. Instead, at universities across Canada, the move online under COVID-19 is not called “online teaching” but “remote teaching”, which universities seem to think absolves them of the responsibility to give faculty sufficient technological training, pedagogical consultation, and preparation time.
  • faculty are encouraged to strip away the transformative pedagogical work that has long been part of their profession and to merely administer a course or deliver course material
  • ...19 more annotations...
  • remote teaching directives are rooted in the assumption that faculty are equally positioned to carry them out
  • The dual delivery model—in which some students in a course come to class and others work remotely using pre-recorded or other asynchronous course material—is already part of a number of university plans for the fall, even though it requires vastly more work than either in-person or remote courses alone. The failure to accommodate faculty who are not well positioned to transform their courses from in-person to remote teaching—or some combination of the two— will actively exacerbate existing inequalities, marking a step backward for equity.
  • Neoliberal democracy is characterized by competitive individualism and centres on the individual advocacy of ostensibly equal citizens through their vote with no common social or political goals. By extension, group identity and collective advocacy are delegitimized as undemocratic attempts to gain more of a say than those involved would otherwise have as individuals.
  • Portraying people as atomized individuals allows social problems to be framed as individual failures
  • faculty are increasingly encouraged to see themselves as competitors who must maintain a constant level of productivity and act as entrepreneurs to sell ideas to potential investors in the form of external funding agencies or private commercial interests. Rather than freedom of enquiry, faculty research is increasingly monitored through performance metrics. Academic governance is being replaced by corporate governance models while faculty and faculty associations are no longer being respected for the integral role they play in the governance process, but are instead considered to be a stakeholder akin to alumni associations or capital investors.
  • treats structural and pedagogical barriers as minor individual technical or administrative problems that the instructor can overcome simply by watching more Zoom webinars and practising better self-care.
  • In neoliberal thought, education is merely pursued by individuals who want to invest in skills and credentials that will increase their value in the labour market.
  • A guiding principle of neoliberal thought is that citizens should interact as formal equals, without regard for the substantive inequalities between us. This formal equality makes it difficult to articulate needs that arise from historical injustices, for instance, as marginalized groups are seen merely as stakeholders with views equally valuable to those of other stakeholders. In the neoliberal university, this notion of formal equality can be seen, among other things, in the use of standards and assessments, such as teaching evaluations, that have been shown to be biased against instructors from marginalized groups, and in the disproportionate amount of care and service work that falls to these faculty members.
  • Instead of discussing better Zoom learning techniques, we should collectively ask what teaching in the COVID-19 era would look like if universities valued education and research as essential public goods.
  • while there are still some advocates for the democratic potential of online teaching, there are strong criticisms that pedagogies rooted in well-established understandings of education as a collective, immersive, and empowering experience, through which students learn how to deliberate, collaborate, and interrogate established norms, cannot simply be transferred online
  • Humans learn through narrative, context, empathy, debate, and shared experiences. We are able to open ourselves up enough to ask difficult questions and allow ourselves to be challenged only when we are able to see the humanity in others and when our own humanity is recognized by others. This kind of active learning (as opposed to the passive reception of information) requires the trust, collectivity, and understanding of divergent experiences built through regular synchronous meetings in a shared physical space. This is hindered when classroom interaction is mediated through disembodied video images and temporally delayed chat functions.
  • When teaching is reduced to content delivery, faculty become interchangeable, which raises additional questions about academic freedom. Suggestions have already been made that the workload problem brought on by remote teaching would be mitigated if faculty simply taught existing online courses designed by others. It does not take complex modelling to imagine a new normal in which an undergraduate degree consists solely of downloading and memorizing cookie-cutter course material uploaded by people with no expertise in the area who are administering ten other courses simultaneously. 
  • when teaching is reduced to content delivery, intellectual property takes on additional importance. It is illegal to record and distribute lectures or other course material without the instructor’s permission, but universities seem reluctant to confirm that they will not have the right to use the content faculty post online. For instance, if a contract faculty member spends countless hours designing a remote course for the summer semester and then is laid off in the fall, can the university still use their recorded lectures and other material in the fall? Can the university use this recorded lecture material to continue teaching these courses if faculty are on strike (as happened in the UK in 2018)? What precedents are being set? 
  • Students’ exposure to a range of rigorous thought is also endangered, since it is much easier for students to record and distribute course content when faculty post it online. Some websites are already using the move to remote teaching as an opportunity to urge students to call out and shame faculty they deem to be “liberal” or “left” by reposting their course material. To avoid this, faculty are likely to self-censor, choosing material they feel is safer. Course material will become more generic, which will diminish the quality of students’ education.
  • In neoliberal thought, the public sphere is severely diminished, and the role of the university in the public sphere—and as a public sphere unto itself—is treated as unnecessary. The principle that enquiry and debate are public goods in and of themselves, regardless of their outcome or impact, is devalued, as is the notion that a society’s self-knowledge and self-criticism are crucial to democracy, societal improvement, and the pursuit of the good life. Expert opinion is devalued, and research is desirable only when it translates into gains for the private sector, essentially treating universities as vehicles to channel public funding into private research and development. 
  • The free and broad pursuit—and critique—of knowledge is arguably even more important in times of crisis and rapid social change.
  • Policies that advance neoliberal ideals have long been justified—and opposition to them discredited—using Margaret Thatcher’s famous line that “there is no alternative.” This notion is reproduced in universities framing their responses to COVID-19 as a fait accompli—the inevitable result of unfortunate circumstances. Yet the neoliberal assumptions that underpin these responses illustrate that choices are being made and force us to ask whether the emergency we face necessitates this exact response.
  • The notion that faculty can simply move their courses online—or teach them simultaneously online and in person—is rooted in the assumption that educating involves merely delivering information to students, which can be done just as easily online as it can be in person. There are many well-developed online courses, yet all but the most ardent enthusiasts concede that the format works better for some subjects and some students
  • Emergencies matter. Far from occasions that justify suspending our principles, the way that we handle the extra-ordinary, the unexpected, sends a message about what we truly value. While COVID-19 may seem exceptional, university responses to this crisis are hardly a departure from the neoliberal norm, and university administrations are already making plans to extend online teaching after it dissipates. We must be careful not to send the message that the neoliberal university and the worldview that underpins it are acceptable.
Vicki Davis

Invisible Children: Media, Mobilization, Protection and Recovery | Invisible Children - 0 views

invisiblechildren.com/our-model

education tumblr socialmedia nonprofit

shared by Vicki Davis on 03 Jul 13 - No Cached
  • Vicki Davis on 03 Jul 13
     
    This four part video series about the "Invisible children" is an excellent model for how you can share what you're doing. The design on this page is fantastic as well. This organization creaed #kony2012 as their 10th film. They understand social media mobilization. This is an important cause and also the example of how the story wouldn't be told if it weren't for good storytellers. We are first and foremost a "social media, storytelling organization" - they think it is fundamentally untrue that you cannot relate to someone halfway around the world.
Stephanie Sandifer

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

www.huffingtonpost.com/...-will-likely-cre_b_636114.html

online learning virtual school education technology edtech elearning

shared by Stephanie Sandifer on 07 Jul 10 - Cached
  • 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.
  • ...1 more annotation...
  • 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.
  • Stephanie Sandifer on 07 Jul 10
     
    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. 
Eloise Pasteur

Clark Aldrich's Style Guide for Serious Games and Simulations: The Reason Why Most Rese... - 0 views

clarkaldrich.blogspot.com/...ost-research-for-business.html

research Second Life modelling business model

shared by Eloise Pasteur on 16 Nov 08 - Cached
  • Why is most research on business issues so useless? Why doesn't it drive the results that businesses require? Organizations may have commissioned reports on new markets, or Second Life, or Web 2.0, or outsourcing or re-insourcing, but why don't the reports have a richer impact?
  • I have come to the fairly unambiguous conclusion: most business research sits unused on shelves. It is thus a valid question to ask, especially in tightening budgets, why is that so? Is that inevitable? And, to a lesser degree, who's fault is that?
  • The big problem is that most business research relies on the same faulty intellectual constructs as other forms of linear content - it relies on linear analysis, case studies, and inspirational examples. And like with movies and magazines, they impress us with their cleverness but don't actually enable effective action (or any action, except more presentations), because they ar not designed to. The reports focus on knowing, not doing. The people at the receiving end of such research seldom turn the concepts into productive actions, because the research does not help them enough in doing so. At best, most research I have studied only takes the reader on 20% of the journey.
  • ...1 more annotation...
  • The content model advocated on this blog is that of actions, systems, and results. And, there is a multiplier effect between them. If you do not have all three you really don't have anything.
  • Eloise Pasteur on 16 Nov 08
     
    Discussion of business research, why it's not so great and how it could be improved
Dave Truss

Opportunities, Access & Obstacles | David Truss :: Pair-a-dimes for Your Thoughts - 0 views

pairadimes.davidtruss.com/opportunities-access-obstacles

collaboration future learningconversations pairadimes web 2.0 web 3.0

shared by Dave Truss on 16 May 08 - Cached
  • • Online networks help to define us. My Blog, My Flickr, My Space, My Facebook, My Friends, My Profile, My Second Life, My del.icio.us, MyBlogLog, My Ning Network, My Twitter, My-Whole-Life-Connected-and-On-Display-For-Anyone-And-Everyone-To-See…
  • On many levels, ‘access issues’ are key obstacles. Yet, opportunities abound! The web lets us collaborate in many different ways! So now I have to wonder: Do we want our discussions to be around what we can’t do? It isn’t so much about ‘New Boundaries‘ as it is about removing boundaries. There were holes in the Berlin wall for years… innovative teachers today are escapees from behind similar walls. It is time to tear the old ideological walls down. Teachers and students need access granted!
  • I’ve seen a real shift in my own thinking recently. Forget whining about access, never mind the slow speed of change, get over the obstacles! Go after meaningful results. Engage and empower students. Be a leader and a role model.
  • Dave Truss on 16 May 08
     
    Forget whining about access, never mind the slow speed of change, get over the obstacles! Go after meaningful results. Engage and empower students. Be a leader and a role model.
Vicki Davis

Why Users Don't Read Documentation | Idiotprogrammer - 0 views

www.imaginaryplanet.net/...idiotprogrammer

clicksmart education techintegrator

shared by Vicki Davis on 10 Jun 08 - Cached
  • Users don’t know the terminology to describe the problem they have or to know what to look for. Users haven’t studied the problem long enough. Users don’t recognize details or signs which might aid in understanding the problem. Users might not have easy access to the documentation, may not be qualified to understand it (because of language barriers or technical level), or they may simply not have the time or energy to use it. Users might be unaware of the status of their computer/account/browser and/or they might be limited in their ability to obtain this information. Users might have received incorrect or misleading information from someone else, or they might have made incorrect assumptions about the product. Users may be familiar with one kind of product and lack the appropriate mental model for knowing how the product is supposed to work. Users might have previous problems in the past and found it easier just to call technical support than to risk aggravating the problem when trying to fix it.
  • Vicki Davis on 10 Jun 08
     
    I love this article which talks about the most common problems when people call customer service. I believe that as I teach my students I should help them become technically fluent to minimize these problems and maximize their potential in this increasingly technical world. The most common problems are: * Users don't know the terminology to describe the problem they have or to know what to look for. * Users haven't studied the problem long enough. * Users don't recognize details or signs which might aid in understanding the problem. * Users might not have easy access to the documentation, may not be qualified to understand it (because of language barriers or technical level), or they may simply not have the time or energy to use it. * Users might be unaware of the status of their computer/account/browser and/or they might be limited in their ability to obtain this information. * Users might have received incorrect or misleading information from someone else, or they might have made incorrect assumptions about the product. * Users may be familiar with one kind of product and lack the appropriate mental model for knowing how the product is supposed to work. * Users might have previous problems in the past and found it easier just to call technical support than to risk aggravating the problem when trying to fix it.
  • Vicki Davis on 10 Jun 08
     
    Information on how to help users become more proficient at being helped.
Jedd Bartlett

Dave's Educational Blog » Blog Archive » Rhizomatic Education : Community as ... - 0 views

davecormier.com/...cation-community-as-curriculum

article collaboration curriculum rhizomatic

shared by Jedd Bartlett on 21 Jul 08 - Cached
  • Jedd Bartlett on 21 Jul 08
     
    In the rhizomatic model of learning, curriculum is not driven by predefined inputs from experts; it is constructed and negotiated in real time by the contributions of those engaged in the learning process. This community acts as the curriculum, spontaneously shaping, constructing, and reconstructing itself and the subject of its learning in the same way that the rhizome responds to changing environmental conditions...
  • Jedd Bartlett on 21 Jul 08
     
    In the rhizomatic model of learning, curriculum is not driven by predefined inputs from experts; it is constructed and negotiated in real time by the contributions of those engaged in the learning process. This community acts as the curriculum, spontaneously shaping, constructing, and reconstructing itself and the subject of its learning in the same way that the rhizome responds to changing environmental conditions:
Eloise Pasteur

Eloise's thoughts and fancies - 0 views

eloisepasteur.net/blog

blog cck08 education eloise learning model of style

shared by Eloise Pasteur on 11 Sep 08 - Cached
  • Eloise Pasteur on 11 Sep 08
     
    Thoughts about the connectivism model of learning
Andrew Barras

Is 'The School of One' the future of schooling? - Dangerously Irrelevant - 13 views

www.dangerouslyirrelevant.org/...e-the-future-of-schooling.html

edu_trends

shared by Andrew Barras on 29 Mar 10 - Cached
  • Andrew Barras on 29 Mar 10
     
    Completely awesome new model for schooling. customization!
  • Andrew Barras on 29 Mar 10
     
    Completely awesome new model for schooling. Customization!
Brendan Murphy

Teacher Magazine: Taking Back School Reform: A Conversation Between Diane Ravitch and M... - 5 views

www.edweek.org/...roseravitchschoolreform.html

shared by Brendan Murphy on 13 May 10 - Cached
  • deep-seated wish to create escape routes from public education.
    • Brendan Murphy
      Brendan Murphy on 13 May 10
       
      Does supporting vouchers mean we are giving up on schools?
  • Since there is no way to know who will be an effective teacher
    • Brendan Murphy
      Brendan Murphy on 13 May 10
       
      It is possible to determine if someone will be or is a good teachers through oberservation and coaching, which costs money and time and has rarely been used effectively in the past.
  • What if we could channel the financial and human resources spent on the machinery of high-stakes testing into a robust, widely distributed program of professional development?
  • ...5 more annotations...
  • He told them that the more they know about the particulars of instruction, the less effective they’ll be, for that nitty-gritty knowledge will blur their perception of the problem
    • Brendan Murphy
      Brendan Murphy on 13 May 10
       
      I suppose if all you care about is the budget then that is the correct attitude.
  • children from every background will respond to a curriculum that respects their minds and feeds them with rich experiences.
    • Brendan Murphy
      Brendan Murphy on 13 May 10
       
      Of course they will. Is your curriculum rich?
  • It is not just policy makers needing to spend time in schools. It is teachers needing to spend time in the policy making environment - yes, Dept of Ed has teacher ambassador program, but I would also suggest state legislators, Congressmen and Senators look more aggressively to having fellows on their staffs who are professional educators - it would save a LOT of problems downstream on both sides
  • Modeling modeling.asu.edu. This program shows improvement in both teacher and student understanding of physics.
  • CIMM which is a spin off of Modeling and is attacking the math problems in lower grades
David Wetzel

Modeling the Composition of Earth's Atmosphere: The Layer of Gases Surrounding Planet E... - 8 views

curriculalessons.suite101.com/...mposition_of_earths_atmosphere

earth science atmosphere scientific inquiry critical thinking investigations experimental design teaching strategies

shared by David Wetzel on 21 May 10 - Cached
  • David Wetzel on 21 May 10
     
    This is a hands-on, minds-on approach to providing students with a concrete model of the earth's atmosphere to visualize the gases that comprise the atmosphere.
Jason Heiser

CriticalThinking.org - Critical Thinking Model 1 - 0 views

www.criticalthinking.org/...CTModel1.cfm

learning

shared by Jason Heiser on 13 Sep 09 - Cached
  • Jason Heiser on 13 Sep 09
     
    Model for critical thinking
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