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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.
Lisa Johnson, Ph.D.

Kirschner, Sweller, and Clark's "Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching" (PDF) - 0 views

www.cogtech.usc.edu/...kirschner_Sweller_Clark.pdf

article constructivism elearnining methods

shared by Lisa Johnson, Ph.D. on 03 Jun 08 - Cached
  • Lisa Johnson, Ph.D. on 03 Jun 08
     
    Grabbed from the Half an Hour blog ... it's an argument to consider. http://halfanhour.blogspot.com/2007/11/kirschner-sweller-clark-2006-summary.html
David Wetzel

20 Questions to Ask Students in Science Projects: Children Develop a Better Understanding by Asking Critical Questions - 13 views

homeschooling.suite101.com/..._questions_in_science_projects

science teaching strategies inquiry problem solving activities learning

shared by David Wetzel on 19 Mar 10 - Cached
  • David Wetzel on 19 Mar 10
     
    Questioning is a critical focus in science, because without questions there would be no answers. Teaching children to question is an inquiry-based thinking skill.
Ben Rimes

A Call for Technology Leadership - 16 views

www.districtadministration.com/viewarticle.aspx

shared by Ben Rimes on 10 Jan 11 - No Cached
  • (1) modeling the use of new technologies in communicating to students, teachers and the general public; (2) ensuring that technology becomes integral to teaching 21st-century skills from critical thinking and problem solving to collaboration and information literacy in the classroom; (3) boosting Web 2.0 applications and tools as key components of student learning; (4) offering professional development in these technologies and deploying the online tools that help teachers create learning communities among themselves; and (5) requiring better balanced assessments of student work—including project-based learning enhanced by technology tools—in an age driven by NCLB-oriented testing and better use of data from the assessments to help students improve their performance.
    • Ben Rimes
      Ben Rimes on 10 Jan 11
       
      Asking any leader to model effective strategies makes sense, but shouldn't the imperative of offering professional development in newer communications tools come first? Some district leader's I can see jupming into new tools and ways to communicate, but you can't expect all veteran leaders to adopt new tools without the development and support they'll need.
    • Ben Rimes
      Ben Rimes on 10 Jan 11
       
      I'm curious to know in how many districts does the Superintendent serve as the curriculum leader capable of making the sweeping changes to move a district towards project-based learning. I have an inkling that many superintendents find niches that make them valubale, whether it's focusing on assessment, community relations, curriculum, or something else.
  • The revised edition also includes a self-assessment for superintendents to evaluate how far their districts have come along the technological curve. CoSN’s CEO Keith Krueger explains that his organization’s research shows that many district leaders are behind that curve, and the new document opens with a letter:
    • Ben Rimes
      Ben Rimes on 10 Jan 11
       
      Not surprising at all...
  • e cautions that the large-scale changes CoSN is advocating are most likely to happen for district leaders who are not engaged in dozens of other initiatives. “Everybody wants the superintendent to be in the middle of everything,” Reeves explains. “The real acid test is whether you can execute the ‘not-to-do list,’” adding that superintendents need to resist establishing too many priorities. Each of the five areas featured in “Empowering the 21st Century Superintendent” includes a set of resources and a series of action steps for superintendents and district leadership teams. For instance, in the 21st-century skills section, leaders are urged to improve their own such skills, create a vision for integrating them into K12 instruction, audit the district’s strategic plan to see which might be missing and adjust professional development accordingly.
    • Ben Rimes
      Ben Rimes on 10 Jan 11
       
      Love the pragmatism in this quote. Good acknowledgement that district superintendents are engufed in far too much at times, and thus tech-integration may not realistically happen. Good to know that the framework provided by CoSn also includes some directions for district tech teams.
Ruth Howard

2¢ Worth » A Day in Texas - 0 views

davidwarlick.com/2cents

projectbasedlearning work based learning David Warlick youth all_teachers bestpractices curriculum

shared by Ruth Howard on 17 Apr 09 - Cached
  • Students find problems in their local communities, and then use these tools to solve them.
  • Ruth Howard on 17 Apr 09
     
    David Warlick links to the East Project which emphasises a practical Project-Based learning model. Real life learning where student learning contributes to the greater pool of learning.
Ted Sakshaug

Lure of the Labyrinth - 11 views

labyrinth.thinkport.org/www

math education elementary 4-6 word problems game interactive mathematics algebra middleschool

shared by Ted Sakshaug on 22 Oct 09 - Cached
  • Ted Sakshaug on 22 Oct 09
     
    Lure of the Labyrinth is a digital game for middle-school pre-algebra students. It includes a wealth of intriguing math-based puzzles wrapped into an exciting narrative game in which students work to find their lost pet - and save the world from monsters! Linked to both national and state mathematics standards, the game gives students a chance to actually think like mathematicians.
Julie Shy

Problem-Based Learning at University of Delaware - 4 views

www.udel.edu/...groups-in-action.html

Project_based_learning Problem_based-learning collaborative_learning

shared by Julie Shy on 06 Jan 13 - No Cached
  • Julie Shy on 06 Jan 13
     
    Excellent video vignettes to use with teachers/students when working collaboratively.
Adrienne Michetti

Debbie Meier and the Dawn of Central Park East by Seymour Fliegel, City Journal Winter 1994 - 3 views

www.city-journal.org/article01.php

progressive education school design

shared by Adrienne Michetti on 05 Jun 10 - Cached
  • “I’ve got a problem in the Central Park East School between Debbie Meier and some of her parents,” he said. “Go see what it’s about.”
  • In 1976
  • I went over to Central Park East, which was then a fledgling alternative school just completing its second year, to introduce myself to Debbie Meier, the school’s director
  • ...11 more annotations...
  • Debbie Meier has since become a nationally known authority on education, the recipient of a MacArthur Foundation “Genius” award, but in June 1976 that wasn’t the case.
  • . What was not yet clear to outsiders was that it had been deliberately designed to thrive on conflict.
  • From the first moment I walked into a public school I was intrigued.
  • . “The principals paid lip service to us and our aspirations,” she remembers, “but the changes didn’t last.” By the end of 1973, just as she was becoming disgusted by her lack of progress working within the established system, she got a call from Bonnie Brownstein, a science coordinator in District Four. Brownstein told Meier that Superintendent Alvarado had heard about her work and wanted her to start a new school in East Harlem. Meier, attuned to the ways of educational bureaucracies, was skeptical at first, but when she met with the new superintendent, he convinced her that he was serious.
  • and she had tried to create “open classroom” programs
  • an educational method which she believed reflected the cognitive development of children, combining John Dewey’s learning theory with more recent psychological investigations of Jean Piaget.
  • Meier and her associates proposed a pedagogy based on “open classrooms” where teachers would provide children with stimulating materials, observe them working and playing with those materials, and, guided by their observations, offer each child assistance to extend his or her skills and interests.
  • Neither the parents in the neighborhood nor the other teachers in District Four understood what the school was trying to accomplish, and they regarded Meier’s efforts with attitudes ranging from indifference to outright hostility.
  • Local educational conservatives, on the other hand, were equally mistrustful of what they saw as the school’s permissiveness.
  • There would be one rule: Children would come to Central Park East because their parents chose that school for them
  • parents were required to visit with their children in order to gain admission. Beyond that, Meier set forth no policies and promised no particular results.
David Wetzel

Ideas and Strategies for Using Voice Thread in Science and Math - 18 views

www.teachscienceandmath.com/...ice-thread-in-science-and-math

math teaching strategies problem solving project based learning science technology integration in education voice thread web 2.0

shared by David Wetzel on 23 Jun 10 - Cached
  • David Wetzel on 23 Jun 10
     
    Are you searching for a way to share documents, presentations, slideshows, or a series of photos or images with your students? Then Voice Thread is the free Web 2.0 tool for you and your students (teachers can register for a free education account).
Dennis OConnor

The Rapid eLearning Blog - 8 views

www.articulate.com/rapid-elearning

e-learning web2.0 articulate

shared by Dennis OConnor on 08 Jul 10 - Cached
  • The way it seems to work is that organizations restructure and somewhere in the process the training people are usually the first to go.
  • So if I were to offer any advice, it would be to provide the most value that you can.
  • The challenge in all of this is that rapid elearning has to bring real value and isn’t just a bunch of PowerPoint files converted to Flash and then put online. 
  • ...3 more annotations...
  • Assess your learners on what they need to do.  The original quiz questions are based on the product.  I changed the focus from the product to answering customer questions.  I still cover the same information, but am better off putting it in context to how the learner would use it.
  • By creating rapid elearning courses, you bring value to your organization because you can drive down the cost of production. However, no software replaces the need for sound instructional design.
  • I was on the phone with someone who had problems with her elearning course.  It seemed that nothing was working right.  As I dug a little deeper, it turned out that she was deleting some of her files.  She told me she did so to keep her files organized.  Apparently the folders were looking a bit messy.  What she didn’t realize was that all of those files she was moving and deleting ...
  • Dennis OConnor on 08 Jul 10
     
    The rapid e-learning blog always has interesting articles. As always, this blog has so many useful resources and articles it boggles of the mind. I've used the Articulate Engage software extensively. Worth the price (and I'm a penny pincher)!
David Wetzel

5 Ways to Integrate Science Process Skills in Lessons - 16 views

www.teachscienceandmath.com/...ence-process-skills-in-lessons

5 ways problem based learning project real data science process skills scientific knowledge

shared by David Wetzel on 21 Jun 10 - Cached
  • David Wetzel on 21 Jun 10
     
    Integrating the science process skills within your teaching does not require drastic changes. It simply involves making the process of science more explicit in lessons, investigations, and activities you are already using in your curriculum. The science process skills are the methods used for helping our students understand how we know what we know about the world in which they live. This often means going beyond a science textbook and supplementing the core-content within textbooks. It also means using your course content as a means for exposing students to the real process of science.
David Wetzel

Creative Ways to Use Podcasts in the Classroom - 17 views

teachingtechnology.suite101.com/...-use-podcasts-in-the-classroom

creative ways to podcasts tips and tricks benefits project based learning problem solving

shared by David Wetzel on 09 Aug 10 - Cached
  • David Wetzel on 09 Aug 10
     
    Strategies and techniques are provided for integrating podcasts lessons to promote the benefits of greater student engagement and alternative assessment.
David Wetzel

3 Best Practices of Successful Science and Math Teachers - 12 views

www.teachscienceandmath.com/...sful-science-and-math-teachers

best practices teach science and math learning technology web2.0 tools project based problem solving

shared by David Wetzel on 02 Sep 10 - Cached
  • David Wetzel on 02 Sep 10
     
    What does it mean to be a successful science or math teacher? The definition of success is an elusive thing and measured in many ways. Merriam-Webster dictionary defines success as - resulting in or gaining a favorable outcome. This, without a doubt, is your and every other teacher's goal for their students.
David Wetzel

Modeling the Composition of Earth's Atmosphere: The Layer of Gases Surrounding Planet Earth Retained by Gravity - 6 views

www.suite101.com/...n-of-earths-atmosphere-a122097

critical thinking science inquiry higher order skills teaching composition modeling the of problem based learning investigating scientific project

shared by David Wetzel on 10 Nov 10 - No Cached
  • David Wetzel on 10 Nov 10
     
    This is a hands-on, minds-on approach to provide students with a concrete model of the earth's atmosphere to visualize the gases which comprise the air they breath.
David Wetzel

Teaching Science and Math Daily - 8 views

paper.li/...teachingscienceandmath

science teaching math and investigating problem based inquiry modeling critical thinking

shared by David Wetzel on 30 Nov 10 - No Cached
  • David Wetzel on 30 Nov 10
     
    Daily summary of the stories, articles, and resources for teaching K-12 science and math.
Dean Loberg

Education Week's Digital Directions: Building Gaming Into Science Education - 0 views

www.edweek.org/...04sciencegames_web.h01.html

gaming science

shared by Dean Loberg on 13 May 08 - Cached
  • "I've had teachers tell me,” says Eklund, “that after they introduced the game to their students, the classroom went completely silent because all of the kids were just reading." "You just don't get that kind of engagement and involvement with the story" with a textbook, he says.
    • Brian C. Smith
      Brian C. Smith on 13 May 08
       
      Is this because of the visual appeal or the storyline? I can see this happening, but does silence mean high levels of engagement?
    • Dean Loberg
      Dean Loberg on 13 May 08
       
      Assuming that they are not sleeping I think it does mean engagement, but engagement does not equal education. It depends on the content as well.
  • A report written by researchers about The River City Project for a 2006 conference concluded "that students learned biology content, that students and teachers were highly engaged, that student attendance improved, that disruptive behavior dropped, that students were building 21st-century skills in virtual communication and expression, and importantly, that using this type of technology in the classroom can facilitate good inquiry learning."
    • Brian C. Smith
      Brian C. Smith on 13 May 08
       
      Is this limited to only the River City Project alone though? How does it promote more inquiry, problem and project-based learning in other content?
  • ...4 more annotations...
  • "I'm in a unique situation where there's a computer at every lab table," he says, pointing out that many teachers do not have that ratio of students to computers.
  • when the games don't work properly, but most teachers don’t have that level of technical skill, she points out.
  • "There are little things you need to know," she says, to keep the games running smoothly. "[Otherwise], it's not going to work in the classroom, and teachers aren't going to use it."
  • "If [the game] doesn't have a focus or clear reason for what they're doing, it really doesn't work," says Pokrzywinski. Adapting games to the curriculum is possible, she says, but it takes time—something many teachers don't have.
  • Brian C. Smith on 13 May 08
     
    Science and gaming
  • Dean Loberg on 13 May 08
     
    Science and gaming
Ben Rimes

Executive Summary | U.S. Department of Education - 9 views

www.ed.gov/...executive-summary

shared by Ben Rimes on 15 Mar 10 - Cached
  • regardless of background, languages, or disabilities,
  • personalized learning
  • critical thinking, complex problem solving, collaboration, and multimedia communication should be woven into all content areas.
  • ...3 more annotations...
  • In all these activities, technology-based assessments can provide data to drive decisions on the basis of what is best for each and every student and that in aggregate will lead to continuous improvement across our entire education system.
  • Another basic assumption is the way we organize students into age-determined groups, structure separate academic disciplines, organize learning into classes of roughly equal size with all the students in a particular class receiving the same content at the same pace, and keep these groups in place all year.
    • Ben Rimes
      Ben Rimes on 28 Mar 10
       
      For good reason at the elementary level. It's called socialization. Students that are 2 or 3 years apart can exhibit radically different thought processes, levels of self-control, but more importantly, there are huge developmental differences socially, emotionally, and physcially.
  • The NETP accepts that we do not have the luxury of time – we must act now and commit to fine-tuning and midcourse corrections as we go. Success will require leadership, collaboration, and investment at all levels of our education system – states, districts, schools, and the federal government – as well as partnerships with higher education institutions, private enterprises, and not-for-profit entities.
    • Ben Rimes
      Ben Rimes on 28 Mar 10
       
      Perhaps one of the most frightening statements in the document to a large number of school districts. Teachers quite often are able to enact a mid-course shift, and students are most always extremely flexible, but at the administration and district level change can often be glacial as such radical change could very well mean replacing the hierarchy of leadership throughout a district, shifting positions, or eliminating them, and large organizations have a tendency towards self-preservation.
  • Vicki Davis on 15 Mar 10
     
    Current update to National Education Technology plan in the USA. Highlighted with diigo with comments.
  • Ben Rimes on 28 Mar 10
     
    Current update to National Education Technology plan in the USA. Highlighted with diigo with comments.
David Wetzel

Investigating Natural Disasters Using Web 2.0 Tools - 11 views

www.teachscienceandmath.com/...l-disasters-using-web-20-tools

google earth problem solving project based learning science projects web 20 tools

shared by David Wetzel on 16 Apr 10 - Cached
  • David Wetzel on 16 Apr 10
     
    When word of a natural disaster is spreading from somewhere in the world or announced on the news, students can use Google Earth to conduct an investigation of the disaster's effect.
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