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David Warlick

Reggio Emilia approach - Wikipedia, the free encyclopedia - 4 views

en.wikipedia.org/...Reggio_Emilia_approach

bricoloage tinkering

shared by David Warlick on 02 Feb 11 - Cached
  • Children must have some control over the direction of their learning; Children must be able to learn through experiences of touching, moving, listening, seeing, and hearing; Children have a relationship with other children and with material items in the world that children must be allowed to explore and Children must have endless ways and opportunities to express themselves.
    • David Warlick
      David Warlick on 02 Feb 11
       
      This is all very familiar yet rarely expressed so succinctly.
  • In the Reggio approach, the teacher is considered a co-learner and collaborator with the child and not just an instructor.
  • Teacher autonomy is evident in the absence of teacher manuals, curriculum guides, or achievement tests
  • ...7 more annotations...
  • integration of each classroom with the rest of the school, and the school with the surrounding community
  • children can best create meaning and make sense of their world through environments which support "complex, varied, sustained, and changing relationships between people, the world of experience, ideas and the many ways of expressing ideas."
  • In each classroom there are studio spaces in the form of a large, centrally located atelier and a smaller mini-atelier, and clearly designated spaces for large- and small-group activities.
    • David Warlick
      David Warlick on 02 Feb 11
       
      A workshop or studio especially for an artist, designer or fashion house.
  • Reggio teachers place a high value on their ability to improvise and respond to children's predisposition to enjoy the unexpected.
  • Regardless of their origins, successful projects are those that generate a sufficient amount of interest and uncertainty to provoke children's creative thinking and problem-solving and are open to different avenues of exploration
  • teachers in Reggio Emilia assert the importance of being confused as a contributor to learning; thus a major teaching strategy is purposely to allow mistakes to happen, or to begin a project with no clear sense of where it might end.
  • David Warlick on 02 Feb 11
     
    The Reggio Emilia Approach is an educational philosophy focused on preschool and primary education. It was started by Loris Malaguzzi and the parents of the villages around Reggio Emilia in Italy after World War II. The destruction from the war, parents believed, necessitated a new, quick approach to teaching their children. They felt that it is in the early years of development that children are forming who they are as an individual. This led to creation of a program based on the principles of respect, responsibility, and community through exploration and discovery in a supportive and enriching environment based on the interests of the children through a self-guided curriculum.
Michael Walker

Progressive Education - 0 views

www.alfiekohn.org/...progressive.htm

progressive education alfiekohn

shared by Michael Walker on 11 Jul 09 - Cached
  • As Jim Nehring at the University of Massachusetts at Lowell observed, “Progressive schools are the legacy of a long and proud tradition of thoughtful school practice stretching back for centuries” — including hands-on learning, multiage classrooms, and mentor-apprentice relationships — while what we generally refer to as traditional schooling “is largely the result of outdated policy changes that have calcified into conventions.”
  • Progressive educators are concerned with helping children become not only good learners but also good people
  • Learning isn’t something that happens to individual children — separate selves at separate desks. Children learn with and from one another in a caring community, and that’s true of moral as well as academic learning. Interdependence counts at least as much as independence
  • ...13 more annotations...
  • Progressive schools are characterized by what I like to call a “working with” rather than a “doing to” model.
  • A sense of community and responsibility for others isn’t confined to the classroom; indeed, students are helped to locate themselves in widening circles of care that extend beyond self, beyond friends, beyond their own ethnic group, and beyond their own coun
  • “What’s the effect on students’ interest in learning, their desire to continue reading, thinking, and questioning?”
  • Alfred North Whitehead declared long ago, “A merely well-informed man is the most useless bore on God’s earth.” Facts and skills do matter, but only in a context and for a purpose. That’s why progressive education tends to be organized around problems, projects, and questions — rather than around lists of facts, skills, and separate disciplines
  • students play a vital role in helping to design the curriculum, formulate the questions, seek out (and create) answers, think through possibilities, and evaluate how successful they — and their teachers — have been
  • Each student is unique, so a single set of policies, expectations, or assignments would be as counterproductive as it was disrespectful.)
  • they design it with them
  • what distinguishes progressive education is that students must construct their own understanding of ideas.
  • A school that is culturally progressive is not necessarily educationally progressive. An institution can be steeped in lefty politics and multi-grain values; it can be committed to diversity, peace, and saving the planet — but remain strikingly traditional in its pedagogy
  • A truly impressive collection of research has demonstrated that when students are able to spend more time thinking about ideas than memorizing facts and practicing skills — and when they are invited to help direct their own learning — they are not only more likely to enjoy what they’re doing but to do it better.
  • Regardless of one’s values, in other words, this approach can be recommended purely on the basis of its effectiveness. And if your criteria are more ambitious — long-term retention of what’s been taught, the capacity to understand ideas and apply them to new kinds of problems, a desire to continue learning — the relative benefits of progressive education are even greater.[5]
  • Students in elementary and middle school did better in science when their teaching was “centered on projects in which they took a high degree of initiative.
  • For starters, they tell me, progressive education is not only less familiar but also much harder to do, and especially to do well. It asks a lot more of the students and at first can seem a burden to those who have figured out how to play the game in traditional classrooms — often succeeding by conventional standards without doing much real thinking. It’s also much more demanding of teachers, who have to know their subject matter inside and out if they want their students to “make sense of biology or literature” as opposed to “simply memoriz[ing] the frog’s anatomy or the sentence’s structure.”[12]  But progressive teachers also have to know a lot about pedagogy because no amount of content knowledge (say, expertise in science or English) can tell you how to facilitate learning. The belief that anyone who knows enough math can teach it is a corollary of the belief that learning is a process of passive absorption —a view that cognitive science has decisively debunked.
Ruth Howard

Technology Integration Matrix - 0 views

fcit.usf.edu/matrix

Technology Integration matrix education tech_integration pedagogy edtech technologyintegration

shared by Ruth Howard on 21 Apr 09 - Cached
  • What is the history behind the tool? The Technology Integration Matrix (TIM) was developed to help guide the complex task of evaluating technology integration in the classroom. Basic technology skills and integration of technology into the curriculum go hand-in-hand to form teacher technology literacy. Encouraging the seamless use of technology in all curriculum areas and promoting technology literacy are both key NCLB:Title II-D/EETT program purposes. The Inventory for Teacher Technology Skills (ITTS) companion tool is designed to help districts evaluate teachers’ current levels of proficiency with technology and is also used as a professional development planning and needs assessment resource. The TIM is envisioned as an EETT program resource which can help support the full integration of technology in Florida schools. What is in each cell? Each cell in the matrix will have a video (or several videos) which illustrate the integration of technology in classrooms where only a few computers are available and/or classrooms where every student has access to a laptop computer.
  • Transformation  The teacher creates a rich learning environment in which students regularly engage in activities that would have been impossible to achieve without technology.
  • Active
  • ...10 more annotations...
  • Indicator: Given ongoing access to online resources, students actively select and pursue topics beyond the limitations of even the best school library.
  • Collaborative
  • Indicator: Technology enables students to collaborate with peers and experts irrespective of time zone or physical distances.
  • Goal Directed
  • Indicator: Students use technology to construct, share, and publish knowledge to a worldwide audience.
  • Authentic
  • Indicator: By means of technology tools, students participate in outside-of-school projects and problem-solving activities that have meaning for the students and the community.
  • Constructive
  • Indicator: Students engage in ongoing metacognative activities at a level that would be unattainable without the support of technology tools.
  • You can download the Technology Integration Matrix for printing as a PDF.
Dennis OConnor

The class was what I needed to help me get focused for school! « Random Thoughts: Change & Other Stuff - 0 views

maryalicea.wordpress.com/...help-me-get-focused-for-school

uw-stout e-learning online class librarian 21cif

shared by Dennis OConnor on 17 Aug 09 - Cached
  • Learn how to locate authentic digital primary sources in multiple formats to enhance your curriculum. Develop age appropriate learning activities that promote higher level questioning and critical thinking skills while adding excitement to student learning through engaging activities. The course is especially helpful for teachers of AP classes, teachers addressing state and national standards requiring the use of primary sources, and teachers working with National History Day activities. Materials fromTPS Direct, the Library of Congress Teaching with Primary Sources professional development program, will be incorporated in the class.
  • Dennis OConnor on 17 Aug 09
     
    Primary Sources, Where have you been? Why have I never used primary sources? I didn't use them because I didn't know where to find the resources.I never considered all of the possibilities.
Ruth Howard

Future of Learning Institutions in a Digital Age | HASTAC - 0 views

www.hastac.org/...rning-institutions-digital-age

future learning education hastac HASTAC MIT research universities

shared by Ruth Howard on 15 Jul 09 - Cached
  • Forms and models of learning have evolved quickly and in fundamentally new directions.
  • All these acts are collaborative and democratic, and all occur amid a worldwide community of voices.
  • with participatory learning and digital media, these conventional modes of authority break down.
  • ...21 more annotations...
  • Today’s learning is interactive and without walls. Individuals learn anywhere, anytime, and with greater ease than ever before. Learning today blurs lines of expertise and tears down barriers to admission. While it has never been confined solely to the academy, today’s opportunities for independent learning have never been easier nor more diverse.
  • Self-learning: Today’s learners are self-learners.
  • They create their own paths to understanding.
  • learning to judge reliable information.
  • finding reliable sources.
  • learning how.
  • growing complexities of collaborative and interdisciplinary learning
  • fostering and managing levels of trust.
  • collective checking, inquisitive skepticism, and group assessment.
  • collective pedagogy
  • Networked learning
  • in contrast, is committed to
  • cooperation, interactivity, mutual benefit, and social engagement
  • The power of ten working interactively will invariably outstrip the power of one looking to beat out the other nine.
  • contrastingly, is an “open source” culture that seeks to share openly and freely in both creating and distributing knowledge and products.
  • Networking through file-sharing, data sharing, and seamless, instant communication is now possible.
  • Learning never ends. How we know has changed radically.
  • new institutions must begin to think of themselves as mobilizing networks.
  • mobilize flexibility, interactivity, and outcomes. Issues of consideration in these institutions are ones of reliability and predictability alongside flexibility and innovation.
  • Students may work in small groups on a specific topic or together in an open-ended and open-sourced contribution.
  • These ten principles, the authors argue, are the first steps in redesigning learning institutions to fit the new digital world.
Ruth Howard

I'm sure I'm doing it wrong | Ideas and Thoughts from an EdTech - 8 views

ideasandthoughts.org/...im-sure-im-doing-it-wrong

blogging education inflection network pln digital literacy edtech assessment flixr wiki

shared by Ruth Howard on 08 Oct 09 - Cached
  • According to many definitions of good teaching, I don’t qualify: I don’t clearly state objectives If I do state them, they are as fuzzy as all get out I have a hard time measuring student progress My course syllabus changes almost daily I never use tests I constantly stray off topic
  • I do constantly question whether or not I need to be more structured.  Do I need to be able to define my outcomes more succinctly than this? Students will learn that: Learning is social and connected Learning is personal and self-directed Learning is shared and transparent Learning is rich in content and diversity
  • I do provide rubrics, build criteria together, emphasis and utilize descriptive feedback.  Providing supports and the odd insight best describes my role.  I’m of total confidence they are learning. Just read their blogs.
  • ...1 more annotation...
  •   I’ve read, listen and thought  more about assessment than most and yet it still baffles me. Mostly because the kind of assessment that makes most sense (immediate and descriptive feedback) isn’t really valued in schools.
Leigh Zeitz

Creating Podcasts with Your Students - Tony Vincent - 23 views

www.adlit.org/25032

podcasting podcasts directions curriculum technology web2 techintegrator professionaldevelopment

shared by Leigh Zeitz on 24 Oct 09 - Cached
  • Leigh Zeitz on 24 Oct 09
     
    Good background piece for creating podcasts
Suzie Nestico

David Truss :: Pair-a-dimes for Your Thoughts » Shifting Attitudes - 1 views

pairadimes.davidtruss.com/shifting-attitudes

David Truss shift education technology all_teachers bestpractices techintegrator professionaldevelopment flatclassroom influence fear collaboration

shared by Suzie Nestico on 31 Mar 11 - Cached
  • To the shifted: You have an obligation to serve others.”
  • The shift is happening now and if we aren’t shifting the learning experience for students then what kind of education are we giving them?”
  • The needs are different, but some of the scaffolding and support we offer one of these groups can also be helpful to the other.
    • Suzie Nestico
      Suzie Nestico on 31 Mar 11
       
      Very important to remember scaffolding.  This can make or break the engagement cycle with students.
  • ...5 more annotations...
  • However, I think that as leaders and as change agents, we are constantly adjusting what we will do as we (also) learn and grow.
  • Attitude can also be a reference to orientation relative to the direction of travel.
  • It isn’t the network or the tool that matters, but rather that we create meaningful connections as part of our learning practice.
  • We have an obligation to shift with it, and to help those that have not shifted, or that are shifting;
  • We have an obligation to our students to look ahead and continue our own learning to support them;
  • Suzie Nestico on 31 Mar 11
     
    The "I Can't!, I Can!, I Will!" when it comes to shifting our learning environments and operating in new spaces.  Great graphics that shows where the "the shifted" can support, inspire and motivate others.
Ben Rimes

Education Week's Digital Directions: 'Hybrid' Charter Schools on the Rise - 5 views

www.edweek.org/...03hybrid.h04.html

shared by Ben Rimes on 04 Jul 11 - No Cached
  • That problem becomes a business dilemma for companies like K12 that are looking to expand, Horn says
    • Ben Rimes
      Ben Rimes on 04 Jul 11
       
      Something no proper school should be worried about. The goal is not expansion, the goal is facilitating curiosity.
John Marr

Don't show, don't tell? - MIT News Office - 11 views

web.mit.edu/...teaching-children-0630.html

learning Pedagogy

shared by John Marr on 02 Jul 11 - No Cached
Tero Toivanen liked it
  • Don’t show, don’t tell? Cognitive scientists find that when teaching young children, there is a trade-off between direct instruction and independent exploration. Emily Finn, MIT News Office
  • It turns out that there is a “double-edged sword” to pedagogy: Explicit instruction makes children less likely to engage in spontaneous exploration and discovery.
  • The danger is leading children to believe that they’ve learned all there is to know, thereby discouraging independent discovery.
  • ...6 more annotations...
  • To study this phenomenon, the researchers built an original toy
  • they recruited 85 preschool-age children to interact with the toy under one of four conditions: pedagogical, interrupted, naïve and baseline.
  • In the pedagogical condition, the experimenter said, “Look at my toy! This is how my toy works,” and demonstrated the squeak function twice (but made no mention of the other functions).
  • Many children in the pedagogical condition failed to discover even one function in addition to the squeak, while children in the other three conditions found, on average, one or two functions they had not been taught. What’s more, children in the pedagogical condition spent less time playing with the toy — less than two minutes, on average — than children in the other conditions, whose times ranged from slightly more than two minutes in the naïve condition to longer than three minutes in the baseline condition.
  • “The whole double-edged sword concept is really interesting,” says Susan Gelman, a professor of psychology at the University of Michigan. “In almost any domain and across different cultures, we engage in spontaneous teaching. It doesn’t have to be in the classroom, we just naturally do this with young children — we show them how things are done, point out what’s important. This study shows how sensitive children are to the kind of cues that signal teaching.” Further experiments may want to examine differences in children’s behavior across cultures, she adds.
  • the study underscores the real-world trade-offs between education and exploration, and the importance of acknowledging what is unknown even while imparting what is known. Teachers should, where possible, offer the caveat that there may be more to learn.
  • John Marr on 02 Jul 11
     
    Recent study found that if you explain "all aspects" of a toy, children are less likely to discover new uses. If you allow them to "play and experiment" they will discover new a creative uses. This should be taken into account in teaching.
Suzie Nestico

Common Core 360 Webinars - 5 views

www.commoncore360.com/webinars.php

common core webinars common core standards common Core 360

shared by Suzie Nestico on 05 Nov 11 - No Cached
  • Learn effective strategies from Curriculum 21’s Ann Johnson for translating the English Language Arts (ELA) Common Core Standards.
  • “Translating Mathematics Standards,” by Debbie Sullivan (CMI21) 8:30 – 9:30 a.m. MST Dr. Sullivan will demonstrate strategies for the translation of the Mathematics Common Core Standards to create rigorous classroom lessons and targeted assessments.
  • “Student Engagement & Future Focus,” by Dr. Lisa Leith 8:30 – 9:30 a.m. MST How can the Common Core Standards help teachers reduce classroom conflict, increase student engagement and promote future focus? Dr. Leith will address the roles of collaboration and goal setting in the classroom, and provide direction for achieving desired results while freeing students to make their own choices. She will explore the connections between relationships, self-image, motivation, and student success.
Martin Burrett

To boldly go in a different direction - 5 views

ukedchat.com/...3

science magazine article pedagogy

shared by Martin Burrett on 12 Nov 15 - No Cached
  • Martin Burrett on 12 Nov 15
     
    Article based in a science class discussing the value of seizing opportunities
Maggie Verster

Reviews for Introducing Project-Based Learning in your Classroom from School Education Gateway - Teacher Academy | Class Central - 3 views

www.class-central.com/...arning-in-your-classroom-10764

courses opencourses selfpaced

shared by Maggie Verster on 18 Apr 18 - No Cached
  • Walter Antoniotti on 06 May 18
     
    I agree! If public education does not go even further in this direction, other private systems which already have many of the best academic students, will take over, We need http://www.textbooksfree.org/Individualized%20Curriculum.htm
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