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Apps to Support students with ASD | Apps and iPods - How to make it work. - 0 views

shared by kynan robinson on 08 Nov 12 - No Cached

GCPS - Goochland G21 Framework - 4 views

www.glnd.k12.va.us/...g21 2ist century skill PBL rich learning projects

shared by kynan robinson on 20 Aug 12 - No Cached

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Oba : College of Education : University of Oregon - 2 views

www.obaworld.net/welcome worldwide learning education ict

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Education in the Age of Globalization - 1 views

zhaolearning.com ict education

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T N T - The Network Thinkers: Social Capital... the Key to Success in the Connected Age - 0 views

www.thenetworkthinkers.com/...capital-key-to-success-in.html

shared by kynan robinson on 05 Jul 12 - No Cached

In the knowledge economy, knowledge and content are no longer sufficient – everyone has access to many sources of content and knowledge. You cannot compete on what everyone knows. As you move up the hierachy, it becomes more difficult to compete on individual competency – everyone is highly skilled and experienced at the top. It is hard to compete when everyone is so similar.
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Social capital is derived from employees’ personal and professional networks.
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Innovation happens at the intersections -- innovative organizations have many more intersections of diverse thinking and approaches than we see above.  
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Competing effectively in the connected economy is based on combining (and re-combining) unique knowledge from different parts of the business ecosystem (
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kynan robinson on 05 Jul 12

Networked Learing - what is it why is important for us as teachers to understand it

<div class="cArrow"> </div><div class="cContentInner">Networked Learing - what is it why is important for us as teachers to understand it</div>

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I'm Confused! Thought I was a Social Constructionist! | The Construction Zone - 3 views

theconstructionzone.wordpress.com/...i-was-a-social-constructionist models learning theory reading

shared by kynan robinson on 19 Jun 12 - No Cached

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Games-based Learning - Technology and Innovation Research - Innovating with Technology ... - 1 views

www.education.vic.gov.au/...default.htm Research_-_Gaming gameing game based learning innovation and next practice DEECD

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Tech2Learn - Project-Based Learning - 0 views

tech2learn.wikispaces.com/Project-Based+Learning PBL Project-Based clp project rich

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How I Write a PBL Activity - 0 views

mrsebiology.visibli.com/...na8yaG clp project rich Project-Based pbl

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PBL - Who IS in Charge? What Tools can Help? | The Construction Zone - 1 views

theconstructionzone.wordpress.com/...-in-charge-what-tools-can-help clp project pbl

shared by kynan robinson on 19 Apr 12 - No Cached

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Principle 2 Home - Craft the Driving Question - 0 views

pbl-online.org/...drivingquestion.html clp project pbl driving questions

shared by kynan robinson on 18 Apr 12 - Cached

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What Is Integrated Curriculum? - 0 views

www.ascd.org/...tegrated-Curriculum%C2%A2.aspx pbl clp creativity project integrated

shared by kynan robinson on 18 Apr 12 - No Cached

Can making wind and rain machines improve the reading comprehension and writing scores of elementary students on the Florida Comprehensive Assessment Test? Do students really learn math by learning to clog dance? When students spend after-school time participating in a microsociety that reflects the roles of real life, will their test scores in math and reading improve?
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Lee's students have shown more than 100 percent gains in comprehension and writing on the FCAT.
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- kynan robinson on 18 Apr 12
  
  Its sad that we even have to ask these questions, what about increased levels of creative thought, or deeper understanding of social interactions etc etc etc
  
  <div class="cArrow"> </div><div class="cContentInner">Its sad that we even have to ask these questions, what about increased levels of creative thought, or deeper understanding of social interactions etc etc etc</div>
  
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Lee claims that when she teaches science concepts she also teaches students to think and write in the structured, coherent ways required on standardized tests
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What exactly is integrated curriculum? In its simplest conception, it is about making connections. What kind of connections? Across disciplines? To real life? Are the connections skill-based or knowledge-based?
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we defined three approaches to integration—multidisciplinary, interdisciplinary, and transdisciplinary
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Multidisciplinary approaches focus primarily on the disciplines.
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When teachers integrate the subdisciplines within a subject area, they are using an intradisciplinary approach
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Through this integration, teachers expect students to understand the connections between the different subdisciplines and their relationship to the real world.
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In this approach to integration, teachers organize the curriculum around common learnings across disciplines. T
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ey chunk together the common learnings embedded in the disciplines to emphasize interdisciplinary skills and concepts.
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They are learning the interdisciplinary skill of communication (thinking and writing in a structured and coherent way).
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In the transdisciplinary approach to integration, teachers organize curriculum around student questions and concerns (see Figure 1.3). Students develop life skills as they apply interdisciplinary and disciplinary skills in a real-life context. Two routes lead to transdisciplinary integration: project-based learning and negotiating the curriculum
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Project-Based Learning. In project-based learning, students tackle a local problem. Some schools call this problem-based learning or place-based learning. According to Chard (1998), planning project-based curriculum involves three steps:
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Teachers and students select a topic of study based on student interests, curriculum standards, and local resources. The teacher finds out what the students already know and helps them generate questions to explore. The teacher also provides resources for students and opportunities to work in the field. Students share their work with others in a culminating activity. Students display the results of their exploration and review and evaluate the project.
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Negotiating the Curriculum. In this version of the transdisciplinary approach, student questions form the basis for curriculum.
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Studies of project-based programs show that students go far beyond the minimum effort, make connections among different subject areas to answer open-ended questions, retain what they have learned, apply learning to real-life problems, have fewer discipline problems, and have lower absenteeism
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The boundaries of the disciplines seemed to dissolve abruptly.
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The essential difference between the three approaches was the perceived degree of separation that existed between subject areas. Given our experiences at the time, both of us believed that the three approaches fit on an evolutionary continuum.
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- kynan robinson on 18 Apr 12
  
  all education is evolutionary which is why we need to keep studying, reading investigating asking questions
  
  <div class="cArrow"> </div><div class="cContentInner">all education is evolutionary which is why we need to keep studying, reading investigating asking questions</div>
  
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suggests that even intradisciplinary projects should include math and literature/media to be rich and vibrant
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backward design process.
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We believe that educators will continue to experience deepening connections as they become more experienced in this area.
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Real-life context Student questions
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Coplanner Colearner Generalist/specialist
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Disciplines identified if desired, but real-life context emphasized
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All knowledge interconnected and interdependent Many right answers Knowledge considered to be indeterminate and ambiguous
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Student questions and concerns Real-world context
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Interdisciplinary skills/concepts stressed
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shift
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Interdisciplinary skills and disciplinary skills applied in a real-life context
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kynan robinson on 18 Apr 12

great overview of different approaches to integrated Curriculum

<div class="cArrow"> </div><div class="cContentInner">great overview of different approaches to integrated Curriculum</div>

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