Skip to main content

Home/ BSC ICT links/ Group items tagged Why

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Aaron Davis

Why We Need A "Why?" - YouTube - 0 views

www.youtube.com/watch

Why Reason Change Management

shared by Aaron Davis on 03 Nov 14 - No Cached
  • Aaron Davis on 03 Nov 14
     
    Fantastic video from Mike Wesch on why we need a why. Well worth a watch.
Aaron Davis

danah boyd | apophenia » Why Snapchat is Valuable: It's All About Attention - 0 views

www.zephoria.org/...snapchat-attention.html

Snapchat social media technology tools

shared by Aaron Davis on 21 Mar 14 - No Cached
  • Aaron Davis on 21 Mar 14
     
    An interesting read from Danah Boyd on why snapchat is valuable, even if we don't want to recognise it.
Aaron Davis

New Thinking Routines | It's About Learning - 0 views

learningshore.edublogs.org/...new-thinking-routines

thinking routines visible thinking project zero

shared by Aaron Davis on 13 Nov 15 - No Cached
  • The 3 Ys Why might this [topic, question] matter to me? Why might it matter to people around me [family, friends, city, nation]? Why might it matter to the world?
  • What are its parts? What are its various pieces or components? What are its purposes? What are the purposes for each of these parts? What are its complexities? How is it complicated in its parts and purposes, the relationship between the two, or in other ways.
Aaron Davis

Going Beyond 'Learning to Code': Why 2014 is the Year of Web Literacy | DMLcentral - 0 views

dmlcentral.net/...ode-why-2014-year-web-literacy

ICT digital literacy coding

shared by Aaron Davis on 08 Jan 14 - No Cached
  • Aaron Davis on 08 Jan 14
     
    A great resource from Mozilla in regards to developing 'web literacy' and going beyond 'coding' from Doug Belshaw.
Aaron Davis

Blogging About The Web 2.0 Connected Classroom: Why Formative Assessments Matter - 0 views

blog.web20classroom.org/...mative-assessments-matter.html

formative assessment learning Effective Teaching

shared by Aaron Davis on 11 Jun 14 - No Cached
  • Formative assessments are simply little gauges or indicators of how students are progressing towards a learning goal
  • 2) Real-Time Feedback
  • 3) Building It In
  • ...2 more annotations...
  • 1) Ticket out the door
  • Over time the students felt comfortable enough to tell me when they really didn't like the learning style I was using or that they enjoyed a particular way I presented the content. I had a better grasp on the learning my students were doing and they had a better grasp on the content. It was a definite win-win. 
  • Aaron Davis on 11 Jun 14
     
    An interesting reflection on formative assessment and some simple ideas of how to incorporate it into the classroom.
Aaron Davis

Gender and Group Work - HuntingEnglishHuntingEnglish - 0 views

www.huntingenglish.com/...gender-and-group-work

group work collaboration BIM teaching and learning

shared by Aaron Davis on 20 Feb 16 - No Cached
  • What is the ideal number for the group size for this task? Are students clear about what effective collaboration looks like and sounds like? What are the group goals and individual goals for this task? Are they clear to the students? How are you going to fend off ‘social loafing’? Should personality differences influence our grouping decisions? Are there introverts in the classroom that should receive particular attention as we decide upon grouping students? How should we group in relation to ability or skill levels? Are the groups separate by ability or mixed, or randomised? Does this make a difference?
  • Aaron Davis on 20 Feb 16
     
    Alex Quigley explores the topic of group work. Rather than a clear answer, he provides a excellent series of reflective questions to guide things. If we accept the notion of the 'wisdom of crowds', then what is the magic number for group size? There is no fixed answer, but research evidence shows that any group size above six is unlikely to be effective. Why is this? Well, successful group work relies on group goals, but alongside individual responsibility. With too many students in a group it is too easy for social loafing (students putting in less effort when they know they can because other group members pick up the slack) to happen. Better to have a smaller groups, such as trios or fours. Of course, even then, they'll need training.
Aaron Davis

The perils of “Growth Mindset” education: Why we’re trying to fix our... - 0 views

www.salon.com/...the_harmful_lessons_it_imparts

growth mindset alfie kohn carol dweck dweck alfiekohn education mindset

shared by Aaron Davis on 11 Feb 16 - No Cached
  • By now, the growth mindset has approached the status of a cultural meme.
  • Regardless of their track record, kids tend to do better in the future if they believe that how well they did in the past was primarily a result of effort.But “how well they did” at what?
  • even some people who are educators would rather convince students they need to adopt a more positive attitude than address the quality of the curriculum (what the students are being taught) or the pedagogy (how they’re being taught it).
  • ...10 more annotations...
  • An awful lot of schooling still consists of making kids cram forgettable facts into short-term memory. And the kids themselves are seldom consulted about what they’re doing, even though genuine excitement about (and proficiency at) learning rises when they’re brought into the process, invited to search for answers to their own questions and to engage in extended projects.
  • the most salient feature of a positive judgment is not that it’s positive but that it’s a judgment; i
  • the first problem with this seductively simple script change is that praising children for their effort carries problems of its own, as several studies have confirmed: It can communicate that they’re really not very capable and therefore unlikely to succeed at future tasks. (“If you’re complimenting me just for trying hard, I must really be a loser.”)
  • what’s really problematic is praise itself. It’s a verbal reward, an extrinsic inducement, and, like other rewards, is often construed by the recipient as manipulation.
  • books, articles, TED talks, and teacher-training sessions devoted to the wonders of adopting a growth mindset rarely bother to ask whether the curriculum is meaningful, whether the pedagogy is thoughtful, or whether the assessment of students’ learning is authentic (as opposed to defining success merely as higher scores on dreadful standardized tests).
  • the series of Dweck’s studies on which she still relies to support the idea of praising effort, which she conducted with Claudia Mueller in the 1990s, included no condition in which students received nonevaluative feedback. Other researchers have found that just such a response — information about how they’ve done without a judgment attached — is preferable to any sort of praise.
  • We need to attend to deeper differences: between extrinsic and intrinsic motivation, and between “doing to” and “working with” strategies.
  • Dweck’s work nestles comfortably in a long self-help tradition, the American can-do, just-adopt-a-positive-attitude spirit.(“I think I can, I think I can…”) The message of that tradition has always been to adjust yourself to conditions as you find them because those conditions are immutable; all you can do is decide on the spirit in which to approach them. Ironically, the more we occupy ourselves with getting kids to attribute outcomes to their own effort, the more we communicate that the conditions they face are, well, fixed.
  • It isn’t entirely coincidental that someone who is basically telling us that attitudes matter more than structures, or that persistence is a good in itself, has also bought into a conservative social critique. But why have so many educators who don’t share that sensibility endorsed a focus on mindset (or grit) whose premises and implications they’d likely find troubling on reflection?
  • the real alternative to that isn’t a different attitude about oneself; it’s a willingness to go beyond individual attitudes, to realize that no mindset is a magic elixir that can dissolve the toxicity of structural arrangements. Until those arrangements have been changed, mindset will get you only so far. And too much focus on mindset discourages us from making such changes.
  • Aaron Davis on 11 Feb 16
     
    "An awful lot of schooling still consists of making kids cram forgettable facts into short-term memory. And the kids themselves are seldom consulted about what they're doing, even though genuine excitement about (and proficiency at) learning rises when they're brought into the process, invited to search for answers to their own questions and to engage in extended projects. Outstanding classrooms and schools - with a rich documentary record of their successes - show that the quality of education itself can be improved. But books, articles, TED talks, and teacher-training sessions devoted to the wonders of adopting a growth mindset rarely bother to ask whether the curriculum is meaningful, whether the pedagogy is thoughtful, or whether the assessment of students' learning is authentic (as opposed to defining success merely as higher scores on dreadful standardized tests). "
Aaron Davis

The paradox of Australian mathematics education - 0 views

m.smh.com.au/...-education-20140620-3ahwz.html

mathematics opinion the age numeracy

shared by Aaron Davis on 28 Jun 14 - No Cached
  • To teach mathematics well, one must know more than the mathematical topic at hand, the specific techniques to be taught; one must also know about the mathematics, why the topic is the way that it is. That involves consideration of the fundamental nature of mathematics and mathematical thought, including a proper appreciation of mathematics' long and difficult history.
  • Aaron Davis on 28 Jun 14
     
    "The major stumbling block for mathematics education in Australia is that teachers, qualified or not, don't learn enough mathematics and they don't learn it well enough"
Aaron Davis

Ungoogleable Questions Update | Steve Mouldey - 0 views

stevemouldey.wordpress.com/...ungoogleable-questions-update

Questioning Resource

shared by Aaron Davis on 16 Feb 15 - No Cached
  • the following 4 words/phrases provide the best start for student questions: Should Why What if How Might We
1 - 10 of 10
Showing 20▼ items per page