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Michelle Brown

Starting small: Building preschool teacher knowledge that supports early literacy devel... - 3 views

link.springer.com/...fulltext.html

PCK - English

shared by Michelle Brown on 03 Apr 14 - No Cached
  • Michelle Brown on 03 Apr 14
     
    Early Childhood
Jasmine Smith

"Effective Teachers of Literacy" - 6 views

www.leeds.ac.uk/...000000829.htm

pck english

shared by Jasmine Smith on 14 Aug 13 - No Cached
    • Jasmine Smith
      Jasmine Smith on 14 Aug 13
       
      Links to the importance of Differentiation
  • Borko et al (1988), for example, found that student teachers with strong subject knowledge tended to plan lessons in less detail and were more responsive to the needs of particular groups of pupils
djplaner

5-Year-Olds Can Learn Calculus - Luba Vangelova - The Atlantic - 4 views

www.theatlantic.com/...284124

mathematics tpack week2 week3 bigT

shared by djplaner on 05 Mar 14 - No Cached
  • This is hard to do—it requires both pedagogical and math concept knowledge, but it can be learned
    • djplaner
      djplaner on 05 Mar 14
       
      Empahsis on the importance of PCK which we'll extend to TPACK
  • Droujkova says one of the biggest challenges has been the mindsets of the grown-ups. Parents are tempted to replay their "bad old days" of math instruction with their kids, she says.
    • djplaner
      djplaner on 05 Mar 14
       
      Echoing the impact of past experience with math (and ICTs) that create schema, which then limit vision of what can be.
  • Unfortunately a lot of what little children are offered is simple but hard—primitive ideas that are hard for humans to implement,” because they readily tax the limits of working memory, attention, precision and other cognitive functions
  • djplaner on 05 Mar 14
     
    Article talking about a different perspective (and examples) of how to teach mathematics. Not directly related to ICTs, but will likely be used in the Week 2 learning path and later to make a number of important points.
  • Maria Kaffatou on 05 Mar 14
     
    ''They also miss the essential point-that mathematics is fundamentally about patterns and structures, rather than "little manipulations of numbers,"....'' How true this is! I had to go to uni in order to be exposed to the beauty of numers and maths, learn about Fibonacci and see the world differently! If anyone is interested here is a very nice video about the simplicity and beauty of our world and I am sure that ICT has its place in it: http://www.youtube.com/watch?v=ahXIMUkSXX0
djplaner

Conceptual Change - Emerging Perspectives on Learning, Teaching and Technology - 1 views

epltt.coe.uga.edu/index.php

conceptual conceptualchange schema

shared by djplaner on 22 Feb 16 - No Cached
  • Teaching for conceptual change primarily involves 1) uncovering students' preconceptions about a particular topic or phenomenon and 2) using various techniques to help students change their conceptual framework
  • However, outside of school, students develop strong (mis)conceptions about a wide range of concepts related to non-scientific domains, such as how the government works, principles of economics, the utility of mathematics, the reasons for the Civil Rights movement, the nature of the writing process, and the purpose of the electoral college
  • Conceptual change is not only relevant to teaching in the content areas, but it is also applicable to the professional development of teachers and administrators
  • ...6 more annotations...
  • In the early 1980's, a group of science education researchers and science philosophers at Cornell University developed a theory of conceptual change (Posner, Strike, Hewson, & Gertzog, 1982)
  • Researchers have found that learners' preconceptions can be extremely resilient and resistant to change,
  • Affective, social, and contextual factors also contribute to conceptual change. All of these factors must be considered in teaching or designing learning environments that foster conceptual change (Duit, 1999).
  • Teaching for conceptual change requires a constructivist approach in which learners take an active role in reorganizing their knowledge.
  • That is, learners must become dissatisfied with their current conceptions and accept an alternative notion as intelligible, plausible, and fruitfu
  • Nussbaum and Novick (1982): Reveal student preconceptions Discuss and evaluate preconceptions Create conceptual conflict with those preconceptions Encourage and guide conceptual restructuring
  • djplaner on 22 Feb 16
     
    Introduces the idea of conceptual change in the context of science. During week 1 of EDC3100 we will be looking at conceptual change as it applies to learning how to use an ICT.
djplaner

Understanding student weaknesses | Harvard Gazette - 3 views

news.harvard.edu/...derstanding-student-weaknesses

conceptualchange schema

shared by djplaner on 19 Feb 16 - No Cached
kmurray2016 liked it
  • It turns out that for most major scientific concepts, kids come into the classroom — even in middle school — with a whole set of beliefs that are commonly at odds with what scientists, and their science teachers, know to be true
  • you had to explain what causes the change in seasons, could you? Surprisingly, studies have shown that as many as 95 percent of people — including most college graduates — hold the incorrect belief
  • If teachers are to help students change their incorrect beliefs, they first need to know what those are
  • ...3 more annotations...
  • Ultimately, Sadler said, he hopes teachers will be able to use the tests to help design lessons that change students’ incorrect ideas and help them learn science more quickly and easily.
  • One of the reasons for this is that teachers can be unaware of what is going on in their students’ heads, even though they may have had exactly the same ideas when they were students themselves. Knowledge of student misconceptions is a critical tool for science teachers
  • It ain’t what they don’t know that gives them trouble, it’s what they know that ain’t so
  • djplaner on 19 Feb 16
     
    Article describing research about student weakness in Science and its causes. Used as an optional reading during Week 1.
willisah

Deeper than Knowledge - 6 views

diigo.com/07f9r9

EDC3100 education pedagogy classroom

shared by willisah on 14 Mar 15 - No Cached
  • willisah on 14 Mar 15
     
    This a great article that relates to 'new pedagogies' in the classroom, and gives some really interesting perspective on why ICTs are so valuable. It includes some fab infographics etc as well.
talithagraceking

Research into Ideal Digital Learning Spaces - e-O'Hagan - 0 views

www.e-ohagan.com/-ideal-digital-learning-spaces

shared by talithagraceking on 12 Mar 16 - No Cached
  • , it is daily struggle of teachers and administrators coming to me with computer programs and websites that guarantee student growth and engagement – a “Box of Magic,” if you will. Most of these products cannot provide peer-reviewed research that demonstrates the basis for the design of their products
  • e-O'Hagan onmia mutantur nos et mutamur in illis Resume
  • And yet, if your school district has an “ill” there is a vendor ready to sell you a “cure”.
  • djplaner on 12 Mar 16
     
    Brief blog post talking about what is known about creating digital learnign spaces that produce student knowledge creation.
talithagraceking

Games and Virtual Worlds | - 0 views

circlcenter.org/games-virtual-worlds

shared by talithagraceking on 12 Mar 16 - No Cached
  • Computer-based games and virtual worlds provide opportunities for learners to be immersed in situations in which they can experience and get close to phenomena and processes
  • This immersion helps them develop tacit/implicit understanding and intuitions about such phenomena and processes as they think about choices, take action, and see the impact of their decisions in a meaningful context.
  • It is difficult to get the integration of games and learning right.
  • ...7 more annotations...
  • Some of the best results in recent years have emerged from virtual worlds through thoughtful design of the learning environment that leveraged what we know about how children learn, especially in collaborative, technology-mediated spaces.
  • In the design perspective with the longest history, games have been viewed as conduits or vehicles for the delivery of curricular content
  • The research literature suggests three different perspectives on designing games for learning
  • Second, with the growing sophistication of game play and its rise in the general population, educators have looked for game elements or “game mechanics” that can be borrowed and transferred to educational settings to improve engagement
  • A third perspective on the role of games and virtual worlds in education is organic: looking for and exploiting curricular topics inherent in popular games
  • Virtual worlds are typically more focused on exploration than a specific game mechanic and they open up other possibilities for learning
  • Research on science learning in these multi-user immersive virtual environments (Barab, et al., 2010; Dede, 2009; Neulight et al., 2007) suggests that authentic designs and contextual narratives around science phenomena are not only engaging but also help learners acquire deep science inquiry skills and conceptual knowledge
  • djplaner on 12 Mar 16
     
    Article describing games and virtual worlds and their application to learning and teaching.
tressar

Pedagogical Content Knowledge - 2 views

conversationsonkft.weebly.com/...5_measuring_pck_in_english.pdf

PCK Content

shared by tressar on 25 Mar 16 - No Cached
  • tressar on 25 Mar 16
     
    This paper has some interesting facts and mentions that English has not really been researched as it is so broad!
ruddsword

What Pedagogical Content Knowledge Looks Like in History Classrooms - 0 views

www.schoolleadership20.com/...show

pck history

shared by ruddsword on 19 Aug 16 - No Cached
  • ruddsword on 19 Aug 16
     
    In this article in The Journal of the Learning Sciences, Chauncey Monte-Sano (University of Michigan) and Christopher Budano (University of Maryland) quote an 1861 petition to the California Superintendent of Public Instruction: "A very learned man may profoundly understand a subject himself, and yet fail egregiously in elucidating it to others."
danni_1206

Developing Science Teacher's PCK - 1 views

https://www.sensepublishers.com/media/1219-understanding-and-developing-science-teachers-pedagogical-content-knowledge.pdf

pckscience

started by danni_1206 on 03 May 15 no follow-up yet
sarah hashim

Understanding and developing science teachers' PCK - 0 views

www.sensepublishers.com/...agogical-content-knowledge.pdf

edc3100 pck pckscience

shared by sarah hashim on 05 Sep 16 - No Cached
  • sarah hashim on 05 Sep 16
     
    PCK
allchallenge1

KWL - 1 views

schoolnet.org.za/...kwl_charts.htm

EDC3100

shared by allchallenge1 on 15 May 17 - No Cached
  • allchallenge1 on 15 May 17
     
    These Know-Wonder-Learn charts are an excellent resource for accessing students prior knowledge on a particular subject and brainstorming new understanding. These charts could be used for students learning in all subjects and years.
  • mindofmrsbarrett on 15 May 17
     
    FYI there is an app series called Tools 4 Students that has a range of graphic organisers including KWL charts that students can complete and share through the app.
tamarasteinhardt

NAPLAN - 11 views

Hi It will be interesting to see. For one of my children it will be a reality in a very few short weeks. Her highschool is a pilot school for NAPLAN testing online using their BYOD (an iPad). Will ...

started by lottie01 on 04 Apr 17 2 follow-ups, last by tamarasteinhardt on 18 Apr 17
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