Group items tagged

"Start with Why: The power of student-driven learning"

The shift from 'sage on the stage' to 'guide on the side', while it has served an important function in shifting the focus from the teacher to the learner, does not capture the fullness of the implications of this shift. We have been hearing about the importance of 'lifelong learning' for some time now in formal education. If, as Bauman asserts, 'unlearning' will be as important to social success in the 21st millennium as learning has been in the 20th millennium, then the habit of 'lifelong learning' will need radical re-thinking in terms of the nature and purposes of pedagogical work. Put simply, we will need to see a further shift from sage-on-the-stage and guide-on-the-side to meddler-in-the-middle (McWilliam, 2005).

his is the sixth time I've taught a unit on the Holocaust, each one slightly different than the last. In the past, my students learned most of the information via lecture, notes and videos. Because I was responsible for distilling the information, I learned much more than they did. This semester they're doing it all themselves. And the end result will be a classroom Holocaust museum curated by my grade 10 English students. The unit involves inquiry, collaborative, and project-based learning all in one.

If you are looking for thoughts/reflections from teachers about their experiences in shifting their practice--this is a great place to start

innovation and design, thinking about libraries

The focus of this guide is on emerging practice rather than emerging technology. The examples and case studies in the section, Exploring emerging practice, show different perspectives and different approaches that reflect the naturally different stages institutions and departments will be at in using technology to enhance learning and teaching. They describe a series of exploratory journeys using a range of technologies to address particular needs or ambitions.