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Dolores Gende

Homework: An unnecessary evil? … Surprising findings from new research - The ... - 3 views

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    "Homework: An unnecessary evil? … Surprising findings from new research"
Sarah Hanawald

Apostrophes and Philosophy: Postcards from the Ivory Tower | The Line - 0 views

  • Let’s make it an institutional priority to talk on an ongoing basis to any university researcher who can help us teach better.”
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    Discusses the research at the university and school connection that is so often missing. Short of making sure a certain % of teachers are in grad school in any given year, what can we do?
Sarah Hanawald

Study: Teens See Disconnect Between Personal and School Writing : April 2008 : THE Journal - 0 views

  • Study: Teens See Disconnect Between Personal and School Writing by Dave Nagel Extra Credit Student Writing and Internet Usage According to the Pew/National Commission on Writing study, 50 percent of teens write something for school every day. Ninety-four percent use the Internet for research for their school assignments at least occasionally, and 48 percent sad they use the Internet for research at least once per week. More Information Study: Writing, Technology and Teens (PDF) --D. Nagel Students see a distinction between the writing they do for school and the writing they do in their personal lives. While the vast majority of 12- to 17-year-olds (85 percent) engage in some form of electronic writing--IM, e-mail, blog posts, text messages, etc.--most (60 percent) don't consider this actual writing. That's one of the findings from a study released last week by the Pew Internet & American Life Project and the National Commission on Writing for America’s Families, Schools and Colleges.
Scott Merrick

Educational Benefits Of Social Networking Sites Uncovered - 0 views

  • The study also goes against previous research from Pew in 2005 that suggests a "digital divide" where low-income students are technologically impoverished. That study found that Internet usage of teenagers from families earning $30,000 or below was limited to 73 percent, which is 21 percentage points below what the U of M research shows. The students participating in the U of M study were from families whose incomes were at or below the county median income (at or below $25,000) and were taking part in an after school program, Admission Possible, aimed at improving college access for low-income youth.
    • Scott Merrick
       
      This has huge ramifications for public school educators and should inform practices at independent schools. Are we realistic in our appraisals of our own academic leadership?
susan  carter morgan

Top News - Tech encourages students' social skills - 0 views

  • Well-integrated technology opens social networks for students and allows children to develop key social skills, according to two recent studies conducted by researchers at the University at Buffalo, State University of New York, and the University of Illinois at Urbana-Champaign.
Demetri Orlando

Children Online: Our Research on the Internet and Cell Phone Behavior of Children and T... - 4 views

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    great data from ChildrenOnline
Angela Neff

Smithsonian: What do Bees, Collaborative Learning, Design Thinking and Brain based lear... - 6 views

Smithsonian: What do Bees, Collaborative Learning, Design Thinking and Brain based learning have in common? While doing research for a design based Service Learning curriculum I am creating, I ca...

started by Angela Neff on 02 Apr 12 no follow-up yet
Jim Tiffin Jr liked it
Bill Campbell

Lessons Learned from the Hybrid Course Project at University of Wisconsin-Milwaukee - 0 views

  • Lessons Learned from the Hybrid Course Project
  • Lesson #1: There is no standard approach to a hybrid course.
  • Lesson #2: Redesigning a traditional course into a hybrid takes time.
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  • he broke his content presentations into less than ten minute streaming video clips, and he interspersed his mini-lectures with student-centered problem-solving activities.
    • Bill Campbell
       
      As I was reviewing information from Brain Rules to confirm my recollection about the 10 minute rule, I found the following quote from Medina that also seems signficant with regard to a possible hybrid course advantage. He says the most common communication mistake is "relating too much information with not enough time devoted to connecdting the dots. Lots of force feeding, very little digestion." Might this be an advantage of presenting information online in a content-heavy course? Maybe the logistics of breaking up a 45 minute period that don't work well face-to-face might work better by presenting some content online. My gut says yet, but I'd like to see real examples of this.
    • Bill Campbell
       
      This is interesting because it is consistent with the research report in the book Brain Rules by John Medina. Brain Rules reported that students attention in a class drops a significant amount after 10 minutes and that you need to change gears to get another 10 minutes. So breaking up a video lecture into 10 minutes segments seperated by releveant problem sovling fits right in with that.
  • Hybrid instructors should allow six months lead time for course development.
  • Lesson #3: Start small and keep it simple.
  • "Integrate online with face-to-face, so there aren't two separate courses."
  • "The emphasis is on pedagogy, not technology. Ask yourself what isn't working in your course that can be done differently or better online."
  • Lesson #4: Redesign is the key to effective hybrid courses to integrate the face-to-face and online learning.
  • , instructors need to make certain that the time and resources required to create a hybrid course are available before they commit to the process.
  • Students need to have strong time management skills in hybrid courses, and many need assistance developing this skill.
    • Bill Campbell
       
      Participation in an online course might be an authentic way to provide high-school (and maybe older middle-school) students the opportunity to practice time management skills in an authentic way. However, this would need to be handled carfully so students who are not successful at first are not completey lost or so far behind that they can't be successful later after learning from their mistakes.
  • Contrary to many instructors' initial concerns, the hybrid approach invariably increases student engagement and interactivity in a course.
  • Lesson #6: Students don't grasp the hybrid concept readily.
  • Lesson #5: Hybrid courses facilitate interaction among students, and between students and their instructor.
  • Surprisingly, many of the students don't perceive time spent in lectures as "work", but they definitely see time spent online as work, even if it is time they would have spent in class in a traditional course.
  • Lesson #7: Time flexibility in hybrid courses is universally popular.
  • Lesson #8: Technology was not a significant obstacle.
  • Lesson #9: Developing a hybrid course is a collegial process.
  • Lesson #10: Both the instructors and the students liked the hybrid course model.
  • They stated that the hybrid model improved their courses because Student interactivity increased, Student performance improved, and They could accomplish course goals that hadn't been possible in their traditional course.
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    Teaching with Technology Today: Volume 8, Number 6: March 20, 2002
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    This article about the lessons learned during a higher-ed blended learning project is a decade old but still interesting and relevant.
susan  carter morgan

Power of Strategy Instruction - 3 views

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    SRSD for writing for all students
Dolores Gende

Progressive Education - 0 views

  • conventional practices, including homework, grades, and tests, prove difficult to justify for anyone who is serious about promoting long-term dispositions rather than just improving short-term skills.
  • Some of the features that I’ve listed here will seem objectionable, or at least unsettling, to educators at more traditional schools
  • 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. Progressive education isn’t just more appealing; it’s also more productive.
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  • Is the education that the oldest students receive just as progressive as that offered to the youngest, or would a visitor conclude that those in the upper grades seem to attend a different school altogether?
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    Spring 08 article from Independent School magazine does a nice job of getting to the point of progressive education
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