This TP eNews... post featured an adopted and adapted rubric for group project work, "an inquiry-based project rubric that consists of eight dimensions." (Guidelines for Inquiry-Based Project Work, ¶2, 2015.02.17). Determining the extent and substance of adaptations noted in the excerpt may require both access to the source of the excerpt and the source of the original rubric.
I like the idea that really good teachers could be challenged to change the way they think about learning and put their talents to work finding new ways to structure learning environments that can handle the ever-expanding population of students with widely varying backgrounds.
information is not synonymous with understanding, and delivery is not synonymous with education
Learning means focusing attention on the key concepts in a topic.
Learning means making connections with a learner’s prior knowledge.
Learning means actively processing the incoming information, digesting it, working with it, summarizing, paraphrasing, applying it.
Learning also requires that the learners’ attempts receive guiding feedback.
There are ways of providing electronic feedback to this kind of active learning. Our solution was to provide examples of answers that would fit the task and let the learners compare theirs. Not totally satisfying and sometimes not totally accurate.
One is the “community of learners”
possibilities
a more elaborate version of peer feedback, where the large group of learners respond to one another’s ideas in hopes of finding some kind of consensus.
I think this probably works in an informed community of participants where there is a distribution of prior knowledge that can be drawn on.
I think a community of novices still needs the guidance of a more informed individual or group of individuals.
the essence of deep learning is in the interaction with others as we grapple with what we think we know versus what we really know. That’s the kind of online learning I’d like to see us build.
Svinicki posits what learning means, and the kinds of guided feedback necessary, especially for "deep learning . . . [through] interaction with others as we grapple with what we think we know versus what we really know" (¶8).
Dr. Rachel Sale presents a succinct, six and a half minute demonstration of how to use Google Drive tools as a whiteboard for collective brain-storming and other group project endeavors.
The first meeting of a series of on line meetings for a professional development course for EFL teachers in the 21st Century. The program for this session:
* Participants will introduce themselves to the group and interact among each other.
* Presenters will be discussing the following topics:
1. Learning in the 21s century
2. Multiliteracies in the EFL class
3. What is Web 2.0?
Friday March, 13th. Time in Venezuela and around the world: http://www.timeanddate.com/worldclock/fixedtime.html?month=3&day=13&year=2009&hour=17&min=0&sec=0&p1=559
deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (someday
teachers need to start somewhere (Monday
Both pathways are important to teacher growth and meaningful, sustained changes in teaching and learning.
consumption of media to curation, creation, and connection
flexible, mobile device for creating multimedia performances of understanding
foster critical reading of text, images, audio, and film
read in communal settings, leveraging social technologies to allow users to share notes, highlighted passages, questions, and ideas.
Focused and connected modes of reading are both vital, but they require different habits, disciplines, and settings, and they serve different ends.
focused reading mode, we hope young people will engage deeply with a text.
imagine how differentiated reading experiences in classes could be more social, how literature circles or book groups could collaborate in reading at home and then discuss their insights together in class.
it will be practices rather than apps that help students develop the capacity to read deeply.
learn both habits of mind for disciplined reading and how to control their technology environment to minimize distraction.
recognize how to strike the right balance between exploring a networked of hyperlinked texts while not wandering away from the core purpose of one’s reading
naming “attention” as a skill: having students reflect metacognitively on their attention strategies and weaknesses and think about how best to exercise their own attention muscles.
iOS 6 has a Guided
shutting down all apps before reading can be a kind of ritual of concentration, like clearing way books and papers from a desk before sitting down to read
develop new habits to make the most of our new tools. If our tools can distract us, then we need to learn more about focusing attention and managing distraction.