While we want to provide personalized attention, especially to submitted work, testing and grading, learning is still heavily dependent on the teacher. But because the teacher in turn is responsible for assembling, and often presenting, the materials to be learned, customization and personalization have not been practical. So we have adopted a model where small groups of people form a cohort, thus allowing the teacher to present the same material to more than one person at a time, while offering individualized interaction and assessment.
Group items tagged
Story Time | Prediction | Second Grade - 0 views
Instructional Technology Monographs - 7 views
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"Effects of an Online Grading System on Parent Involvement"
Half an Hour: The Future of Online Learning: Ten Years On - 0 views
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Though networks have always existed, modern communications technologies highlight their existence and given them a new robustness. Networks are distinct from groups in that they preserve individual autonomy and promote diversity of belief, purpose and methodology. In a network, however, people do not act as disassociated individuals, but rather, cooperate in a series of exchanges that can produce, not merely individual goods, but also social goods.
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In the case of informal learning, however, the structure is much looser. People pursue their own objectives in their own way, while at the same time initiating and sustaining an ongoing dialogue with others pursuing similar objectives. Learning and discussion is not structured, but rather, is determined by the needs and interests of the participants.
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Thanks for all of your inspiration!
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"an epic, must-read article" according to Brian Lamb (A social layer for DSpace? 2008.11.19 http://weblogs.elearning.ubc.ca/brian/archives/049355.php)
5 Instructional Shifts to Promote Deep Learning - Getting Smart by Susan Oxnevad - DigL... - 14 views
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The seamless integration of technology into the Common Core-aligned curriculum supports learning through active participation and increases opportunities for all students to have access to the tools and information they need for success.
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Oxnevad suggests, "Students can develop transferrable knowledge and skills as they engage in learning experiences that require them to construct knowledge" (¶1). She argues for "seamless integration of technology" that will enable "students students to have access to the tools and information they need for success" (¶2), and proposes five instructional strategies for teachers to use to achieve those ends, namely: 1. Preparing "complex questions that require students to use higher level thinking skills" (Help students uncover knowledge, ¶2); 2. Facilitating learning from engaging and online resources, rather than delivering content (Eliminate the front of the classroom); 3. Creating opportunities for real world collaboration (Encourage collaboration); 4. Exploiting classroom and online opportunities for "frequent [and] informal assessment to gauge the effectiveness of your instruction and make adjustments to maximize the learning experience for each student" (Informally assess students [and instructional practices]); and 5. Preparing and publishing screencast tutorials for students to peruse whenever necessary, "...[i]Instead of spending valuable instructional time teaching the same tech skills over and over again to individual students" (Provide students with built in tech support). This October 30, 2012, post ends with an illustration comprising focus questions and a ThingLink product of fifth grade students' work. A list of links to related posts follows.
Science Vocabulary - 9 views
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Science vocabulary organized by grade level and content area
FAQs-III: Groupwork in distance learning (Felder & Brent, 2001) - 3 views
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"Even in traditional classes students may do little or no work but get the same grade as their more industrious colleagues, and serious conflicts may arise between teammates with varying levels of ability and senses of responsibility. The problems may be even worse when groups are virtual and don't have the self-regulating capability provided by face-to-face meetings. It is therefore particularly important in distance classes to adhere to the defining principles of cooperative learning, especially positive interdependence (if anyone fails to do his or her part everyone loses in some way), individual accountability (all team members are held accountable for all the material in the assignment), and regular self-assessment of team functioning."
Listen & Read Grade 1: Animals & Food | Scholastic.com - 0 views
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"short, high-interest, nonfiction stories from Scholastic News boost early reading skills and support differentiated reading and ELL students" (2008.09.08)
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Thanks to Larry Ferlazzo for pointing out this site: http://larryferlazzo.edublogs.org/2008/09/07/listen-read/ (2008.09.07)
Study Finds That Online Education Beats the Classroom - Bits Blog - NYTimes.com - 0 views
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Online learning is acknowledged superior--at least at college level. Can it be brought into the lower grades?
What is the Technology Footprint in Your Classroom? - 16 views
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Strategies and techniques are provided regarding the benefits of using digital tools to support teaching and learning in any content area or grade level.
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Great article, it's amazing to me how much technology has changed and improved the classroom and students' learning. Thanks for sharing.