Group items tagged

When you marry the concept of badging with technology, you get digital badges that allow a person’s portfolio of badges to be stored in one place and provide a record of subject or skill mastery

in the short run the best approach to scaling digital badging is not to focus on students, but on their teachers.

A Mind Map converts a long list of monotonous information into a colorful, memorable and highly organized diagram that works in line with your brain's natural way of doing things.

He argues that 'traditional' outlines require that the reader scans the information from left to right and top to bottom, whilst the brain's natural preference is to scan the entire page in a non-linear fashion.

He argues that 'traditional' outlines require that the reader scans the information from left to right and top to bottom, whilst the brain's natural preference is to scan the entire page in a non-linear fashion.

7.  Teachers serve primarily as guides and facilitators of learning, not instructors.  The role of the teacher in the learning process has often been a major factor in the apparent division between cognitive constructivism and social/radical constructivism.  Teachers, in the cognitive constructivist perspective, are usually portrayed as instructors who "transmit knowledge."  The teacher instructs, while the learner learns.  In actuality, in the cognitive constructivist perspective, the role of the teacher is to create experiences in which the students will participate that will lead to appropriate processing and knowledge acquisition.  Consequently, cognitive constructivism supports the teacher as a guide or facilitator to the extent that the teacher is guiding or facilitating relevant processing.  Contrarily, since social and radical constructivism eschew any direct knowledge of reality, there is no factual knowledge to transmit and the only role for the teacher is to guide students to an awareness of their experiences and socially agreed-upon meanings.  This teacher as guide metaphor indicates that the teacher is to motivate, provide examples, discuss, facilitate, support, and challenge, but not to attempt to act as a knowledge conduit.

constructivism is a theory of knowledge acquisition, not a theory of pedagogy;

The outcome, as it's usually represented, is that the children who were able to wait for an extra treat scored better on measures of cognitive and social skills many years later and had higher SAT scores. Thus, if we teach kids to put off the payoff as long as possible, they'll be more successful.But that simplistic conclusion misrepresents, in several ways, what the research actually found.

The outcome, as it's usually represented, is that the children who were able to wait for an extra treat scored better on measures of cognitive and social skills many years later and had higher SAT scores. Thus, if we teach kids to put off the payoff as long as possible, they'll be more successful.But that simplistic conclusion misrepresents, in several ways, what the research actually found.

It's not that willpower makes certain kids successful; it's that the same loose cluster of mental proficiencies that helped them with distraction when they were young also helped them score well on a test of reasoning when they were older.

"One of the major advantages of project work is that it makes school more like real life," says Sylvia Chard,

"One of the major advantages of project work is that it makes school more like real life," says Sylvia Chard,

Chard doesn't like the term "project-based learning," because she says it implies a focus on projects to the exclusion of other legitimate learning methods; she prefers "project learning."