Contents contributed and discussions participated by jjgerlach
It's Not What We Teach - 0 views
The Costs of Overemphasizing Achievement - 0 views
Grades As Incentives - 0 views
Do Grades As Incentives Work? | Psychology Today - 0 views
-
One danger is that grade-focused teaching corrodes the very meaning of learning. The purpose of learning becomes merely the achievement of grades. Not the mastery of the material. Not finding innovative and imaginative solutions to tough problems. Not joining with fellow students to run with an idea and see how much each can learn from the others. It becomes instead what former Harvard dean Harry Lewis calls "an empty game of score maximization." It makes the work seem pointless.
-
A student out to maximize her grade point average is tempted to choose the easiest courses, those with the least challenge and work, or those with the "easy-grader" professors.
-
The students in the bottom half of the class--students whose learning we want to encourage--know that the odds of high grades and high rankings are stacked against them. If we corrupt students' souls by convincing them that the main motive for learning are high grades and honors, we end up de-motivating, and de-moralizing, those students who have little chance for the top rankings.
- ...1 more annotation...
Personalized Learning BC - 1 views
Google Connected Classrooms - 0 views
Digital Citizenship for the m-generation (K-6 edition) | ict4kids.ca - 0 views
-
we need to advise, help and manage our younger techies who have the savvy to use the technology but are still developing the judgment and ethical guidance to protect themselves and others. Open and transparent communication about digital citizenship and careful and considered access to technology from the early primary years and up (“sandboxing”) will help to build trust and aid students to make better choices when using a variety of devices in a variety of situations.
Student-Centered & Blended Learning: The Evolution of a Model…and Teacher | B... - 0 views
-
in a true SCL classroom, the teacher has, in a sense, relinquished her power. Most vets, myself included, relish in giving an Oscar-worthy performance in front of a class. Teachers are performers, after all. SCL threatened that. The teacher was now to be a facilitator of learning, with the students dictating the style in which they learned and the pace which they learned at. Yikes.
Digital Learning should be Personalized Learning | Classroom Aid - 0 views
-
The teacher’s role is changing from a one-to-many distributor of content (lecturing), to a facilitator of one-to-many personalized and blended learning environments, and reinforcement over time to create individual mastery.
What Personalized Learning Really Means For Modern Teachers - Edudemic - 0 views
-
Setting goals for each student is a critical piece of Personalized Learning programming, as is measuring achievement and skills against those goals. It merely provides an individualized route for each student to reach the same set of goals set by the teacher and standardized test score requirements.
One cost of personalization | We are teaching tomorrow - 0 views
-
I want to share some of my current day woes about this foray into personalization.
-
when students had the chance to work at their own pace, this actually translated to students working slower than I had hoped for.
-
I was rudely awakened to the fact that “at your own pace” might mean that students’ timelines and my own timeline are not necessarily in sync. I had designed the experience around students perhaps working more quickly (and thus the advanced and optional stages), but why would a student challenge themselves towards the “advanced and optional” stages if they had the chance to work slower and do less?
- ...6 more annotations...
Hybrid Courses: About Hybrid - 0 views
-
Although many definitions of hybrid and blended learning exist, there is a convergence upon the three key points identified above: (1) Web-based learning activities are introduced to complement face-to-face work; (2) "seat time" is reduced, though not eliminated altogether; (3) the Web-based and face-to-face components of the course are designed to interact pedagogically to take advantage of the best features of each.
-
While Web enhanced courses may have a course Website or some instructional activities online, these supplement but do not replace face-to-face coursework. Students continue to meet in the classroom for the standard number of scheduled hours for that course.
-
An online or distance education course is conducted entirely and exclusively via the course management system assessable from the Internet. The online format is the primary method to deliver the course materials. Communication and interaction occur online between faculty and students. All assessment of student work is conducted online.
- ...3 more annotations...