Ms. Brierley's Algebra 1 classroom, and many others that use the program, functions squarely within the commonly used "station rotation" blended learning model, which is seen more often in the elementary and middle grades.
Contents contributed and discussions participated by jjgerlach
Day In The Life - YouTube - 0 views
Education Week - 0 views
-
-
After a brief pencil-and-paper warm-up, her second-period class divides into two groups of about a dozen students each. One group of students turns to a problem from a textbook, with clusters of students working together at desks, while members of the other group migrate to the laptop cart in the classroom's corner, take a device back to their desk, log in to their Cognitive Tutor software accounts, and tackle problems tailored to each student's learning progress. After 35 minutes or so, the groups switch tasks."It does free [teachers] up to be more of a troubleshooter than anything," said Ms. Brierley, an 18-year teaching veteran who has spent the last third of her career working with Cognitive Tutor. "It gives [students] an opportunity to be independent and work through things and sometimes work things out in their head without us telling them what they should be doing."But Cognitive Tutor has some notable nuances for a station-rotation model. Among them, both the print text and the software come from the same provider. So while some students may reach concepts in print first, and others first encounter them online, the terminology and theory behind teaching concepts remains constant.Both branches of the curriculum also stress the manipulation of numbers and variables. The text features perforated tearaway pages so students scribble in or alongside charts and equations rather than on separate scrap paper. (This also means a district implementing the curriculum has the added expense of purchasing new textbooks every year.) The software requires students to set their own bounds for graphs and tables and type key information from paragraph-length word problems into charts before answering a series of questions all based on the same scenario.
FieldFlips - Flipboard - 1 views
Getting Engaged: Using Interaction and Collaboration to Maximize Engagement in the Virt... - 1 views
TEDxEastsidePrep - Dr. Tae - Can Skateboarding Save Our Schools? - YouTube - 0 views
-
Working story draft - Learning like a skateboarder https://docs.google.com/document/d/1BzVKWS1r0y-M4jlp6DGR8Yg1fyJ_2e38OiL1elCN2Dc/edit
The biggest lesson from the flipped classroom may not be about math - Casting Out Nines... - 1 views
-
The brain is an excellent tool for processing information but a terrible one for storing information.
-
I wonder what Willingham would say about this comment?
-
-
As a result, the #1 negative comment about the class so far from student is having to “remember several different websites” for their work – which in fact is not the case, as there’s one website that puts all the resources and assignments within three clicks of each other. But in their minds, it’s not one project but half a dozen disconnected tasks. So one of the things that the calculus course has been about this semester is how to manage complex information – not only in mathematics but in life.
-
This screams digital literacy to me. Reading across multiple domains as a cohesive whole is not an innate ability. Even at the college level this is not something that is built into everyone. I feel that the instructor has the responsibility to scaffold this kind of work-flow. Do your best to make all of these "disconnected tasks" in different domains, appear as one. And when you do test students to venture into domains that look different or unfamiliar... prepare them for it. Assuming that all students come in with prior skills is foolish, and I'm glad that he's realized it. But the way he talks about it makes it seem as if it's the students' issue, not his. This doesn't bode well for accessibility.
-
-
some students have legitimate pathological issues with keeping up with information. For example, if there is a student somewhere on the autism spectrum, following directions can be a serious issue. But at the same time, the flipped class puts that student in control of the stream of information for the class, so there is an interesting and complicated tradeoff that takes place with students having some form of learning disability in the flipped classroom.
-
"Keeping Up" seems like a one pace fits all statement. In a personalized environment, students have more control over pace than this. Has he considered the possibility that students some students are not procrastinating; but instead are struggling or revisiting or diving into more detail than his envisioned student might? Do stern directions make sense in a blended environment, or do guidelines and suggestions fit better? Might be a semantic argument. Do students really have multiple representations of the information to interact with or is it all video lecture/tutorial? I keep re-reading this section, trying to understand what he's trying to say about students with learning disabilities in the flipped classroom. Especially the autism spectrum comment. Through personal experience, it is impossible to predict the path that any student will take in an online environment regardless of learning disability. Anyone have any thoughts on what he is trying to communicate?
-
Blended Learning in the Classroom - 0 views
Mary Wever's Educational Portfolio - home - 2 views
-
Other web presences to look at: http://weverworld.weebly.com/student-webpages-2012-2013.html http://redcedargeography.wikispaces.com/ https://twitter.com/WeverWorld
My Flipped Classroom - 0 views
-
MI Teacher who is implementing a flipped classroom model
Grade Extinction: a case for disassociating learning achievement with numbers/letters |... - 1 views
-
Justice is an ideal that creates conflict within me when it comes to setting deadlines and accepting late work – a mixed bag of values contradicting each other. Student A works hard, meets deadlines and standards – deserves, wait no, strike that, earns an A. (An arbitrary letter I assign that means something different, and probably does, everywhere else.) Student B, completely capable, doesn’t like to play the game turns in an extraordinary paper, two weeks late, doesn’t follow all of the directions, but clearly gets the concept and exhibits tremendous chops in the skills department. What does this child “deserve”?
-
Working draft for a "story" here: https://docs.google.com/document/d/1DeD1oZ20BemfL9xc-bjx38V9IOMbCpem2jZ2ESyLHb0/edit
Blending Alone: How to Blend in a Non-Blended Environment - Getting Smart by Guest Auth... - 1 views
-
I appreciate the focus on preparing students, parents, and teachers for the "shift" that happens when customizing and personalizing instruction. This article focuses on the ground-work that needs to be laid to transition parent and student mentality from a traditional to blended environment.
Blog | Blend My Learning - 3 views
‹ Previous
21 - 40 of 43
Next ›
Showing 20▼ items per page
jjgerlach