As I shifted my classroom from teacher-centred to student-centred, my students began to do lots of their their own research. Sometimes this resulted in them teaching each other. Sometimes they created a project with the knowledge they were acquiring. But the bottom line was that their learning had a purpose that was apparent to them, beyond simply passing the unit exam.
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shared by Tero Toivanen on 21 Oct 12
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The Flip: End of a Love Affair « Wright'sRoom - 6 views
shelleywright.wordpress.com/...the-flip-end-of-a-love-affair
learning education teaching flipped classroom blog homework
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Luokassa siirryttiin opettajakeskeisyydestä oppijakeskeisyyteen. Oppijat alkoivat opettamaan toisiaan, he loivat projekteja... Oppiminen muuttui heille merkitykselliseksi... tässähän toteutuu paljon niistä ajatuksista, joista olemme puhunneet tässäkin ympäristössä. Näkymätön oppiminen alkaa muuttua näkyväksi :-)
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I helped them learn to learn. I prompted them to reflect on their thinking and learning, while at the same time I shared my own journey as a learner. I helped them develop skills such as using research tools, finding and evaluating sources, and collaborating with their peers. My goal as a teacher shifted from information-giver and gatekeeper to someone who was determined to work myself out of a job by the time my students graduated.
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As this shift occurred, the flip simply disappeared from our classroom. It took almost a year for me to notice it was gone. Instead, our classroom had become a place where students discovered and shared their own resources, while engaging in projects with each other. There was no need for me to assign video homework or create portable lectures. It all happened during class.
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Lest anyone think we were able to do this because we learn in a high-tech school, that’s not the case. We weren’t a 1:1 classroom. We used whatever devices my students had, which often was a couple of iPads, a few computers, and student cell phones. There were students who didn’t have a device, so other students shared. We made it work and everyone learned.
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I dislike the idea of giving my students homework
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Recently I’ve been reading Alfie Kohn’s book The Homework Myth.
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shared by Tero Toivanen on 15 Oct 11
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The Innovative Educator: Children can educate themselves without the control of adults - 7 views
theinnovativeeducator.blogspot.com/...ducate-themselves-without.html
invisible learning educator children control adults educate themselves education learning oppiminen teaching
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The Sudbury Valley School has, for the past forty years, been the best-kept secret in American education.
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Professors of education ignore it, not out of malice but because they cannot absorb it into their framework of educational thought.
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Adults do not control children's education; children educate themselves.
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today's approach to education will be seen by many if not most educators as a barbaric remnant of the past.
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Children educate themselves; we don't have to do it for them.
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As the student voters outnumber the staff by a factor of 20 to 1, the staff who survive this process and are re-elected year after year are those who are admired by the students.
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Students are free, all day, every day, to do what they wish at the school
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The school gives no tests
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There is no curriculum and no attempt to motivate students to learn
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The staff members at the school do not consider themselves to be teachers. They are, instead, adult members of the community who provide a wide variety of services, including some teaching. Most of their "teaching" is of the same variety as can be found in any human setting; it involves answering sincere questions and presenting ideas in the context of real conversations.
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Mitenkäs Sudbury eroaa Summerhillista http://www.summerhillschool.co.uk/ ?
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Totta, Pekka! Olin kokonaan unohtanut vanhan kunnon Summerhillin. Oletko muuten koskaan vieraillut itse siellä? Minä en, mutta yksi ystäväni on. Tässä olisi ainesta syvempäänkin tutkimiseen...
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No en, mutta vois olla hauska. Otavan opiston jengi on kaiketi työstänyt jossain vaiheessa demokraattinen koulu -liikettä?
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http://sometu.ning.com/events/n-kym-t-n-oppiminen-jatko-webinaari :ssa aion puhua vähän asiaan liittyen. Ekassa osassa oli enemmän perusasioita ja nyt mennään ehkä vähän syvemmälle, ja teen enemmän omia johtopäätelmiäni. Koskee aika paljon tätäkin juttua :-)
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shared by Tero Toivanen on 29 Jun 11
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The Glass Bees | bavatuesdays - 0 views
bavatuesdays.com/the-glass-bees
edupunk education web2.0 technology Blackboard edtech teaching elearning Invisible Learning
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The insanely irresponsible advertising for BlackBoard 8 suggests that Academic Suite release 8.0 will “enhance critical thinking skills” and “improve classroom performance.” What LMS can do this? What Web 2.0 tool can do this? This is total bullshit, how can they make such an irresponsible claim? These things are not done by technology, but rather people thinking and working together. Our technology may afford a unique possibility in this endeavor by bringing disparate individuals together in an otherwise untenable community, yet it doesn’t enhance critical thinking or improve classroom performance, we do that, together.
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The learning happens not as a by-product of the technology, it is, or rather should be, the Raison d’être of the technology. The teaching and thinking happen within the medium of texts, videos, film, images, art, conversation, game playing, computers, etc. Technology may provide new ways of delivering and accessing this information, and mark the basis of many a medium, but the idea of a community and its culture is what makes any technology meaningful and relevant.
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BlackBoard makes an inferior product and charges a ton for it, but if we reduce the conversation to technology, and not really think hard about technology as an instantiation of capital’s will to power, than anything resembling an EdTech movement towards a vision of liberation and relevance is lost. For within those ideas is not a technology, but a group of people, who argue, disagree, and bicker, but also believe that education is fundamentally about the exchange of ideas and possibilities of thinking the world anew again and again, it is not about a corporate mandate to compete—however inanely or nefariously—for market share and/or power. I don’t believe in technology, I believe in people.
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Enter stage left: EDUPUNK!