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Contents contributed and discussions participated by cmanring

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cmanring

Implementation in a Secondary Classroom (Articles) - 0 views

moodlesw.aealearningonline.org/...view.php

shared by cmanring on 16 Apr 19 - No Cached
  • The more meaningful an activity is to the person engaging in it, the more likely he or she will be motivated to continue doing it.
    • cmanring
      cmanring on 17 Apr 19
       
      This is definitely the case in History/Social Studies. Some students will come in and out of interest based on the time period/unit/activity. Finding a way to keep interest would help.
  • But when the teacher started to use the students’ questions rather than her own to frame discussions, motivation began to rise.
    • cmanring
      cmanring on 17 Apr 19
       
      I have found success and better serving students in the last few years by continually asking them what is and isn't working.
  • They became more motivated and less fidgety when the teacher allowed them to find a comfortable place to read.
    • cmanring
      cmanring on 17 Apr 19
       
      I have loosened up on this as well the last few years. I wouldn't want to read on the dusty floor but some really enjoy it.
  • ...1 more annotation...
  • Certainly, giving choice to students often means that teachers need to allow students to make their own decisions, and it can be difficult to give up this control.
    • cmanring
      cmanring on 17 Apr 19
       
      In the end just allowing students to have and make choices at the minimum gives them the sense that their opinion matters, counts, and they can make decisions.
cmanring

Adaptive Learning System Articles - 1 views

moodlesw.aealearningonline.org/...view.php

shared by cmanring on 03 Apr 19 - No Cached
  • A history student answers questions about the War of the Roses correctly the first time, so the program waits an interval of time and then requizzes the student to make sure that she is able to remember the information.
    • cmanring
      cmanring on 04 Apr 19
       
      As a social studies teacher this is something that interests me. At times while grading a test important information will be missed. This would allow a check before the assessment.
  • For example, most teachers probably don’t know the details of how frequently and at what intervals humans should be retested on a memorized fact in order to ensure that fact gets into long-term memory.
    • cmanring
      cmanring on 04 Apr 19
       
      Once again as a social studies teacher I deal with a lot of facts. Memorization is not a bad thing and at times is the most efficient way to gather information. My main objective though is to ensure that the information is retained.
  • Adaptive learning technologies are potentially transformative in that they may be able to change the economics of tutoring.
    • cmanring
      cmanring on 04 Apr 19
       
      I am in a rural school with over 50% free and reduced lunch. Being able to have something that could help students, and on a more individual level really has my interest. Just being introduced to this technology it seems to me that it would be a tremendous help in reviewing for a test.
  • ...1 more annotation...
  • Do you trust the tutor to teach the right concepts and, perhaps more importantly, not to give false or misleading guidance?
    • cmanring
      cmanring on 04 Apr 19
       
      This would be my concern as some interpretations of History do not coincide with what is commonly accepted as fact/the truth. A simple trial run by the teacher should validate the quality of the product and it's usefulness.
cmanring

"Personalized" vs. "Personal" Learning - 5 views

moodlesw.aealearningonline.org/...view.php

shared by cmanring on 31 Mar 19 - No Cached
  • ‘We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance.’
    • cmanring
      cmanring on 03 Apr 19
       
      The longer I teach (22 years) the more I find that the continued focus on test scores hampers a lot of learning. Teaching to the test, focusing on the test, etc. , etc. are sometimes a large waste of everyone's time. In this current era do we actually need to have state testing to decide if a school is functioning? When teachers are evaluated there is not a test.
  • First, ask just about any vendor of personalization technology what the intended outcome is and, with a little prodding, you’ll get to this: better test scores.
    • cmanring
      cmanring on 03 Apr 19
       
      The longer I teach (22 years) the more I find that the continued focus on test scores hampers a lot of learning. Teaching to the test, focusing on the test, etc. , etc. are sometimes a large waste of everyone's time. In this current era do we actually need to have state testing to decide if a school is functioning? When teachers are evaluated there is not a test.
  • but meaningful (and truly personal) learning never requires technology.
    • cmanring
      cmanring on 03 Apr 19
       
      Very true. I have polled my students and at times they feel that there is an unnatural push towards using technology. They feel that some teachers/administrators push technology just for the sake of it. This did answer my question about In The Day Of The Life entry as my student will show the example that learning does not have to require technology.
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