Group items tagged

"The More Knowledgeable Other. is anyone who has a better understanding or a higher ability level than the leaner particularly in regards to a specific task, concept or process. Traditionally the MKO is thought of as a teacher, an older adult or a peer" (Dahms et al, 2007),

Marzano's 9 Effective Instructional Strategies tied to web tools

Post  by @annemirtschin. Reflecting on some recent presentations about technology in education " This was a trial session held in eT@lking recently. Five presenters produced 20 slides and spoke to each slide for 20 seconds. See this post for more details on the schedule and presenters.

problem-based learning is a curriculum development and instructional system that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem solvers

A really well made cautionary YouTube tale about how Twitter can be used in facile ways. It opens up the topic of addictive use, though it does ignore completely the positive aspects of its use. Info says; A young man struggles against the pressure to Twitter his life away. From: "SuperNews!" An animated sketch comedy series airing on Current TV. Every Friday night at 10 PM ET/PT. For more SuperNews! go to www.current.com/supernews."

Ce calendrier 2010 de Achgabat au Turkménistan est unique. Simple à imprimer, ce calendrier 2010 vous est offert par calendriere.com et son équipe.

Ce calendrier mensuel 2010 du mois de septembre est très utile pour y noter vos rendez-vous et vos penses bêtes. Très facile à imprimer ce calendrier 2010 .

"Project-based learning is centered on the learner and affords learners the opportunity for in-depth investigations of worthy topics. The learners are more autonomous as they construct personally-meaningful artifacts that are representations of their learning. This article examines the theoretical foundations of project-based learning, particularly constructivism and constructionism, and notes the similarities and differences among implementations, including project-based science (Blulmenfeld et al., 1991), disciplined inquiry (Levstik & Barton, 2001) and WebQuests (Dodge, 1995). In addition, an anatomy of a model case will be considered using a WebQuest example developed by the author, describing seven characteristics common among the various implementations of project-based learning. Finally, practical advice and recommendations for project-based learning are discussed, including beginning slowly with the implementation, teaching students to negotiate cooperative/collaborative groups and establishing multiple forms of performance assessments."

It is generally accepted that learning is enhanced by the inclusion of deliberate, reflective practice. Indeed the act of reflecting on the impact that our actions have towards the achievement of any goal (learning oriented or other) is shown to have a positive impact. Reflective practice is defined as the praxis (interdependent and integrated theory, practice, research, thought and action) of individuals or groups to move from 'better thinking to better action' as a result of reflection for, in and on learning (Harvey et al. 2010 p140). With this in mind, it is worth considering what reflective practice might look like and to consider it in a range of contemporary contexts. 

 Embedded in the very weave of the organisation, culture is the most difficult aspect of an organisation to change and the hardest form of change to sustain 'That's because transforming a culture requires influencing people's deepest beliefs and most habitual behaviours' (Rogers, Meehan & Tanne 2006 p5). Rogers et al indicate that as little as 10% of all organisations that set out to develop a high performing culture achieve their goal.

Pedagogy and curriculum that engages students from low-socioeconomic backgrounds and is deemed personally relevant to the lives they live, are seen as important factors towards equality of outcome by Wrench, Hammond, McCallum and Price (2012). Their research involved designing a curriculum and pedagogy that would be highly engaging to students of low-socioeconomic status. 'The interventions involved curriculum redesigns that set meaningful, challenging learning task(s) (culminating in high quality learning products); strong connection to student life-worlds; and a performative expectation for student learning.' (Wrench et al 2012 p934)

The role that education plays in issues of social equity and justice cannot be undervalued. It is acknowledged by the United Nations as a human right, 'Everyone has the right to education' (United Nations, 1948) and as outlined in the Melbourne Declaration on the Educational Goals for Young Australians 'As a nation Australia values the central role of education in building a democratic, equitable and just society- a society that is prosperous, cohesive and culturally diverse, and that values Australia's Indigenous cultures as a key part of the nation's history, present and future.' (Barr et al, 2008). Such lofty assertions of the importance of education as a right and national value should be sufficient to ensure that all Australians have access to an education of the highest standard with equitable outcomes for all, the reality is that this is not the case.

Thanks to Diane Krause.

Great overview of Inspiration and Kidspiration. Great resources and examples.