Group items tagged

Yesterday was the culminating event and as the focus of the project was professional development, John Pearce offered to present the opening session looking at how the PD we undertake can be reflective of a range of learning theories. Along the way he sought to highlight some options that some of the participants might have already experienced or alternatively might consider in the future.

Thom Cochrane's presentation at mLearn 2010. It shows small pieces in a loosely joined, Web 2.0, mobile-friendly approach to educational technology

Ewan McIntosh onteaching and learning

"Visible Thinking is a flexible and systematic research-based approach to integrating the development of students' thinking with content learning across subject matters"

Edudemic post "Symbaloo created by user lcobbs detailing 50 great classroom tools that are all easy to implement into just about any classroom. From Animoto to Prezi to Dropbox to Stixy (wait what?), there's a lot to check out."

I posted this on ICT and Pedagogy Diigo site. Great blog and heaps of digital tools we can still learn about, thanks. Many more to add to my toolbelt!

Offers some good ideas on different approaches to assessment by giving students some choice in selecting assessment methods. Interesting thoughts here from Dean Shareski with great examples.

Description of the 21 Century teacher

Description by Grainne Conole of mapping eLearning tools or initiatives to pedagogical frameworks.

Piece about how the "new, free and shiny technologies are like catnip to educators. An almost-tangible frisson of excitement cascades through Twitter, Facebook and subsequently staff rooms and TeachMeets in the hours, days and months following announcements of such products and services". However "It's the considered and sustainable use of technologies that make a difference".

Constructivist theories grew out of the work of a couple of Russians around the time of the Russian Revolution. It is radical subjectivism dressed up as science, and has no scientific credibility whatsoever. It is used by radical educators to push their barrow that nothing the teacher knows is worth the student learning and that all knowledge is innate. It's bullsh*t. Theories like this rot are part of the reason that the bottom has dropped out of Western education and we have a generation who can't write. This should be resisted by any educator with an interest in educational excellence.

This page makes it easy to find information and resources that are relevant to particular concepts, approaches and strategies. Each Collection is curated to serve a particular need and shares a set of resources pooled from The Learner's Way. In time this set of Collection will grow. In addition to articles from The Learner's Way you will be able to find resources designed to help you get started with the key concepts presented. The aim is to produce a set of resources which are readily accessible and of immediate benefit to classroom teachers and school leaders.

Recently I have been contemplating how we might define inquiry. Like many terms in education, it is often used in multiple contexts and has a range of meanings attached to it. Coming to agreement on what inquiry is, requires negotiating seemingly divergent understandings. If we are to avoid oversimplifications and dichotomous thinking, we need to explore these multiple perspectives and find a balance point.