Why I Gave Up Flipped Instruction - 2 views
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my brief love affair with the flip has ended. It simply didn’t produce the tranformative learning experience I knew I wanted for my students .
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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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In our classroom, we sit down with the curriculum, and students actually see what the outcomes and objectives are. We then have a dialogue about what my students’ learning might look like. They have a choice over what order they are going to work on outcomes, how they are going to learn and reach those outcomes, and how they are going to show me what they have learned.
Personalization vs Differentiation vs Individualization | Rethinking Learning - Barbara... - 0 views
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"This chart is cross-posted on our new site at Personalize Learning. After writing the post "Personalization is NOT Differentiating Instruction," I received some very interesting feedback and more hits than any other of my posts. I think I hit a nerve. :o So Kathleen McClaskey and I did some research on what personalization is and the differences between differentiation and individualization. We found very little information on the differences. And what we did find, we disagreed with many of the points. That lead us to create this chart:"
Reflective Practice - 1 views
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"Reflective practice is an important sub-component of teacher research. It includes journaling and talking about one's instructional practice. However, doing reflective practice is not the same as doing teacher research. Teacher researchers hypothesize and systematically test their ideas. They look to triangulate their ideas with multiple forms of evidence multiple perspectives (inside and outside of their research group) the research literature on this topic Teacher researchers also write about their projects. Writing is an important part of the process because it requires organization of ideas within a framework."
Top 10 Characteristics Of Effective Vocabulary Instruction - 0 views
CETL | The Flipped Classroom - 2 views
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Examples and pitfalls of flipping a class.
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Khan Academy has a Coaching feature that allows students to practice a new skill and receive immediate feedback. You can also track student progress. Now the classroom can be used for valuable discussions like how specific skills can be applied in their real world (relevanancy). Or to allow peer to peer teaching, small group instruction, and one on one instruction when all else fails.
10 Important Questions To Ask Before Using iPads in Class | MindShift - 0 views
Tutorial Designers, Guides, Step-by-Step Instructions: Amplification & Imagin... - 3 views
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"Tutorial Designer" is one of the six roles, Alan November lists in his Digital Learning Farm that empower student learners and describes in his book 'Who owns the Learning?. Take a look at the examples below of students: sharing what they have learned in class sharing beyond their classroom and their parents sharing with a global audience in mind. As you are watching these samples… Where does your imagination take you? What ideas come to your mind? What comes to mind for YOUR STUDENTS TO SHARE? What lesson or unit, could you "upgrade" to include the creation of a video, audio or screencast?"
Teaching Empathy: Turning a Lesson Plan into a Life Skill | Edutopia - 0 views
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"In cooperative learning, students work together, think together and plan together using a variety of group structures designed along an instructional path. This dynamic learning model breaks with the dusty forms of frontal teaching that often create classrooms of "lonesome togetherness" -- students who may sit together but live worlds apart. Cooperative learning creates what Daniel Goleman calls "cognitive empathy," a mind-to-mind sense of how another person's thinking works. The better we understand others, the better we know them -- pointing toward (among other virtues) greater trust, appreciation and generosity. "
Why today is my last day teaching online… | The Edublogger - 0 views
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"Differentiation and personalized learning is lost in the pre-created curricula and assembly line experience of most distance courses and MOOCs" "The subject matter (and the learners' needs) should drive instructional strategies, not technology" "I'd argue that relationships are motivating. Seeing the passion good instructors bring to a classroom live and in person is motivating. " "My experience, and fear, is that online classes are too rigid, too much like a factory, and less responsive to individual students' learning."
QuickThoughts - A place to think and share » Blog Archive » Discussing design... - 0 views
What You Need to Be an Innovative Educator | Edutopia - 0 views
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"Project-based learning is an example of innovation, but probably not the way you'd expect. While learning through projects is indeed innovative compared to sit-and-get, drill-and-kill, teacher-led and textbook-sourced instruction, PBL's primary innovation is probably its flexibility. There's almost no other learning trend or innovation than can not only co-exist with PBL, but also fit seamlessly and entirely within it. PBL promotes innovation in education by making room for it. But creating that innovation -- what does that require? What kinds of ingredients can you put into the tin, shake up, and end up with innovation? "
BalancEdTech - Mini Challenges - 0 views
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"Mini challenges are a great alternative to open exploration or direct instruction. They can be a form of guided discovery. We recommend starting with easier (easier to find, more intuitive, etc.) challenges and building up. Ideally these challenges are completed in pairs or small groups so that there is additional support and an immediate opportunity to "teach." A favorite final challenge is for the student(s) to come up with a challenge for the other pairs/groups or to prepare a "discovery" to share with the whole class using an LCD projector."
Teacher Focus: Learning or Behavior - 0 views
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This is basically another "attack" on the way education is "done". I love the sarcastic approach to the prep for the "real world" that is the dominant excuse for rule following. This article reflects why I think the whole notion of "grades" and a "grade book" must be re-examined if we are to really shift instructional practice toward genuine and authentic student learning.
Is It Really Hip to Flip? -- THE Journal - 0 views
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Rather, educators should ask "how to apply the elements of effective instruction to teach students both deep conceptual understanding and procedural fluency.
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"Any sufficiently important mathematics topic requires students to learn the topic in four dimensions: procedurally, conceptually, contextually, and investigatively"
Practical PBL Series: Design an Instructional Unit in Seven Phases | Edutopia - 1 views
Stop Telling Your Students To "Pay attention!" | Brain Based Learning | Brain Based Tea... - 1 views
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The brain will not change in classroom direct instruction without the student’s attention.
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Ask students to make a prediction on something related to your content (the process, outcome, circumstance(s), etc.)
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add a strong goal-acquisition
Using Action Research in Online Communities to Effect Building-Level Change | Connected... - 0 views
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"We want a team to think about action research as a collaborative endeavor, where principals and teachers work together to improve something over time. It's not just about gathering data, it's about working hard to improve something. Maybe you see a need to improve writing in the building, and you're going to figure out whether there's a way to take a techno-constructivist approach to strengthening students' writing skills. Maybe you feel the culture of your school is very mired in antiquated approaches to teaching and learning, and you want to build a new culture of innovation and collaboration, so you're going to develop your project around that goal."
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"where principals and teachers work together to improve something over time" HA! Techno-constructivist? Could this term be applicable to the age of chalkboard and chalk innovation? I just don't think research resultant data is going to lead the way to anything but more "initiatives". As learning facilitators, we are drowning in them and the learner targets are confused beyond measure. Maybe, the answer is as simple as priority setting AND the genuine wherewithal to put those priorities in place. If I were an instructional leader, rather than a innovative pariah or low tech Luddite, I might say that my campus community is going to tackle a learning fundamental, close reading. I form a committee, we plan activities, we go...in isolated boxes of 41 minutes x 7, while filing out reams of busy work paper & electronic documentation, while building character, fostering the whole child, honoring the best spitters of knowledge with assembly recognition and the rounds and rounds of testing - not a measure of learning, but a measure of the course and scope delivery of bloated curricula....all on a schedule determined and unchangeable by the number of buses owned and operated...that developed project is actually doomed to ineffectiveness not because of its inherent flaws, but because that leader is both structurally and functionally prevented from making it a reality. Study and Commission and White Paper away, the results are predetermined! The really sadness here is that we KNOW how to pull this off - High Tech High and New Tech Network Schools and others I can't think of that have freed themselves from structural inertia...but we wring our hands and continue to fashion work-around initiatives....that we know in advance simply will not work.
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