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Donna Ward

Flipping The Classroom… A Goldmine of Research and Resources To Keep You On Y... - 0 views

21centuryedtech.wordpress.com/...urces-to-keep-you-on-your-feet

flip flipping articles research on flipping Khan flippedclassroom education

shared by Donna Ward on 03 Oct 12 - No Cached
  • Donna Ward on 03 Oct 12
     
    Article that references studies on flipping the classroom
Sara Wilkie

Maths Maps - an engaging way to teach Maths with Google Maps - 0 views

mgleeson.edublogs.org/...maths-maps-engaging-maths

maps Google Math google maps mathchat

shared by Sara Wilkie on 21 Aug 13 - No Cached
  • Sara Wilkie on 21 Aug 13
     
    "It's been around for a few years now and had plenty of interest from around the world already, but Mr G Online has only just discovered Maths Maps. From first impressions, I am absolutely blown away by the idea. The brainchild of leading UK educator Tom Barrett, (now based in Australia), Maths Maps uses Google Maps as the launching pad for Maths Investigations. Barrett's vision was for teachers around the world to collaborate on building Maths Maps, examples of some seen in the screenshots on the left. Here is a brief description of how it works from the Maths Maps website. Elevator Pitch Using Google Maps. Maths activities in different places around the world. One location, one maths topic, one map. Activities explained in placemarks in Google Maps. Placemarks geotagged to the maths it refers to. "How wide is this swimming pool?" Teachers to contribute and share ideas. Maps can be used as independent tasks or group activities in class. Maps can be embedded on websites, blogs or wikis. Tasks to be completed by students and recorded online or offline."
Rebecca Singley

How Do We Define and Measure "Deeper Learning"? | MindShift - 2 views

blogs.kqed.org/...ne-and-measure-deeper-learning

shared by Rebecca Singley on 13 Dec 12 - No Cached
  • and interpersonal refers to expressing ideas and communicating and working with others.
    • Rebecca Singley
      Rebecca Singley on 23 Sep 13
       
      Again, key. However, in thinking abou the book "Quiet" by Susan Cain, this might look and feel very different, depending upon the kid.
  • They must encourage questioning and discussion, challenge them and offer support and guidance. They must use carefully selected curriculum and use formative assessments to measure and support students’ progress.
    • Rebecca Singley
      Rebecca Singley on 23 Sep 13
       
      Again, this MUST be done overtly, and kids must have a chance to practice these skills in the classroom setting. Where else will they be "social" in their learning?
  • Kenneth Jones on 21 Dec 13
anonymous

10 Ways Teacher Planning Should Adjust To The Google Generation - 0 views

www.teachthought.com/...nning-adjust-google-generation

learning Google

shared by anonymous on 18 Feb 14 - No Cached
  • Instead, anchor learning experiences around new kinds of thinking that force the synthesis of disparate ideas, media, and communities. Scenario-based learning, challenge-based learning, project-based learning, learning simulations, and so on.
  • , the focus should be on more classically human practices of observation, study, and perspective.
  • Curriculum maps should promote careful, self-directed study of relevant and meaningful ideas, rather than design micro-lessons to “efficiently deliver information.”
  • ...10 more annotations...
  • Actually make social networks and media channels part of curriculum
  • Rather than emphasizing content, emphasize how to deal with an abundance of fluid and perishable content on a daily basis.
  • In an age of information and analytics, data is abundant. Currently, maps and units and lessons are not designed to accept data, leaving it up to the teacher to extract it, and constantly make often significant adjustments to planning in light of it.
    • anonymous
      anonymous on 18 Feb 14
       
      Can someone help me better understand what the author meant here? #5 isn't making sense to me. What data is she referring to?
  • It’s simply being pro-active–creating a map–or at least units within a map–that can facilitate the educated guesswork and instinct on the part of teachers.
  • Will they need extra time? Mini-lessons on Digital Citizenship? Unique literacy strategies? A mix of digital and physical texts? More choice or less? Currently this is all done at the unit or lesson level. What would it look like at the curriculum map level?
  • Of course students need to “understand”–but (hoping Grant’s not reading this) prescribing exactly what students will understand, when they will understand it and at what depth, and where, and how they will prove it–regardless of background knowledge, natural interest, literacy levels, etc.–is a bit…ambitious.
  • establish a handful of the most important ideas in content that act as anchors for other more discrete knowledge and facts, and practice them over and over again at a variety of cognitive levels (e.g., Bloom’s).
  • emphasize that learning is a marathon, not a series of artificially-divided sprints.
  • Content is incredible if we can just let it be incredible, and for the Google Generation, it’s right there at their fingertips. Curriculum documents should underscore the nuance of the world, not provide a chronologically-based checklist to cover it all.
  • A curriculum map should be as much for the student as they are for the teacher. As such they should function as learning and discovery pathways, helping the learners see where they’ve been, where they’re going, and what’s possible.
  • anonymous on 18 Feb 14
     
    "The age of knowing is slowing giving way to an age of data navigation, and what students need help with should be adjusted accordingly-even if in ways other than the ideas below."
anonymous

Co-inventing the Curriculum | DMLcentral - 2 views

dmlcentral.net/...co-inventing-curriculum

curriculum student ownership student empowerment

shared by anonymous on 16 May 14 - No Cached
  • students look for problems, ask questions, collect data, try to make sense of the data they have collected, test their hypotheses, apply and integrate what they’ve learned about co-discovering, co-inquiring, and co-learning to all their subject matter. The digital tools make it possible for the data collection to be more extensive and more minutely labeled than overly-simplified toy versions of student data collection. 
  • “the digital tools enable us to capture a large amount of data, dump it on the table, explore it, examine it, roll it around in ways we were never able to do before. Like archeologists out in the field, we need to label everything we find in order to make sense of it when we remove it from the place we found it: go out with your phones, take pictures, write notes, capture video, but also tag it for time and location and other attributes, so when you bring it back to the classroom you can see each piece of data in multiple contexts.
  • anonymous on 16 May 14
     
    "But the best educational outcomes grow from a well thought out program of student empowerment - made both possible and attractive by adopting, adapting and mashing-up digital media."
  • Kenneth Jones on 18 May 14
     
    I think I have a convergence of two (+) very important vectors that might actually make something along these lines be realized: (1) I have a three level green light - on one, my "real" boss actually wants me to step out and really do something different, my evaluator likes to see interesting things and realizes a certain challenge to ANY poor evaluation is not in anyone's best interest, and I have friends/support in higher places (Milk it as long as it lasts!); (2) I am too dang old and tired (saying I am tired is akin to referring to the Great Wall of China as a fence!) of making excuses for why I can't and this may actually be my last real opportunity! (BONUS Vector: No one, and I mean NO ONE that might object is paying attention!) Let's set a time - a good long block of time - to map out something SPECIAL!
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