In the spirit of the 2012 Olympics, classes have chosen different countries to research and represent them. We have decided to display class happenings through class blogs. Please Enjoy.
""It's really what's going on in the students' minds rather than who is instructing them," said lead researcher Carl Wieman of the University of British Columbia, who shared a Nobel physics prize in 2001. "This is clearly more effective learning. Everybody should be doing this. ... You're practicing bad teaching if you are not doing this." The study compared just two sections of physics classes for just one week, but Wieman said the technique would work for other sciences as well, and even for history."
Study: It's not teacher, but method that matters. http://t.co/Te2kaUlp via @Diigo #edtech #edchat #cpchat
" It doesn't solve anything. It is a great first step in reframing the role of the teacher in the classroom. It fosters the "guide on the side" mentality and role, rather than that of the "sage of the stage." It helps move a classroom culture towards student construction of knowledge rather than the teacher having to tell the knowledge to students."
24.3 Why cognitive tools? The history of educational communications and technology includes numerous examples :of failed innovations and unfulfilled promises. Cognitive tools could become yet another casualty in the difficult struggle to improve teaching and learning unless it has a strong foundation of theory and practical principles to support it.
""This would create an environment where students could really work together," she said. "It would let me change the dynamic and bring that compassion back into the classroom.""