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Miss Schlegel

National Council for the Social Studies | Social Studies: Preparing Students for Colleg... - 0 views

www.socialstudies.org/teacherslibrary

history social studies library

shared by Miss Schlegel on 20 Sep 12 - Cached
  • Miss Schlegel on 20 Sep 12
     
    Another website from the NCSS that provides teachers with activities, teaching ideas and articles for use in the classroom.
Katy Eyman

Virtual Information Inquiry: Student Information Scientist - 0 views

virtualinquiry.com/...inquiry.htm

inquiry information interactive

shared by Katy Eyman on 09 Mar 14 - No Cached
    • Katy Eyman
      Katy Eyman on 09 Mar 14
       
      Video contains information we are cuurently.  Good review!
Michael O'Connor

What You Need to Be an Innovative Educator | Edutopia - 0 views

www.edutopia.org/...nnovative-educator-terry-heick

educator edutopia innovator education resources technology teaching tools

shared by Michael O'Connor on 09 Aug 13 - No Cached
  • 1. Sense of Priority
  • PBL promotes innovation in education
  • 2. Selflessness
  • ...8 more annotations...
  • 3. Time and Energy
  • 4. Models
  • But by looking at existing models -- cool stuff that has been accomplished by others before you -- you'll have an idea of what's possible. And of what you might be missing.
  • 5. Willingness to Take Risks
  • prepared for failure.
  • 6. Trust
  • The trust of administrators, colleagues and parents certainly matters. You can lose your job or professional standing without it. But without trust from students, you're just a well-dressed, silly person with your name on the placard by the door.
  • And the innovation will never come.
Mr. D D

Constructivist Learning - 1 views

www.personal.psu.edu/...construct.htm

shared by Mr. D D on 05 Oct 13 - Cached
  • Constructivism is an epistemological belief about what "knowing" is and how one "come to know."
  • rejects the notions
  • Constructivism, with focus on social nature of cognition, suggests an approach that
  • ...66 more annotations...
  • learners the
  • learners the
  • learners the
  • opportunity for concrete, contextually meaningful experience through which they can search for patterns, raise their own questions, and construct their own models.
  • engage in activity, discourse, and reflection
  • take on more ownership of the ideas, and to pursue autonomy, mutual reciprocity of social relations, and empowerment to be the goals.
  • "knowledge proceeds neither solely from the experience of objects nor from an innate programming
  • but from successive constructions."
  • and the effect of social interaction, language, and culture on learning.
  • This movement occurs in the so-called "zone of proximal development" as a result of social interaction.
  • disappointed with the overwhelming control of environment over human behavior that is represented in behaviorism.
  • recognized two
  • internalization
  • basic processes operating continuously at every level of human activity
  • internalization and externalization
  • complex mental function is first an interaction between people
  • becomes a process within individuals
  • This transformation involves the mastery of external means of thinking and learning to use symbols to control and regulate one's thinking.
  • the claim is that mental processes can be understood only if we understand the tools and signs that mediate them
  • the gesture of pointing could not have been established as a sign without the reaction of the other person.
  • Bruner's key concepts
  • mode of representing past events through appropriate motor responses
  • which enables
  • perceiver to "summarize events by organization of percepts and of images
  • symbol system which represents things by design features that can be arbitrary and remote, e.g. language
  • Bruner's influence on instruction
  • Translating material into children's modes of thought:
  • enable learners to develop cognitive growth: questioning, prompting
  • discovery as" all forms of obtaining knowledge for oneself by the use of one's own mind
  • Interpersonal interaction
  • Discovery learning:
  • Spiral Curriculum:
  • promote concept discovery, the teacher presents the set of instances that will best help learners to develop an appropriate model of the concept.
  • cognitive constructivists
  • sociocultural constructivists
  • focusing on the individual cognitive construction of mental structures;
  • emphasizing the social interaction and cultural practice on the construction of knowledge
  • Promote discovery in the exercise of problem solving
  • Variables in instruction: nature of knowledge, nature of the knower, and nature of the knowledge-getting process
  • Feedback must be provided in a mode that is both meaningful and within the information-processing capacity of the learner.
  • Intrinsic pleasure of discovery promote a sense of self-reward
  • Knowledge cannot exist independently from the knower;
  • Learning is viewed as self-regulatory process
  • Cognitive constructivists focus on the active mental construction struggling with the conflict between existing personal models of the world, and incoming information in the environment.
  • Sociocultural constructivists emphasis
  • in which learners construct their models of reality as a meaning-making undertaking with culturally developed tools and symbols
  • and negotiate such meaning thorough cooperative social activity, discourse and debate (
  • Learners are active in making sense of things instead of responding to stimuli.
  • learners " make tentative interpretations of experience
  • requires invention and self-organization
  • Errors need to be perceived as a result of learners' conceptions and therefore not minimized or avoided.
  • the learners are responsible for defending, proving, justifying, and communicating their ideas to the classroom community.
  • humans seek to organize and generalize across experiences
  • According to TIP's
  • Theory Into Practice
  • Spiral organization:
  • Going beyond the information given:
  • Readiness:
  • learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.
  • learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.
  • learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.
  • that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.
  • Instruction must be structured so that it can be easily grasped by the student
  • learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.
  • learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.
  • Bruner's major theoretical framework is that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.
Katie Labbe

http://cfcc.edu/SACS/QEP/documents/ReachingthesecondtierR.Felder1993.pdf - 0 views

cfcc.edu/...gthesecondtierR.Felder1993.pdf

shared by Katie Labbe on 27 Oct 13 - No Cached
    • Katie Labbe
      Katie Labbe on 27 Oct 13
       
      highlight not working... " most students in science classes are visual learners"
    • Katie Labbe
      Katie Labbe on 27 Oct 13
       
      "teachers tend to favor their own learning styles"
  • Katie Labbe on 27 Oct 13
     
    Visual Learners assignment
Garth Holman

What is PBL? | Project Based Learning | BIE - 0 views

bie.org/what_pbl

PBL

shared by Garth Holman on 03 Feb 15 - No Cached
  • Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge.
  • Significant Content
  • 21st century competencies
  • ...6 more annotations...
  • In-Depth Inquiry -
  • Driving Question -
  • Need to Know -
  • Voice and Choice -
  • Critique and Revision -
  • Public Audience - 
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