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Jeffrey Plaman

http://newlearningonline.com/_uploads/3_Kalantzis_ELEA_7_3_web.pdf - 1 views

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    ABSTRACT This article outlines a learning intervention which the authors call Learning by Design. The goal of this intervention is classroom and curriculum transformation, and the professional learning of teachers. The experiment involves the practical application of the learning theory to everyday classroom practice. Its ideas are grounded in pedagogical principles originally articulated in the Multiliteracies project, an approach to teaching and learning that addresses literacy and learning in the context of new media and the globalizing knowledge economy. The need for a new approach to learning arises from a complex range of factors - among them, changes in society and the economy; the potential for new forms of communication made possible by emerging technologies; and rising expectations amongst learners that education will maximize their potential for personal fulfillment, civic participation and access to work. The authors first brought together the Learning by Design team of researchers and teachers in 2003 in order to reflect upon and create new and dynamic learning environments. A series of research and development activities were embarked upon in Australia and, more recently, in the United States, exploring the potentials of new pedagogical approaches, assisted by digital technologies, to transform today's learning environments and create learning for the future - learning environments which could be more relevant to a changing world, more effective in meeting community expectations and which manage educational resources more efficiently. One of the key challenges was to create learning environments which engaged the sensibilities of learners who are increasingly immersed in digital and global lifestyles - from the entertainment sources they choose to the way they work and learn. It was also about enabling teachers to explicitly track and be aware of the relationship between their pedagogical choices and their students' learning outcomes.
Louise Phinney

How Technology Could Improve Personalized Learning | Edudemic - 0 views

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    Digital Learning should be Personalized Learning is the post organizing key findings and resources about leveraging digital learning to fulfill personalized learning. In this post are more valuable insights, analysis and experience sharing about learner-centered learning.
Adrienne Michetti

http://www.christenseninstitute.org/wp-content/uploads/2013/04/A-guide-to-personalizing... - 0 views

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    A Guide to Personalizing Learning -- rather USA-centric but very well-referenced and with some clear guidelines as to how online spaces can provide personalized learning experiences.
Jeffrey Plaman

Educational Leadership:For Each to Excel:Preparing Students to Learn Without Us - 0 views

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    "By pairing personalized learning and technology, a teacher can help students learn what they need to learn through the topics that interest them most."
Sean McHugh

The Scientific Case For Teaching Cursive Handwriting to Your Kids Is Weaker Than You Think - 2 views

  • here is ample evidence that writing by hand aids cognition in ways that typing does not: It’s well worth teaching. And I confess I’m old-fashioned enough to think that, regardless of proven cognitive benefits, a good handwriting style is an important and valuable skill, not only when your laptop batteries run out but as an expression of personality and character.
  • if they have the time and inclination.
    • Sean McHugh
       
      But should we be dedicating swathes of curriculum time towards this? Surely not.
  • what teachers “know” about how children learn is sometimes more a product of the culture in which they’re immersed than a result of research and data.
    • Sean McHugh
       
      Never were truer words written.
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  • What does research say on these issues? It has consistently failed to find any real advantage of cursive over other forms of handwriting
  • our real understanding of how children respond to different writing styles is surprisingly patchy and woefully inadequate
  • Evidence supports teaching both formats of handwriting and then letting each student choose which works best for him or her
    • Sean McHugh
       
      Shouldn't we include touch typing here as well?
  • So was cursive faster than manuscript? No, it was slower. But fastest of all was a personalized mixture of cursive and manuscript developed spontaneously by pupils around the fourth to fifth grade
  • They had apparently imbibed manuscript style from their reading experience (it more closely resembles print), even without being taught it explicitly
  • While pupils writing in cursive were slower on average, their handwriting was also typically more legible than that of pupils taught only manuscript. But the mixed style allowed for greater speed with barely any deficit in legibility.
  • The grip that cursive has on teaching is sustained by folklore and prejudice
  • for typical children, there’s some reason to think manuscript has advantages
  • freeing up cognitive resources that are otherwise devoted to the challenge of simply making the more elaborate cursive forms on paper will leave children more articulate and accurate in what they write
    • Sean McHugh
       
      Likewise if they can touch-type instead of wrestling with ascenders and descenders...
  • the difference in appearance between cursive and manuscript could inhibit the acquisition of reading skills, making it harder for children to transfer skills between learning to read and learning to write because they simply don’t see cursive in books.
  • There’s good evidence, both behavioral and neurological, that a “haptic” (touch-related) sense of letter shapes can aid early reading skills, indicating a cognitive interaction between motor production and visual recognition of letters. That’s one reason, incidentally, why it’s valuable to train children to write by hand at all, not just to use a keyboard.
  • even if being taught both styles might have some advantages, it’s not clear that those cognitive resources and classroom hours couldn’t be better deployed in other ways.
    • Sean McHugh
       
      In other ways... the time it takes for kids to learn cursive, spread over years, compared to the relatively short time it takes to master touch-typing being a case in point.
  • that cursive is still taught primarily because of parental demand and tradition, rather than because there is any scientific basis for its superiority in learning
  • inertia and preconceptions seem to distort perception and policy at the expense of the scientific evidence
  • How much else in education is determined by what’s “right,” rather than what’s supported by evidence?
  • Beliefs about cursive are something of a hydra: You cut off one head, and another sprouts. These beliefs propagate through both the popular and the scientific literature, in a strange mixture of uncritical reporting and outright invention, which depends on myths often impossible to track to a reliable source.
  • the reasons to reject cursive handwriting as a formal part of the curriculum far outweigh the reasons to keep it.
  • This must surely lead us to wonder how much else in education is determined by a belief in what is “right,” unsupported by evidence.
  • it’s often the case that the very lack of hard, objective evidence about an issue, especially in the social sciences, encourages a reliance on dogma instead
  • There needs to be wider examination of the extent to which evidence informs education. Do we heed it enough? Or is what children learn determined more by precedent and cultural or institutional norms?
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    There needs to be wider examination of the extent to which evidence informs education. Do we heed it enough? Or is what children learn determined more by precedent and cultural or institutional norms?
Louise Phinney

The Innovative Educator: The 5 Cs to Developing Your Personal Learning Network - 1 views

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    In the 21st century teachers are no longer the sole imparters of information.  Instead their role shifts to empowering students to learn independently in part by developing personal learning networks in areas of passions, talents, and interests.
Adrienne Michetti

Educational Leadership:Getting Personalization Right:Let's Celebrate Personalization: B... - 0 views

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    Still thinking abt this Tomlinson article re: #personalization of learning + have her latest book in front of me https://t.co/CQfFM1Gsk0
Sean McHugh

Girls and Games: What's the Attraction? | MindShift - 0 views

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    Girls and Games: What's the Attraction? Games are increasingly recognized by educators as a way to get kids excited about learning. While the stereotype of a "gamer" may evoke the image of a high school boy holed up in a dark room playing on a console, in reality 62 percent of gamers play with other people either in person or online, and 47 percent of all gamers are girls. Game developers and academics who have been studying the elements that go into making games more attractive to girls found that those very same qualities are also important components of learning. For instance, girls are more drawn to games that require problem solving in context, that are collaborative (played through social media) and that produce what's perceived to be a social good. They also like games that simulate the real word and are particularly drawn to "transmedia" content that draws on characters from books, movies, or toys.
Louise Phinney

The Difference Between Differentiation And Personalized Learning - 0 views

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    Thereisadifferencebetweenpersonalizationanddifferentiationandindividualization.Oneislearner-centered;theothersareteacher-centered
Keri-Lee Beasley

Re-envisioning Writing for a Networked Age: A Few Moments with Elyse Eidman-Aadahl | DM... - 1 views

  • To write still means to make something. Writers are makers.
  • much of the power of writing is that it takes thought and externalizes it
  • whether we are writing on a digital platform or in our spiral notebooks. There is a core to writing that is still about creating and sharing knowledge
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  • some components that have hugely changed, mainly the issues of what we can create and how it circulates.
  • teacher who acted as the sole reader of our material.
  • The internet and 21st century tools have opened up the possibility for one individual to not only produce the text but also to design it, circulate it, and manage publicity
  • very young or beginning writers can actually participate in all of those processes
  • we think of digital writing as writing that is not only created using digital tools, but is also typically created in or for a networked environment and meant to be interacted with on a screen.
  • We need to be able to make that part of our understanding of the new normal of writing -- not an additional piece -- but the new normal.
  • As computers become increasingly networked, teachers could see the potential for the read/write web, for writing as a way to participate in online communities, to hyperlink vast amounts of information connected to a text, and to interact and even collaborate directly with others to create something
  • being a writer yourself and participating in digital environments alongside the youth you work with, you are able to observe patterns and experience the new in such a way that you could be part of remaking knowledge in the field of composition. The writing revolution is not done and we can be right in the middle of it.
  • it's all about an inquiry stance and creating learning experiences where students can do the same because the "textbook" is all around us in the reading and writing going on in the world
  • participating as a digital writer and deeply reflecting upon your work by looking for patterns and understanding what shifts are being required of you
  • shift from being the person who hands out formulas for writing success to the person who stands shoulder-to-shoulder with the students to understand what happens when we write for real in world.
  • build the platforms for publishing and circulation of student work
  • It’s vital for teachers and curriculum developers to start with the assumption that every young person not only can become a participant in the public internet, but will become a participant and likely already is a participant.
  • youth are going to have to manage their online identity. How they present and represent their identities and manage the multiple footprints they leave on the web are going to be key things for students to understand.
  • develop a sense of responsibility around what they put out there
  • sense of power and authority
  • making, creating, and collaborating about real work that matters to them
  • tools are not the issue
  • They allow us to do new things and expand our capacity to make things, yet deep, consistent issues remain at the center: what am I saying? Is what I have to say warranted? Have I been accurate and credible? Have I crafted something that my reader and my audience can take in? Am I listening to response and looking at my drafts iteration by iteration?
  • it’s so important to slow oneself down and to take one’s text quite seriously.
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    "A learning environment expert and education advocate, Elyse is dedicated to improving the teaching of writing by helping educators understand the changing nature of the discipline in a digital age."
Keri-Lee Beasley

Beyond Engagement: Making School Personal - maelstrom - 0 views

  • The shift from hierarchical power, lodged in the hands of the teacher, to lateral power, established across a learning community, is tantamount to a revolution in pedagogy.”
  • Making a Difference” encapsulates the purpose of modern schools. When we care deeply about something in a personal way we are more likely to act upon that thing
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    " The shift from hierarchical power, lodged in the hands of the teacher, to lateral power, established across a learning community, is tantamount to a revolution in pedagogy.""
Jeffrey Plaman

Educational Leadership:Giving Students Ownership of Learning:Footprints in the Digital Age - 0 views

  • these shifts demand that we move our concept of learning from a "supply-push" model of "building up an inventory of knowledge in the students' heads" (p. 30) to a "demand-pull" approach that requires students to own their learning processes and pursue learning, based on their needs of the moment, in social and possibly global communities of practice.
    • Jeffrey Plaman
       
      This is the BIG shift in the way we see our jobs as educators. How much push do you do each day VS how much do students pull if from you? How can we help them want to pull, know where to pull from, etc? How does what we do in class day in and day out change if we believe that THIS is the way we need to be heading?
  • Our teachers have to be colearners in this process, modeling their own use of connections and networks and understanding the practical pedagogical implications of these technologies and online social learning spaces.
    • Jeffrey Plaman
       
      What are we modeling for our students?
  • makes us findable by others who share our passions or interests
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  • Get Started!Here are five ideas that will help you begin building your own personal learning network.
    • Jeffrey Plaman
       
      Great ideas on how to get started
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    "In the Web 2.0 world, self-directed learners must be adept at building and sustaining networks."
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    "In the Web 2.0 world, self-directed learners must be adept at building and sustaining networks."
Katie Day

10 Personal Writing Ideas - NYTimes.com - 0 views

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    "Stuck for an idea? Use the suggestions below to spark personal writing with help from New York Times features."
Jeffrey Plaman

To make it Google-proof, make it personal - Home - Doug Johnson's Blue Skunk ... - 2 views

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    "The program for this year's ISTE had a few sessions with "Google-proofing" in the title. Since, I suppose no one copies directly from print sources anymore, "Googling" and "plagiarizing" are synonymous. And as professor Hokanson suggests in the quote above, when there is a direct transfer of information from source to student product - with no cognitive processing stop in-between - little learning occurs as a result of the assignment. It is busy work that no one likes."
Keri-Lee Beasley

You'll Never Walk Alone……..building a personal learning network with Twitter ... - 1 views

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    Twitter/PLN resources 
Louise Phinney

PLN Starter for Elementary Teachers | It's All About Learning - 2 views

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    To help our teachers build their Personal Learning Network... a good idea to bundle up a bunch of great blogs at various grade levels for them to get ideas and inspiration. Jennifer LaGarde (aka Librarygirl) made a similar tool you can find here... more specific to different grades.
Keri-Lee Beasley

Seven reasons teachers should blog - 1 views

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    "From personal experience blogging is one of the most beneficial professional development activities I have ever engaged with. I learn more from blogging than I do from almost any other activity I participate in."
Jeffrey Plaman

Why (And How) You Should Create A Personal Learning Network - Edudemic - 0 views

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    Great video to show staff on creating PLN's: http://t.co/4ZaGIIYH
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