Skip to main content

Home/ UWCSEA Teachers/ Group items tagged learning

Rss Feed Group items tagged

Keri-Lee Beasley

How Google Is Changing The Way We Think - 0 views

  • According to Small’s research, using a search engine increased activity in the regions of the brain dealing with decision making, complex reasoning and vision. Also, the more-experienced Internet users exhibited more than twice as much brain activity as the less-experienced subjects, leading Small to predict that the more we search, the stronger the brain’s reaction to searching.
  • One influential study, produced by researchers at Columbia, Harvard and the University of Wisconsin-Madison, found that people were less likely to remember a piece of trivia when they had access to the Internet. Instead, they were more likely to remember where the information had been saved.
  • “The Internet has become a primary form of external or transactive memory, where information is stored collectively outside ourselves,” the researchers concluded.
Keri-Lee Beasley

How computers change the way we learn - 0 views

  •  
    "While there's no doubt that information technology can have its downsides for our day-to-day behaviour, there is very little evidence that computers are damaging our brains - any more than writing made us more forgetful. In fact, computers might just make us a bit smarter."
lv_white

3 Reasons why teachers should Film Themselves Teaching - 0 views

  •  
    Teacher self - Reflection on teaching practices
Keri-Lee Beasley

Response: Ways To Help Students Develop Digital Portfolios - Classroom Q&A With Larry F... - 0 views

  •  
    Great summary of existing ideas on Digital Portfolios.
Adrienne Michetti

Blended Learning to Address the Five Moments of Need Infographic - e-Learning Infographics - 0 views

  •  
    Ideas for using technology for different types of learning, here called "moments of need." 
Keri-Lee Beasley

Presentation Zen: There's no shame in falling. The key is in getting up! - 0 views

  •  
    What penguins can teach us about resilience
Adrienne Michetti

10 Elements - Digital Learning Now - 0 views

  •  
    The 10 elements of high-quality digital learning, as set out by the National Education Reform team in 2010. I really like these!
Adrienne Michetti

Blended Learning Framework | The Learning Accelerator - 0 views

  •  
    A framework for Blended Learning. Love the different options. 
Adrienne Michetti

Clayton Christensen Institute for Disruptive Innovation - 0 views

  •  
    A great resource on Blended Learning from a nonprofit think tank. Very USA-centric, but lots of ideas for how to create true blended learning environments. 
Keri-Lee Beasley

10 ways to find global connections for your class | Ditch That Textbook - 0 views

  •  
    Many educators are interested in the idea of connecting their classes to other classes or individuals that could have a positive influence on their students. They just aren't sure where to find people to connect with.

    Thankfully, the Internet is full of resources to help classes get connected. Here are 10 places where you can turn
Keri-Lee Beasley

Diving into Game-Based Learning- Part 3 | Learning @ SASS - 1 views

  •  
    Literacy and Minecraft for fantasy stories
David Caleb

How to Misuse Technology & Kill 21st Century Thinking - Teaching, Learning, & Education... - 2 views

  • Computer use became routine. New programs were introduced to us weekly, with one request: play with it until you master it.
  • By January of 2007, he had an army of eight year olds who could type sixty words per minute, throw together PowerPoint presentations on environmental issues in a matter of hours, and analyze iPhone unveiling videos like they were nothing
  • Show them that the computer placed in their hands is a tool for communication, collaboration, and creativity. And, most importantly, sit back and watch what students can do when they are left to explore.
Sean McHugh

Learning Through Reflection - 1 views

  • A defining condition of being human is that we have to understand the meaning of our experience
  • we want students to get into the habit of linking and constructing meaning from their experiences. Such work requires reflection
  • Reflection has many facets. For example, reflecting on work enhances its meaning. Reflecting on experiences encourages insight and complex learning. We foster our own growth when we control our learning, so some reflection is best done alone. Reflection is also enhanced, however, when we ponder our learning with others.
  • ...14 more annotations...
  • Reflective teachers help students understand that the students will now look back rather than move forward. They will take a break from what they have been doing, step away from their work, and ask themselves, "What have I (or we) learned from doing this activity?"
  • The teacher helps each student monitor individual progress, construct meaning from the content learned and from the process of learning it,
  • Teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning.
  • in written and oral form
  • To be reflective means to mentally wander through where we have been and to try to make some sense out of it.
  • and journals
  • Habits of Mind
  • ask students to reread their journals, comparing what they knew at the beginning of a learning sequence with what they know now. Ask them to select significant learnings, envision how they could apply these learnings to future situations
  • the quality of students' reflections changes as children develop their reading and writing skills. When kindergartners were asked to reflect orally, they gave rich descriptions of their work. But as they developed their writing ability and were encouraged to write their own reflections, the reflections became less descriptive. This change puzzled the teachers until they realized that students are more concerned about spelling, punctuation, and other aspects of editing when they first learn to write. Because students do not have a great deal of fluency with their writing, they are more limited in what they describe.

    In contrast, when meeting with the teacher, the kindergartners elaborated on what they wrote about their work. And once students became more fluent with their writing skills, they were able to represent their reflective thoughts more easily.

  • stereotypical comments such as "This was fun!" or "I chose this piece of work because it is my best." Teachers realized that they needed to spend time teaching students how to reflect. They asked students, "What does a reflection look like when it really tells you something about the experience?"
  • Reflection was not a time for testimonials about how good or bad the experience was. Instead, reflection was the time to consider what was learned from the experience.
  • Students might collect work throughout the year as part of a portfolio process. Every quarter they can review the work in their collection folders and choose one or two pieces to enter into their portfolio. When they make those choices, they can take the opportunity to reflect on the reasons for their choices and to set goals for their next quarter's work.
  • superficial to in-depth reflections. Indicators of in-depth reflections include making specific reference to the learning event, providing examples and elaboration, making connections to other learning, and discussing modifications based on insights from this experience.
  • Sentence Stems

    Sentence stems can stimulate reflections. Use them in conferences (where reflection can be modeled), or put them on a sheet for students who choose writing to jump-start their reflections. Here are examples of possible sentence stems:

    • I selected this piece of writing because …
    • What really surprised me about this piece of writing was …
    • When I look at my other pieces of writing, this piece is different because …
    • What makes this piece of writing strong is my use of …
    • Here is one example from my writing to show you what I mean.
    • What I want to really work on to make my writing better for a reader is …
Sean McHugh

Educational Leadership:Sustaining Change:Getting into the Habit of Reflection - 1 views

  • Life can only be understood backwards; but it must be lived forwards
  • In teaching, as in life, maximizing meaning from experiences requires reflection.
  • Every school's goal should be to habituate reflection throughout the organization—individually and collectively, with teachers, students, and the school community
  • ...8 more annotations...
  • the school needs to create an atmosphere for reflection
  • a time and a place for looking backward and inward, not forward and outward
  • which dispositions were you most aware of in your own learning
    • Sean McHugh
       
      Meaningful engagement with the UWCSEA Profile here. 
  • the tradition in education is to simply discard what has happened and move on to new topics. This episodic approach is reflected in both classroom instruction and assessment and in change efforts as schools frantically strive to stay abreast of an array of educational improvements and mandates. Knowledgeable, vigilant, and reflective organizations, however, view school change from a broader perspective—as a process of revealing and emancipating
  • In reflective schools, there is no such thing as failure—only the production of personal insights from one's experiences.
  • We are going to take a break from what we have been doing, stand back, and ask ourselves, What have we learned from doing our work today?
  • Collecting work provides documentation for comparing students' levels of knowledge and performance at the beginning, middle, and end of a project.
  • Providing sentence stems might stimulate more thoughtful reflections during portfolio conferences (where reflection can be modeled) or as an option for those who need a "jump start" for reflections:

    • I selected this piece of writing because. . . .
    • What really surprised me about this writing was. . . .
    • When I look at my other journal entries, I see that this piece is different because. . . .
    • What makes this piece of writing strong is my use of . . . . Here is one example from my writing to show you what I mean. . . .
1 - 20 of 198 Next › Last »
Showing 20 items per page