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Jason Friedman

Educational Leadership:Giving Students Meaningful Work:Seven Essentials for Project-Bas... - 1 views

  • A classroom filled with student posters may suggest that students have engaged in meaningful learning. But it is the process of students' learning and the depth of their cognitive engagement— rather than the resulting product—that distinguishes projects from busywork.
    • Jason Friedman
       
      I think this is a key distinction between a project and a PBL.  Making a poster is not enough.  PBL is about the process by which students arrive at that poster.
    • Matt Duncan
       
      REALLY glad the article got off its "posters = bad" horse and acknowledged just what Jason articulates here -- the process is the important thing. If it's a poster or not isn't really the issue... it's what goes into the creation of the poster, wiki, video, etc. that is most important. The way the article was structured rhetorically almost turned me off entirely, as it targeted a MEDIUM, not a METHODOLOGY.
  • A project is meaningful if it fulfills two criteria. First, students must perceive the work as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfills an educational purpose. Well-designed and well-implemented project-based learning is meaningful in both ways.
    • Jason Friedman
       
      I think it is important that sutdents have a buy in.  The more invested they are - the more interested they can get in the project - the better the product they will develop.
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    This is the PBL article Chris English shared 8/21/14.
Sara Wilkie

Social Media in Education: Resource Roundup | Edutopia - 0 views

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    "This collection of blogs, articles, and videos from Edutopia aims to help teachers deploy social media tools in the classroom to engage students in 21st-century learning."
cynthiahori

Empathy: The Most Important Back-to-School Supply | Edutopia - 0 views

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    Great article about teaching empathy in our classes
cynthiahori

Do Students Know Enough Smart Learning Strategies? | MindShift - 0 views

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    short article that describes the importance of strategy instruction in every class
cynthiahori

Popular ADHD Books | Read About Learning Disabilities - NCLD - 0 views

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    Have read driven to distraction but not the others - I have my work cut out for me! Pick a book or an article to read to help you understand this very misunderstood condition.
Chris English

Drill the Teachers, Educate the Kids | November Learning - 1 views

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    I think there's a lot of value in the way the article approaches "why tech doesn't work as pedagogy." What I worry about is that there's a real danger of an either/or approach. Sometimes people need training, and we know that not all people can figure things out alone. Some need step-by-step instruction for technology that seems easy if you have certain aptitudes. It's all well and good to focus on the learning, but if you can't work the gizmo, you're not going to be facilitating much learning. This is aggravated when the tool is a communication channel, and you can't send the messages that need to be sent (e.g. Haiku and assignments, attendance, notes on grades, etc.)
Sara Wilkie

The 6 Key Drivers of Student Engagement -- THE Journal - 0 views

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    "The following is an excerpt from the book Every Child, Every Day: A Digital Conversion Model for Student Achievement, published by Pearson. Edwards is the superintendent of Mooresville (NC) Graded School District (MGSD), whose districtwide 1-to-1 program earned it the 2012 Sylvia Charp Award. "
Sara Wilkie

Hard Fun - 0 views

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    "Once I was alerted to the concept of "hard fun" I began listening for it and heard it over and over. It is expressed in many different ways, all of which all boil down to the conclusion that everyone likes hard challenging things to do. But they have to be the right things matched to the individual and to the culture of the times. These rapidly changing times challenge educators to find areas of work that are hard in the right way: they must connect with the kids and also with the areas of knowledge, skills and (don't let us forget) ethic adults will need for the future world. "
Jason Friedman

"She Didn't Teach. We Had to Learn it Ourselves." | Faculty Focus - 4 views

    • Chris English
       
      I highlighted a few key phrases
  • If teachers are going to refuse to do something students expect, especially if students think it’s something they believe makes the learning easier, how teachers refuse to help is important. “I will help, but not until you’ve got some answers, part of the solution, a few examples.” “I am not going to give you the answers, but I will give you feedback on your answers. By the end of class, we’ll have a set of good answers.”
    • Jason Friedman
       
      I really like this part.  Having a strong method is good but communicating that to ones students is paramount.  Some might be perceptive and pick up what's going on but it is short sighted to expect all students to make that connection on their own.
    • Matt Duncan
       
      What Jason said. Vital piece of this whole thing. Definitely.
Sara Wilkie

Project-Based Learning vs. Problem-Based Learning vs. X-BL | Edutopia - 0 views

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    "At the Buck Institute for Education (BIE), we've been keeping a list of the many types of "_____- based learning" we've run across over the years: Case-based learning Challenge-based learning Community-based learning Design-based learning Game-based learning Inquiry-based learning Land-based learning Passion-based learning Place-based learning Problem-based learning Proficiency-based learning Service-based learning Studio-based learning Team-based learning Work-based learning . . . and our new fave . . . "
Sara Wilkie

Why You Need to Fail - Peter Bregman - Harvard Business Review - 0 views

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    A growth mindset is the secret to maximizing potential. Want to grow your staff? Give them tasks above their ability. They don't think they could do it? Tell them you expect them to work at it for a while, struggle with it. That it will take more time than the tasks they're used to doing. That you expect they'll make some mistakes along the way. But you know they could do it.
Sara Wilkie

Teach Kids to Use the Four-Letter Word | Edutopia - 0 views

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    "Grit." A four-letter word that every teacher and student should know and use. 3 Steps: Powerful Words, Weekly Reflection Journals, Community Meetings
Sara Wilkie

'The Objective of Education Is Learning, Not Teaching' - Knowledge@Wharton - 0 views

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    "In their book, Turning Learning Right Side Up: Putting Education Back on Track, authors Russell L. Ackoff and Daniel Greenberg point out that today's education system is seriously flawed -- it focuses on teaching rather than learning. "Why should children -- or adults -- be asked to do something computers and related equipment can do much better than they can?" the authors ask in the following excerpt from the book. "Why doesn't education focus on what humans can do better than the machines and instruments they create?" "Education is an admirable thing, but it is well to remember from time to time that nothing that is worth learning can be taught." -- Oscar Wilde"
Jason Friedman

Is the Lecture Dead? - Richard Gunderman - The Atlantic - 2 views

  • e lecture as the prototypically old school, obsolete learning technology,
    • Chris English
       
      Is it difficult to view the lecture as a technology? What physical objects support the lecture? 
    • Jason Friedman
       
      Isn't technology just the delivery of information?
  • placed one of Texas's medical schools on probation, in part because its curriculum relied too heavily on "passive" approaches to learning -- foremost among them, lectures. In medical education circles, "lecture" is fast becoming a term of derision.
    • Chris English
       
      LCME accreditation is serious business.  Check out the standards here :  http://www.lcme.org/publications.htm#standards-section
  • And yet
    • Chris English
       
      What is the rhetorical effect here?  What signal is the author giving the reader with these two words?
  • ...13 more annotations...
  • e should attempt to understand better the features that distinguish effective, engaging lectures from those that leave learners limp.
    • Chris English
       
      Good idea.  I'm on board with understanding the difference between a good lecture and a bad one.
    • Chris English
       
      Let's highlight these with pink.
    • Jason Friedman
       
      I agree.
  • we lecturers
    • Chris English
       
      What revelation do we have here about the author's persona and the intended audience for this article?
  • What will I be able to get across to learners through a lecture that they could not get just as well and with less inconvenience by reading a book or working through an online learning module?
    • Chris English
       
      Golden question.  Essential to good practice and pedagogy
  • The real purpose of a lecture is to show the mind and heart of the lecturer at work, and to engage the minds and hearts of learners.
    • Chris English
       
      Primary assertion of the text.  Is this an appeal to ethos, logos, or pathos?
  • pens learners' eyes to new questions, connections, and perspectives
  • Great lecturers not only inform learners, they also engage their imaginations and inspire them.
  • A great lecturer tells a story
  • Great lecturers often share responsibility for solving these problems with learners, working with them in real time to find a solution
  • Learners are not merely sitting and passively listening
    • Jason Friedman
       
      I always say learning shouldn't be a spectator sport.
  • actively thinking and imagining right along with the lecturer as both struggle toward new insights
    • Chris English
       
      Sharing responsibility, collaborating in real time, solving problems, active thinking and imagining - these are all valued in the classroom.  What does that look like during a lecture?  What should I be seeing?  How do I gauge whether or not a students is engaged?
  • Pausch and Jobs could have confined their presentations to small groups, relying on much more direct interaction with a few audience members. They could have embedded their messages in interactive computer software programs that asked learners numerous questions and provided constructive feedback on their responses. They could have phoned their lectures in, using the latest distance-learning technology. Fortunately, however, they did not, and our world and the world of today's health professions students is the richer for their choice to lecture.
    • Chris English
       
      These are good examples of great speeches, but I hesitate to buy the idea that they are reflective of classroom lectures.  Neither example is comes form a classroom setting where students are meeting on a regular basis to learn.
  • Nor can efforts to cut down on the amount of lecturing be justified on the grounds that the lecture is dead or even moribund.
    • Chris English
       
      I'm willing to accept the argument that the lecture has a place in education.  Lectures can be an effective and inspirational teaching tool.  I don't think the argument leads to the second part of the conclusion - that we shouldn't reduce the number of lectures.  Lecturing is one tool.  As educators, we should have more than one tool.
  • I believe that we should revisit this venerable educational method before we sign its death certificate.
    • Jason Friedman
       
      I think this is important.  The lecture need not die but it can be improved.  Any technology if not used effectively is a disservice to the classroom.
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