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Sara Wilkie

Learning with Artifacts - 0 views

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    "Knowledge often comes to us via transcribed content or artifacts, which is derived from other's knowledge. These are facts, concepts, processes, procedures, and principles (Clark & Chopeta, 2004). Thus, artifacts are used in the learning process for creating knowledge, while in turn, knowledge creates new artifacts. Content There are five primary types of content (artifacts of knowledge): facts, concepts, processes, procedures, and principles (Clark, Mayer, 2007): "
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

Educational Leadership:Inventing New Systems:The Stages of Systemic Change - 0 views

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    "Administrators across the United States are recognizing that the education system needs fundamental changes to keep pace with an increasingly complex global society. Yet, the deeper we get into the process of change, the more confused we can become. We need some sense of what to expect and what direction to take. Seeing the patterns of change can be difficult; stakeholders in a system tend to see change primarily from their own perspective. Often teachers may not understand what is seen by administrators and parents, nor do administrators or parents see change from a teacher's perspective, or from each other's. To give stakeholders an aerial view of the shifts occurring in educational systems, the matrix "A Continuum of Systemic Change" defines six developmental stages and six key elements of change (see fig. 1). A composite of experiences in systemic change from across the United States and at all levels of education, the matrix provides stakeholders with a common vantage point for communicating and making decisions about change."
Sara Wilkie

Moving at the Speed of Creativity | Learning about Visual Notetaking from Giulia Forsythe - 0 views

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    "In the process of writing and finalizing the chapter on "Visual Notetaking" for my forthcoming eBook, "Mapping Media to the Common Core," I found Giulia Forsythe's blog page "Visual Practice" and her WONDERFUL presentation a year ago for the 2012 University of Mary Washington Faculty Academy. Her presentation slides are available on SlideShare, and the entire 68 minute, recorded presentation is on Vimeo. I highly recommend you watch this entire presentation if you're interested (as you should be) in learning more about visual notes."
cynthiahori

Creativity on the Run: 18 Apps that Support the Creative Process | Edutopia - 0 views

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    in case you don't already know!
Chris English

Three lessons from the science of how to teach writing | Education By The Numbers - 5 views

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    Troubled by the vagueness in some places, but it's a review of an unpublished paper that's in press, so reading the original would solve a lot of that. #2 - This is dangerous, I think, without a lot more context. The rationales given for "why" were all completely speculative, and the evaluation was based on readers. Again, love to see the numbers/controls used. A big one for ESL (which I'm sure this doesn't address, and which is problematic on a whole different level, of course) is that the definition of "word processing" -- DOES it include using grammar/spell check? Controls could include NOT using MS Word or its ilk, but instead just typing in email or a form, or using TextEdit. Another could be the relative ages of the readers -- has a whole generation been "Microsoftened"? #3 I'd absolutely need more evidence to buy into completely. The real issue that is not addressed is CONTEXT. If I teach you the physics of internal combustion, I'm not going to expect that you can now fix a car... unless I do a lab on fixing car engines to go along with that physics lesson. I'd hold that the same could apply -- but we don't know if THAT study has even been attempted.
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