Born to Learn ~ You are Born to Learn YouTube im Unterricht Details Geschrieben von Beat Küng YouTube und andere Videoplattformen werden noch immer erstaunlich selten im Unterricht genutzt. Zum Teil ist die Plattform in Schulen sogar gesperrt, was aus medienpädagogischer Sicht mehrfach kontraproduktiv ist. Wir müssen den kompetenten Umgang mit Videoplattformen vermitteln. Das Dossier „YouTube im Unterricht“ führt durch die Plattform und zeigt vom Erstellen eines Nutzerkontos bis zu den online-Bearbeitungsmöglichkeiten das Potenzial für die Medienbildung auf. Das Dossier kann als PDF heruntergeladen werden. Version 2013_7, komplette Überarbeitung Version 8-2012, mit der neuen YouTube-Funktion "Gesichter automatisch unkenntlich machen"
Khan Academy: Out of the Screen, Into the Physical World Culture Teaching Strategies Khan Academy In just the past couple of years, Salman Khan has built a huge following for the Khan Academy. But the videos are just the beginning. “One of the things I hope these kids will have is a more visceral, ingrained, intuitive sense of analytical thinking about world around them than even most adults do.” Far from just watching videos, kids at the We Teach Science camp got their hands on a slew of math, science, and engineering projects. They played a “paranoia” version of the game Risk to understand the theory of probabilities using Monopoly money, where kids trade securities based on the outcome of the game. They orchestrated a crowd-sourcing project to test the wisdom of the crowds by posting a one-day online photo contest that drew more than 1,000 participants. The upcoming summer camp will be similar to We Teach Science. At this early stage, it’ll be a bit of an experiment, too. But the details are still fuzzy about logistics. Related
The Conversation Prism by Brian Solis and JESS3 Teacher Evaluation – Let’s Just Forget It! I am struggling with all this talk about teacher evaluation and I can’t help but think that all of this time and energy is being wasted on something that we will never come to agreement on. Besides, with the primary focus of teacher evaluation more on standardized test scores than increasing the level of engagement in student learning opportunities can we really get where we want to go? In my opinion, we need learner-centered environments where teachers and students are all considered learners. While I agree that moving our public education system forward is a daunting task, I don’t think that evaluating teachers is the way to get there. Instead, we need to spend more time looking at environments where innovative thinking and creativity are fostered. I think we need to look at walkthrough models where teachers collectively gather data on the qualities of engaging classrooms in their own schools. photo via academyofstgeorge.org/ 460 views, 1 today What do you think?
Was Sie immer schon über Psychologie wissen wollten ... Arbeitsblätter zur wissenschaftlichen Psychologie allthingslearning A couple of weeks ago we started a “series” based on the work of those lovely chaps at the 21st Century Fluency Project – Lee Crockett, Ian Jukes and Andrew Churches very kindly gave me permission to use their new book Literacy is NOT Enough to create a number of “guest-posts” (now, if we could only get more writers to don their “creative commons” hats)! To date, I have done three posts: …and I promised that the forth would outline the “spirit” of the 5 Fluencies. Unable to edit down 6 chapters on my own, I got a “help me” message to Ian this morning… In less than an hour he had done this – Ian, you are “the man”! At the very heart of the 21st Century Fluency Project are the Five Fluencies. It’s important to note that these are not optional skills for our students, or for us. They must be cultivated by every teacher in every subject, and at every grade level. Solution Fluency Information Fluency Creativity Fluency Media Fluency Collaboration Fluency Global Digital Citizen Like this:
Test Of Three In ancient Greece (469 - 399 BC), Socrates was widely lauded for his wisdom. One day the great philosopher came upon an acquaintance, who ran up to him excitedly and said, "Socrates, do you know what I just heard about one of your students?" "Wait a moment," Socrates replied. "Before you tell me, I'd like you to pass a little test. It's called the Test of Three." "Test of Three?" "That's correct," Socrates continued. "No," the man replied, "actually I just heard about it." "All right," said Socrates. "No, on the contrary..." "So," Socrates continued, "you want to tell me something bad about him even though you're not certain it's true?" The man shrugged, a little embarrassed. Socrates continued, "You may still pass though because there is a third test - the filter of Usefulness. "No, not really..." "Well," concluded Socrates, "if what you want to tell me is neither true nor good nor even useful, why tell it to me at all?" The man was defeated and ashamed and said no more.
Next steps: getting ready for inquiry Although we are still adjusting to the routines in our literacy centers, we are ready to begin using the iPads in our content area instruction and inquiry. A little background: our faculty has both studied and been featured in a book/DVD series by Stephanie Harvey and Harvey "Smokey" Daniels entitled Comprehension and Collaboration: Inquiry Circles in Action. Inquiry-based learning has led to increased student choice and engagement, deep and meaningful questioning, and real-world advocacy and action. Our iPad grant proposal centered around incorporating the iPad into all the stages of student inquiry for our first and second graders, in addition to supporting their literacy development. Our first step will be to use multimedia to inspire student questioning and build background knowledge. Students will be using the app Simplenote to list the questions they have as they view the images and slide shows.
Barefoot In the head