Zoom
Trash
Related:
OpenSourceCPD : Main - Home Page browse High Tech High and Networks of Ideas : Mindworkers Posted on | July 10, 2012 | Comments Off High Tech High and Author Reflected Today I published a long-in-the-works case study of High Tech High, the collection of schools in San Diego County that follow the same design and operating principles. Each of the 11 HTH schools is small, a maximum of 125 students per grade, and personalized. Each of the schools follows a project-based curriculum that requires students to make connections to the adult world, through projects and internships that are critical in helping students set their sights higher and aim toward college. Each of the schools follows what the school calls a “common intellectual mission” integrating head and hand. Finally, the schools work around the principle that it is the teacher who designs the curriculum. Like all visitors, I was charmed by the schools: Students having fun while fully engaged in projects. But it was a public policy puzzle that drew me to HTH. In many ways, it’s idea leadership at its best. Comments
Instructional Strategies Online "What children learn depends not only on what they are taught but also how they are taught, their development level, and their interests and experiences.... These beliefs require that much closer attention be paid to the methods chosen for presenting material..." Understanding the Common Essential Learnings, Saskatchewan Education, 1988. (p.10) "The last decades of research in human learning have presented new insights into the ways that learners are active in constructing their own understanding. Constructivist learning theories have shown the limitations of viewing 'learning' as something we can 'give' to students that they will 'receive' or learn in exactly the same form, at exactly the given time."
Types of Classroom Assessment (Assessment) Types of Classroom Assessment Making assessment an integral part of daily mathematics instruction is a challenge. It requires planning specific ways to use assignments and discussions to discover what students do and do not understand. It also requires teachers to be prepared to deal with students' responses. Merely spotting when students are incorrect is relatively easy compared with understanding the reasons behind their errors. Assessment is integral to the teaching–learning process, facilitating student learning and improving instruction, and can take a variety of forms. Assessment for Learning (Formative Assessment) The philosophy behind assessment for learning is that assessment and teaching should be integrated into a whole. Assessment for learning is ongoing assessment that allows teachers to monitor students on a day-to-day basis and modify their teaching based on what the students need to be successful. Assessment of Learning (Summative Assessment) Assessment as Learning
The Theory and Practice of Online Learning Awards The Theory and Practice of Online Learning is the winner of the 2009 Charles A. Wedemeyer Award, provided by the University Professional & Continuing Education Association. About the Book Every chapter in the widely distributed first edition has been updated, and four new chapters on current issues such as connectivism and social software innovations have been added. About the Author Terry Anderson is a professor and Canada Research Chair in Distance Education at Athabasca University. Download the eBook Copyright: This work is licensed under a Creative Commons License (CC BY-NC-ND 2.5 CA). Download the entire book Select a Chapter Download Front Matter DownloadTable of Contents Download Foreword to the Second Edition Download Introduction PART I: Role and Function of Theory in Online Education Development and Delivery Download1. Download2. Download3. Download4. PART II: Infrastructure and Support for Content Development Download 5. Download 6. Download 7. Download 8. Download9. Download11.
What’s the Best Way to Practice Project Based Learning? By Peter Skillen Project Based Learning can mean different things to different people, and can be practiced in a variety of ways. For educators who want to dive in, the good news is that a rich trove of resources are available. In order to create your own definition and practice, here are some parameters to consider. We like to think with the frame of continua rather than dichotomies simply because things are rarely on or off, black or white, ones or zeroes. You could likely add other dimensions to consider as you build your own understandings and beliefs. Who is in control? Who is asking the question to be investigated in the project? If the projects are collaborative in nature, you may wish to consider the amount of interdependence that students have with one another. Is the content a rich, deep problem space or is it a more narrowly focused content area? How authentic is the problem under investigation? This post originally appeared on Voices from the Learning Revolution. Related
9 Ways Neuroscience Has Changed The Classroom | TeachThought There is often a big divide between what happens in the laboratory and the way laboratory findings are practically applied. The relationship between neuroscience research and education is no exception. While there are numerous educational products that claim to be based on neuroscience research (often quite dubiously so), the real impact of brain-based research on education has been much more subtle. While neuroscience hasn’t yet radically changed the way we think about teaching and learning, it is helping to shape educational policies and influencing new ways of implementing technology, improving special education, and streamlining day-to-day interactions between teachers and students. While there is still a long way to go before we truly understand the science of learning and how to use those findings in the real world classroom, it’s important to highlight some of the key ways that neuroscience is changing the classroom of today for the better. 1. 2. 3. 4. 5. 6. 7. 8. 9.
Bloom’s Taxonomy and the Digital World Bloom’s Taxonomy, developed in the 1950′s, expresses thinking and learning through a set of concepts that begin with lower order thinking skills (LOTS) and build to higher order thinking skills (HOTS). The initial phraseology of Bloom’s Taxonomy had six levels, beginning with knowledge at the lowest, then progressing through comprehension, application, analysis, synthesis and evaluation. The basis for the theory is rather straightforward, a person cannot understand something that he does not remember (know) nor can he/she analyze or apply that knowledge if the person does not understand the material. In education, quality teachers seek to bring their students to the HOTS level of the taxonomy whenever possible. Bloom’s Revised Taxonomy Bloom’s Revised Taxonomy, constructed over the last 15 years, turns these words into different phrases. The revised taxonomy begins with the word remembering before moving to understanding, applying, analyzing, evaluating and creating.
Wheaton High to model project-based learning for Montgomery County schools This is project-based learning, where educational instruction moves away from a traditional academic setting to an active classroom that encourages collaboration and communication among students. As the Montgomery County Public Schools system plans to replace the Wheaton High School building in Silver Spring, officials aren’t just aiming for physical classroom overhauls. They’re also planning to redesign the curriculum, expanding a project-based learning environment that will resemble adult work settings and real-life situations. It is part of a larger quest to “redefine the school” and prepare students for “21st century education,” Schools Superintendent Joshua P. “Critical competencies for workers now include skills and knowledge acquired beyond a high school education as well as the ability to apply learning, think critically about information, solve novel problems, collaborate, create new products and processes, and adapt to change,” Starr said. School projects aren’t new.
Share Ideas that matter