Teacher Challenge

Inter.Connect.Ed Comment développer les compétences transversales ? Il est intéressant de faire le point sur la structure de notre formation. Actuellement, nous cherchons à développer des compétences transversales, regroupées sous 2 chapitres : s’ouvrir aux autres et apprendre à apprendre. Comment structurer une formation pour intégrer ces compétences ? Voici notre réponse sous forme d’un modèle centrés sur ‘les apprenants’. Depuis un moment, nous cherchons à faire évoluer notre formation afin de développer chez nos étudiants les compétences transversales dont ils auront besoin dans leur cursus professionnel. 1 – Quelles compétences développer ? Une première piste part du constat que nous formons des étudiants à des métiers qui n’existent pas encore. Par ailleurs, on peut chercher du côté de l’entreprise quelles sont les compétences qui sont le plus recherchées. 2 – Comment développer ces compétences ? Cela semble partir dans deux directions : Afin de synthétiser cela, voici un schéma qui représente notre approche pédagogique 3 – Critique du modèle

Jeff's Edublog Naked Eye Observation Telescopic Observation Spacecraft flyby mission Orbiter observations Planetary Lander Detailed view of landscape Finding Life continue reading This post contains information and resources presented by Jeff Stanger at the 15th Biennial Science Teachers Workshop, The University of Sydney, November 5th, 2012. continue reading Two examples of pedagogies that can be used with Clickers in the high school classroom are summaries in this document www.jeffstanger.net/Science Teaching/Handout.pdf A pdf copy of the presentation from the CONASTA conference can be found at Teaching/Stanger SGGHS Clickers Case Study CONASTA 2012.pdf continue reading The New The Old continue reading continue reading continue reading Click the image below to see a word cloud for my blog. continue reading

Rethinking the digital future Kelli McGraw | sharing resources, inviting conversations School Day of the Future How Do We Prepare Our Children for What’s Next? When most of us were deciding what to major in at college, the word Google was not a verb. It wasn’t anywhere close to being conceived at all. Neither was Wikipedia or the iPhone or YouTube. We made decisions about our future employment based on what we knew existed at the time. We would become […] Continue Reading A Glimpse into Future Schools Education Next’s report on five schools that exemplify the model of the future school includes the Denver School of Science and Technology and Carpe Diem Collegiate High School. Continue Reading A Challenge to Doubters: Do Something Impossible Make Your Own List. Continue Reading 21 Things That Will Be Obsolete by 2020 Flickr: Corey Leopold Inspired by Sandy Speicher’s vision of the designed school day of the future, reader Shelly Blake-Plock shared his own predictions of that ideal day. Continue Reading The School Day of the Future is DESIGNED Continue Reading Continue Reading Continue Reading Continue Reading

It's Not All Flowers and Sausages Literacy and Essential Skills: Why Digital Literacy is Crucial The Guardian recently published an article called “No place in class for digital illiterates“. The article talks about how children who lack technology literacy skills are getting left behind. Writer Gavin Dudeney talks about changing definitions of literacy that now include “digital literacy” or the ability to use the Internet and interact with digital texts. As I was writing The Need For Increased Integration of Technology and Digital Skills in the Literacy Field in Canada I found research that suggests that Canada’s 9 Literacy and Essential Skills may be just the beginning. People need to know how to search for everyday information such as bus schedules, tax information and other important information that is part of every day living. Children who do not know how to use touch screens or the Internet may find themselves disadvantaged later on, as they try to catch up with digitally savvy peers. As an educator, I worry about such approaches. Like this post? Like this: Like Loading...

First Steps The Myth of Learning Styles by Cedar Riener and Daniel Willingham There is no credible evidence that learning styles exist. While we will elaborate on this assertion, it is important to counteract the real harm that may be done by equivocating on the matter. What is a Learning Style? The claim at the center of learning-styles theory is this: Different students have different modes of learning, and their learning could be improved by matching one's teaching with that preferred learning mode. The most popular current conception of learning styles equates style with the preferred bodily sense through which one receives information, whether it be visual, auditory, or kinesthetic (for some reason, no one claims that there are tactile or olfactory learners). As you will see, the claim that the mode of presentation should match the preferred mode of learning subsumes several other claims, and it is worth unpacking the learning-styles concept in order to consider its constituent subclaims separately. Resources 1. 2. 3.

The Pursuit of Technology Integration Happiness