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Allmänt om läraryrket och LÄRANDE

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Struktur: Samtalstrappan – Kooperativt Lärande. Struktur: Samtalstrappan Kooperativt Lärande (KL) tränar många av elevens förmågor, både socialt och kunskapsmässigt. Detta görs i samarbete och samtal. Därför krävs att vi tränar på hur man samtalar. I strukturen Samtalstrappan läggs fokus på att lyssna, berätta och återberätta. Eleverna får också träna på att samtala med en röd tråd och att hålla sig kort utan att kompromissa med innehållet.

Slutligen så får de träna på turtagning, att ha tålamod och att inte avbryta de som pratar. I Samtalstrappan bygger du som lärare upp en ram för hur samtalen ska se ut. Samtalsgrunden (ca 5 min). Dela upp eleverna i grupper om 4-6 elever.Utse en elev som har rollen som Tidshållare och dela ut en klocka/mobil att ta tiden med. Detta är grundprocessen. Samtalstrappan ger eleverna verktyg för samtal att använda i andra strukturer. Klassexempel Strategi: Roller I Kooperativt Lärande (KL) flyttas fokus från läraren till eleverna. I "Allmänt" Struktur: EPA - enskilt, par, alla Viktigt att tänka på. Chinese children climb 800m cliff to get home from school – video. Skolforum 2015: Dokumentation för lärande. 22 Powerful Closure Activities.

Too many university supervisors and administrators criticize the absence of lesson closure, a dubious assessment practice likely caused by the improper use of Madeline Hunter’s lesson plan model (PDF) as a de facto checklist of eight mandatory teaching practices -- anticipatory set, objective and purpose, input, modeling, checking for understanding, guided practice, independent practice, and closure -- a custom that Hunter decried in 1985 (PDF). Although it offers multiple benefits, please don't view closure as a professional must-do. What Is Closure? Closure is the activity that ends a lesson and creates a lasting impression, a phenomenon that Colorado State University professor Rod Lucero calls the recency effect. Teachers use closure to: Check for understanding and inform subsequent instructionEmphasize key informationTie up loose endsCorrect misunderstandings Students find closure helpful for: Creative Closure Activities 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Have kids sketch a book cover. 11. Steg för steg. Naturvetenskapligt ämnesspråk som räknas. Will video kill the lecturing star? | Higher Education Network. You may have heard about the flipped classroom approach, in which lectures are viewed at home and class time is used for discussion, project work and other practical exercises. You may also have been wondering whether to bother with it, and how it actually would work in practice. For our modules on conflict resolution and international relations, we have created short video lectures for our students – from first-year undergraduates to master’s – to watch at home. And when they come to class, we work on applying what they have already learned. Here are our tips on how to flip: Keep it brief Students will be watching video lectures at home, so it is best to keep them short to maintain their attention, especially if the clips are supplementing rather than replacing required reading.

We try to limit our videos to 15 to 25 minutes and we normally group three together to cover key topics, concepts and ideas. Track engagement Flip the reading Keep content in one place Check your stats.

Styrdokument & betyg

Pea_2077_37829_1. Fish Bowl. On-the-Spot Support: Using the Scaffolding Technique in Your Teaching Approach. When you think about scaffolds, you probably visualize the structures used during construction to support workers and materials. Scaffolded instruction is very similar, in that the teacher applies educational techniques to support the thought processes of the student. Teachers break lessons into smaller pieces and provide assistance to allow the student to master the material. Scaffolding offers an approach that is ideal for dissecting complicated material. Understanding the Basics of Scaffolding Image via Flickr by ilmicrofono.oggiono Scaffolding involves the following structure: the teacher does it, the class does it, the group does it, and then the student does it.

By starting larger and working towards a more individual approach, students gets comfortable with the process for solving the problem at hand, until they can handle it on their own. The purpose of scaffolding is to provide support to your students and facilitate learning. How to Implement Scaffolding as a Teaching Strategy. Stödinsatser: extra anpassningar, särskilt stöd och åp - exempel. Välkommen till Acedu! The Importance of Asking Questions to Promote Higher-Order Competencies. Irving Sigel devoted his life to the importance of asking questions. He believed, correctly, that the brain responds to questions in ways that we now describe as social, emotional, and cognitive development. Questions create the challenges that make us learn.

The essence of Irv's perspective is that the way we ask questions fosters students' alternative and more complex representations of stories, events, and circumstances, and their ability to process the world in a wider range of ways, to create varying degrees of distance between themselves and the basis events in front of them, is a distinct advantage to learning. However, Irv found that schools often do not ask the range of questions children need to grow to their potential.

In this column and the next, using the story of Goldilocks and The Three Bears, we can learn from Irv about how to improve our question asking so that students learn more from text and from the world around them.

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Tankesmedjan_rapport7-low-färdig-version.pdf. Bra lärare. Uttrycksformer för upptäckare - fördjupning. Att utvärdera sin undervisning och synliggöra förbättringsområden. Det är dags att utvärdera undervisningen. I alla fallfärdiga min del skriftligt. Jag gör det fortlöpande under terminen men oftast muntligt. Jag har gjort lite olika från år till år men i år satte ihop dessa dokument för mina ämnen. Det går ju att göra utvärderingen i Google formulär också men vi har så begränsat med datorer så det får bli nästa år. Tanken med utvärderingarna är sedan att gå igenom dem på en ämneskonferens med kollegor och lyfta utvecklingsområden. Det är då vi synliggöra vad som behövs och vi konkret diskuterar hur:et vi kan utveckla oss som pedagoger.

Utvärdering av terminen i engelska Utvärdering av terminen i svenska Jag hade förberett den nedan i driven men kommer strunta i att använda den, men vill någon låna den så feel free. 20 Questions To Guide Inquiry-Based Learning. 20 Questions To Guide Inquiry-Based Learning Recently we took at look at the phases of inquiry-based learning through a framework, and even apps that were conducive to inquiry-based learning on the iPad.

During our research for the phases framework, we stumbled across the following breakdown of the inquiry process for learning on (who offer the references that appear below the graphic). Most helpfully, it offers 20 questions that can guide student research at any stage, including: What do I want to know about this topic? How do I know I know it? What kinds of resources might help?

How do I know the info is valid? These stages have some overlap with self-directed learning. References Cross, M. (1996). Kuhlthau, C., Maniotes, L., & Caspari, A. (2007). Teaching Students to Embrace Mistakes. For the last ten years, we've worked one-on-one with students from elementary school through graduate school. No matter their age, no matter the material, when you ask what they're struggling with, students almost universally name a subject: "math," "English" or, in some instances, "school.

" Doubting that all of school is the issue, we then ask to see their last test. After some grumbling, the student digs down, deep into the dark, dank recesses of his or her backpack, and pulls out a balled-up, lunch-stained paper that, once smoothed out, turns out to be the latest exam. To a teacher, this should be incredibly frustrating. The Science Behind Mistakes Telling students they need to take advantage of the feedback they get isn't just good advice -- it's established science. Picture a classical violinist rehearsing. Mistakes are the most important thing that happens in any classroom, because they tell you where to focus that deliberate practice. Credit: Hunter Maats and Katie O'Brien. Svensklararensi_-20254891.pdf. Final exams vs. projects – nope, false dichotomy: a practical start to the blog year. Let’s begin the new year with a nuts and bolts educational issue.

(My New Year’s Resolution is to say less about hot-button political issues and make fewer needless enemies…). In this post I consider the place of final exams. In the next post I consider the place of lectures in teaching. Exams vs. projects? There are really only 3 non-negotiables in UbD: There has to be a clear, constant, and prioritized focus on ‘understanding’ as an educational goal. In sum, UbD says: IF you use a method, THEN it should align with course goals. Alas, far too many final exam questions do not reflect higher-order understanding-focused goals and only reflect habits, as countless studies using Bloom’s Taxonomy have shown. In fact, it is smart design to think about “evidence needed, given the goal” and thus not think about assessment type until the end. This same critique applies to hands-on projects, not just blue-book exams. Getting clearer on evidence of understanding. The first audit: Like this: Awesome Chart for Teachers- Alternatives to Traditional Homework.

Age of Distraction: Why It’s Crucial for Students to Learn to Focus. Digital classroom tools like computers, tablets and smartphones offer exciting opportunities to deepen learning through creativity, collaboration and connection, but those very devices can also be distracting to students. Similarly, parents complain that when students are required to complete homework assignments online, it’s a challenge for students to remain on task.

The ubiquity of digital technology in all realms of life isn’t going away, but if students don’t learn how to concentrate and shut out distractions, research shows they’ll have a much harder time succeeding in almost every area. “The real message is because attention is under siege more than it has ever been in human history, we have more distractions than ever before, we have to be more focused on cultivating the skills of attention,” said Daniel Goleman, a psychologist and author of Focus: The Hidden Driver of Excellence and other books about social and emotional learning on KQED’s Forum program.

Labels limit learning: James Nottingham at TEDxNorrkopingED. Konstruktiv länkning | Skolutveckling. Det finns tillfällen när man stöter på begrepp som sätter ord på det man kämpat med att formulera. Mitt möte med konstruktiv läkning var ett sådant tillfälle. I mitt arbete på Utvecklingsavdelningen är ett av mina uppdrag att arbeta med bedömnings- och betygssättningsfrågor. Under senare år har det blivit allt tydligare att bedömning är mer än bara en värdering av ett nuläge. Bedömning för lärande är ett förhållningssätt där bedömningen ska stödja elevens fortsatta utveckling av förmågor och färdigheter.

Uppfattad på det sättet blir bedömning en del i en treenighet tillsammans med undervisning och lärande. Konstruktiv länkning bidrar till att stärka denna treenighet genom att den fokuserar på vikten av relevanta undervisnings- och läraktiviteter. Konstruktiv länkning är ett systematiskt sätt att utforma undervisnings- och läraktiviteter så att eleverna kan uppnå lärandemålen. /Lisbeth.

Didaktiska tips

Forskning. Rubrics for Teachers - Assessment. Learn more about our Online Courses, Online Certificate Programs, and Graduate Degree A collection of rubrics for assessing portfolios, group work/cooperative learning, concept map, research process/ report, PowerPoint, oral presentation, web page, blog, wiki, and other social media projects.

Quick Links to Rubrics Social Media Project Rubrics Wiki RubricCriteria for assessing individual and group Wiki contributions. Blog RubricAssess individual blog entries, including comments on peers' blogs. Twitter RubricAssess learning during social networking instructional assignments. Discussion, Teamwork, and Group Work Rubrics Online Discussion Board RubricAssessing ability to share perspectives, refine thoughts through the writing process, and participate in meaningful discussionPrimary Grade Self-Evaluation Teamwork Rubric (PDF)Features of a sandwich to graphically show the criteria PowerPoint and Podcast Rubrics A+ PowerPoint Rubric Joan Vandervelde's rubric provides 10 performance categories. The factlab - Where facts become your knowledge. Design Thinking: Immersion 1 | Develop a generative topic title. ​Take any topic or project you have in your current curriculum and think carefully about the titles you have given them. With a generative topic title we have a great opportunity to engage our student from the first words we present to them. ​

The Why If you are going to be in a position to inspire your students you need to feel inspired yourself. Most of our traditional topics can very quickly be given a new lease of life by developing a more generative topic title. We need to be able to literally propel our learners into the topic with these few words. The Experiment Developed over time in schools this approach provides a great opportunity to position a topic in a new, very inspiring place. Your Next Steps Find some colleagues to discuss your topics. Checklist for Generative Topic Titles Use the following questions to scrutinise your title ideas once you have a couple you like: Does it pass the “So what?” 9 Reasons Why Failure Is Not Fatal. Failure. Fear of it is universal, experiencing it is inevitable, and running from it is dependably routine. As a culture we can’t seem to shake the negativity of the term – even though most success stories have a shared foundation in some kind of accidental realization, wrong-footed first attempt, or outright error.

Here, we pool our favorite videos and articles on the subject as a gentle reminder that our only real failure is to live life without it. 1. This brief TED talk by “Wrongologist” and author Kathryn Schulz cleverly covers the inescapable error of the human mind – and the beautiful results of its imperfection. 2. The US’s bestselling vacuum isn’t just a perfect example of rethinking the norm, it’s the happy result of failure – 5,126 of them. You once described the inventor’s life as “one of failure.”

I made 5,127 prototypes of my vacuum before I got it right. Not all failures lead to solutions, though. We’re taught to do things the right way. 3. 4. Of course I do. 5. 7. 8. 9.

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