Bloom’s Activity Analysis Tool. I have been working on a simple method of analysing teaching and learning technologies against Bloom’s Digital Taxonomy. I have taken the verbs associated with each of the taxonomic levels and arranged them across a sheets and then added a column for the activity components.
The idea is that you take your activity and break it down into the component elements and match these against the different taxonomic levels and the learning actions. For example if you looked at students constructing a wiki Editing the wiki is applyingSearching for the information – rememberingTagging the pages with suitable and detailed keywords and notes is understandingValidating the information is evaluatingUploading the resources to the wiki is applyingCollaborating and networking is a higher order skill and so on Here is the PDF version of this tool – blooms-activity-analysis This is a first draft and I would appreciate comments and suggestions.
Learning From Students. Small comments from students can cause large shifts in my understanding of learners, curriculum, and classroom dynamics. The other day, I overheard a student speaking to a friend. His comment changed my perception of him as a learner. "I wish I could do this semester over," he said with remorse. This student, whom I'll call James, had frequently frustrated me with his behavior. James' comment and his tone of despair helped me begin to see him as someone who wants to succeed. Making Space for Student Voices Insight from students is invaluable for teachers looking to deepen and refine their practice. Reflection Assignments at the End of Units Reflection can take place in writing or be shared with a group. Goal Setting and Self-Evaluations All of us, including our students, can benefit from conscious goal setting and then evaluating our success in meeting our goals.
Have Students Provide Feedback for Themselves Provide Students With Choice Valuing Student Voices Student voices matter. 4 Tips to Transform Your Learning Space. Editor's Note: Elissa Malespina, Jennifer LaGarde, and Laura Flemming contributed to this post. I have always been infatuated with libraries. As a child, my mom used to take me to the local public library for story time. During high school, I spent hours tucked into stacks, looking for a quiet place to learn.
However, in college, I quit the library. Recently, I wrote about the transformation of libraries from archives of resources to active learning commons that encourage exploration, creation, and collaboration. Tip #1: Create an Agile Space Classrooms and libraries often have a uniform appearance even though they could be used for a multitude of activities.
In a Teacher-Librarian Virtual Cafe webinar this fall, Jennifer co-presented the concept of MacGyver Librarianship: The Art of Doing More w/Less! Tip #2: Design an Inviting Space Other suggestions from both Elissa and Laura for accomplishing this goal include: Tip #3: Build a Makerspace Tip #4: Create a Community. The 8 Minutes That Matter Most. I am an English teacher, so my ears perk up when writers talk about their process. I've found the advice handy for lesson planning, too. That's because both writing and planning deal with craft. In writing, you want your audience to be absorbed. You want them to care about your characters. John Irving, the author of The Cider House Rules, begins with his last sentence: I write the last line, and then I write the line before that.
That is the crux of lesson planning right there -- endings and beginnings. The eight minutes that matter most are the beginning and endings. Here are eight ways to make those eight minutes magical. Beginnings 1. YouTube reaches more 18- to 34-year-olds than any cable channel. 2. If you want to create a safe space for students to take risks, you won't get there with a pry bar. 3. Toss a football around the class before you teach the physics of a Peyton Manning spiral. 4. Kelly Gallagher says that students should write four times as much as a teacher can grade. 1.
19 Ridiculously Simple DIYs Every Elementary School Teacher Should Know. How Student Centered Is Your Classroom? In the education world, the term student-centered classroom is one we hear a lot. And many educators would agree that when it comes to 21st-century learning, having a student-centered classroom is certainly a best practice. Whether you instruct first grade or university students, take some time to think about where you are with creating a learning space where your students have ample voice, engage frequently with each other, and are given opportunities to make choices.
Guiding Questions Use these questions to reflect on the learning environment you design for students: In what ways do students feel respected, feel valued, and feel part of the whole group? In what ways do students have ownership of the classroom? Balancing Teacher Roles So let's talk about that last question, and specifically, direct instruction versus facilitation. How do you decide on how much of one role and not enough of another? Teaching kids to be ‘digital citizens’ (not just ‘digital natives’) - The Answer Sheet. This was written by John Merrow, veteran education reporter for PBS, NPR, and dozens of national publications. He is the president of the nonprofit media production company Learning Matters. Merrow’s latest book is “The Influence of Teachers.”
This post first appeared on Merrow’s blog, Taking Note. By John Merrow I often hear adults describing today’s young people as “digital natives,” usually with a tone of resignation or acceptance: “They are so far ahead of us, but we can turn to them for help,” is the general message I hear. My reaction is “Whoa there, Nellie,” because to me that kind of thinking smacks of abdication of adult responsibility. Yes, most young people know more than we adults because the fast-changing world of modern technology is alien to us, wildly different from the one we grew up in. I accept the general truth of what someone called the “Three C’s 1-9-90” rule of thumb, sad and depressing as it is.
Unless, of course, we are equally guilty. And we are. 1. 2. 3. 4. Should Teachers Grade Homework? There are quite a few different views about whether or not homework should be graded. Some say absolutely not; others definitely yes. And still others choose to just give a completion grade but not grade the work itself. I suppose I’ve actually fallen into all three camps at different points. But none of them really seemed quite right….. If You Don’t Count Homework I was taught in college not to count homework at all. The problem with this, though, is that the students quickly learn that homework doesn’t count for a grade and thus they’re much less motivated to put much effort into it.
And, unfortunately, a completion grade isn’t much better. When I gave completion grades for homework, what I found was that the students’ work just got worse and worse. It just wasn’t working. If You Do Count Homework I knew I needed to change how I graded homework, but I wasn’t too thrilled with just giving them a percentage grade either. You see, I taught math, and I view math homework as practice. Questioning Authority: Evaluating Wikipedia Articles. Jim Wilson/The New York TimesSue Gardner, executive director of the Wikimedia Foundation, with an assistant, James Owen.Go to related article » Overview | If Wikipedia is a collaborative project open to all, why are fewer than 15 percent of the site’s contributors women?
How authoritative and complete do Wikipedia articles tend to be? In this lesson, students evaluate Wikipedia articles and consider the factors that contribute to the articles’ reliability. Materials | Copies of the Fill-In: Wikpedia and Gender (optional), student journals, computers with Internet access Warm-up | Give students 10 minutes to complete the Fill-In: Wikpedia and Gender, which introduces them to the article they will be reading in class. Next, give students two minutes to write down as many topics they have looked up on Wikipedia as they can remember. Now discuss students’ experiences with Wikipedia, now in its 10th year as an online reader-generated public encyclopedia. Technology 2. Language Arts 1. How to Turn Your School Into a Maker Haven. Exploratorium/Flickr One of the best ways for frustrated parents, students and teachers to convince school leaders that it’s time for a reboot is with amazing student work.
An unconventional learning community of “makers” — people who like to figure out and fix problems with their hands — stands ready to demonstrate a hands-on learning style in which students engage problems that matter to them, taking agency and displaying creativity along the way. The Maker Movement is slowly infiltrating schools across the country with the help of dedicated educators and inspirational students proving with their creations that they can do incredible things when given a chance.
“People are seeing through the eyes and the hands and the screens of children what’s possible, and it’s re-energizing progressive views of education,” said Gary Stager, co-author with Sylvia Libow Martinez of “Invent to Learn,” a book about the Maker Movement. “School is a big system,” Martinez said. Related. 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 21stcenturyhsie.weebly.com (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?
These stages have some overlap with self-directed learning. References Cross, M. (1996). Kuhlthau, C., Maniotes, L., & Caspari, A. (2007). The Inside-Out School: A 21st Century Learning Model. The Inside-Out School: A 21st Century Learning Model by Terry Heick As a follow-up to our 9 Characteristics of 21st Century Learning we developed in 2009, we have developed an updated framework, The Inside-Out Learning Model. The goal of the model is simple enough–not pure academic proficiency, but instead authentic self-knowledge, diverse local and global interdependence, adaptive critical thinking, and adaptive media literacy. By design this model emphasizes the role of play, diverse digital and physical media, and a designed interdependence between communities and schools. The attempted personalization of learning occurs through new actuators and new notions of local and global citizenship.
An Inside-Out School returns the learners, learning, and “accountability” away from academia and back to communities. No longer do schools teach. The 9 Domains Of the Inside-Out Learning Model 1. 2. 3. 4. 5. 6. 7. 8. 9. Creating Classrooms We Need: 8 Ways Into Inquiry Learning. If kids can access information from sources other than school, and if school is no longer the only place where information lives, what, then happens to the role of this institution? “Our whole reason for showing up for school has changed, but infrastructure has stayed behind,” said Diana Laufenberg, who taught history at the progressive public school Science Leadership Academy for many years.
Laufenberg provided some insight into how she guided students to find their own learning paths at school, and enumerated some of these ideas at SXSWEdu last week. 1. BE FLEXIBLE. Laufenberg recalled a group of tenacious students who continued to ask permission to focus their video project on the subject of drugs, despite her repeated objections. 2.
Laufenberg’s answer: Get them curious enough in the subject to do research on their own. “Rather than saying, ‘We’re going to study immigration,’ I took them through a process where they become interested in it themselves,” she said. 3. 4. 5. 6. 7. 8. Confuse Students to Help Them Learn - Teaching. By Steve Kolowich If you had to pick a single word to explain how Derek Muller ended up in a Perth hotel room arguing with an empty chair, it probably would be "confusion. " About a decade ago, Mr. Muller, then a doctoral candidate at the University of Sydney, wanted to figure how out to make science videos that students would learn from, not just watch. So he did some experiments. He got a handheld camera and rudimentary animation and editing software, and recorded some educational videos aimed at teaching basic physics concepts.
In some videos, he had an actor explain the concepts straightforwardly, with simple drawings and animations. In other videos, he included more ambiguity. None of Mr. But when Mr. Mr. In a 2011 video summarizing his research, Mr. "It seems that, if you just present the correct information, five things happen," he said. Confusion is a powerful force in education. Not surprisingly, the students who had gotten mixed messages reported being confused more often. Mr. 10 Shifts in Thought & Action Made by High-Impact Teachers.
The more I visit classrooms around the country and observe different types of teachers, the more I notice a series of shifts. In fact, when I interview well-regarded teachers who appear to have consistently positive results with students, I hear them describing a rather consistent list of shifts in their habits and thinking throughout their teaching career. Here is what I hear. 1. From teaching groups of students to teaching individual students in a group. The first leaves the teacher picking some middle ground and teaching all students the same way at the same time. That works for some, but it bores the advanced students and overwhelms the struggling learners. 2. 3. 4. 5. 6. 7. 8. 9. 10.