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Learning Strategies

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Flipping Bloom’s Taxonomy. Teacher Shelley Wright is on leave from her classroom, working with teachers in a half-dozen high schools to promote inquiry and connected learning.

Flipping Bloom’s Taxonomy

I think the revised Bloom’s Taxonomy is wrong. Hear me out. I know this statement sounds heretical in the realms of education, but I think this is something we should rethink, especially since it is so widely taught to pre-service teachers. I agree that the taxonomy accurately classifies various types of cognitive thinking skills. It certainly identifies the different levels of complexity. Old-school Blooms: Arduous climb for learners Conceived in 1956 by a group of educators chaired by Benjamin Bloom, the taxonomy classifies skills from least to most complex.

Five Best Practices for the Flipped Classroom. Ok, I'll be honest.

Five Best Practices for the Flipped Classroom

I get very nervous when I hear education reformists and politicians tout how "incredible" the flipped-classroom model, or how it will "solve" many of the problems of education. It doesn't solve anything. It is a great first step in reframing the role of the teacher in the classroom. It fosters the "guide on the side" mentality and role, rather than that of the "sage of the stage. " It helps move a classroom culture towards student construction of knowledge rather than the teacher having to tell the knowledge to students. It also creates the opportunity for differentiated roles to meet the needs of students through a variety of instructional activities. 1) Need to Know How are you creating a need to know the content that is recorded?

2) Engaging Models. 7 Strategies to Make Your Online Teaching Better. This GradHacker post is by Andrea Zellner, PhD candidate in Ed Tech/Ed Pysch at Michigan State University, @andreazellner There is no doubt that online education has arrived in Higher Education.

7 Strategies to Make Your Online Teaching Better

Each year, the numbers of colleges and universities offering online courses increases. There is certainly appeal for these types of courses: students can better fit them into busy schedules and traveling to campus is no longer required. While I dabbled in teaching hybrid and online courses for a while, I have been teaching online for most of the past two years. Additionally, I began my graduate career in a hybrid PhD program: two weeks of face-to-face instruction with the rest of the instruction and work provided entirely online, and mostly asynchronously. 1. 2. 3. 4. 5. Scenario Based Instructional Design- A Rational « The Healthcare Learning Clinic. Scenario- based learning stages a context, within which learners live and work in their everyday life.

Scenario Based Instructional Design- A Rational « The Healthcare Learning Clinic

It’s based on the concept of situated cognition, which is the idea that knowledge can not be developed and fully understood independent of its context(Randall 2002). Scenario-based learning puts the student in a situation or context and exposes them to issues, challenges and dilemmas and asks them to apply knowledge and practice skills relevant to the situation (www.ucl.ac.uk). Scenario- based learning has particular advantages for practice- based discipline areas where the experience of practitioners is especially relevant to what constitutes knowledge and understanding in the field.

Using scenario-based learning in the field of Healthcare has brought forward many such advantages to learners that count on practical experience in everyday activities. The following frame work was given to develop the scenarios: 1. Let us study a sample scenario as an example: Discipline: Civil Engineering.

Instructional Design

The Flipped (or Social) Webinar. You have probably heard about The Flipped Classroom where the traditional classroom model has been flipped on its head, so that students watch videos as homework and then apply the concepts in the classroom.

The Flipped (or Social) Webinar

If you haven’t, Dan Pink explains it in his piece in The Telegraph, Flip Thinking – the new buzz word sweeping the US: “During class time, the teacher will stand at the front of the room and hold forth on the day’s topic. Then, as the period ends, he or she will give students a clutch of work to do at home. Lectures in the day, homework at night. It was ever thus and ever shall be.” However, instead of lecturing about polynomials and exponents during class time – and then giving his young charges 30 problems to work on at home – Karl Fisch has flipped the sequence.

It seems to me we often waste the opportunity of bringing people together by lecturing/presenting at them, rather than using the time more for discussion and collaboration or even experimentation and problem solving. Performance Architecture. I’ve been using the tag ‘learning experience design strategy’ as a way to think about not taking the same old approaches of events über ales.

Performance Architecture

The fact of the matter is that we’ve quite a lot of models and resources to draw upon, and we need to rethink what we’re doing. The problem is that it goes far beyond just a more enlightened instructional design, which of course we need. We need to think of content architectures, blends between formal and informal, contextual awareness, cross-platform delivery, and more. It involves technology systems, design processes, organizational change, and more. We also need to focus on the bigger picture.

Yet the vision driving this is, to me, truly inspiring: augmenting our performance in the moment and developing us over time in a seamless way, not in an idiosyncratic and unaligned way. This got triggered by an exercise I’m engaging in, thinking how to convey this.