Personalized Learning. Meeting learners where they are, with what they need, when they need it. Meeting each learner where they are, with what they need, when they need it. Technology Is Learning. The Learner's Way. TECHNOREALISM. Home. Learning Matters. Inquiry and PBL. New Pedagogies for Deep Learning.
Five Best Practices for the Flipped Classroom. Ok, I'll be honest.
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 One of the best way to create the "need to know" is to use a pedagogical model that demands this. 3) Technology What technology do you have to support the flipped classroom?
4) Reflection. How Teachers Learn. While some maintain that reluctance to use new technologies is simply rooted in a lack of skill and confidence, there is evidence from Becker and Fullan that teachers need to be recruited.
They must be convinced of the value of the new activities and then given ample time to work on teams to invent effective lessons. In many schools, teachers are isolated from each other and preoccupied with what Fullan calls "the daily press" of getting through their schedule, focused according to Becker on state standards. Quite a few of these teachers are likely to cling to routines they have enjoyed in the past until they are equipped and encouraged to find, invent and test new routines that are suitable and reliable replacements. This creative exploration, invention and testing will require a change in schools that breaks down isolation, facilitates the work of teams and provides ample time for program development.
Effective Strategies and Projects Orchestration Resource Issues But it need not be so. Rethinking Whole Class Discussion. Whole class discussions are, after lecture, the second most frequently used teaching strategy, one mandated by the Common Core State Standards because of its many rewards: increased perspective-taking, understanding, empathy, and higher-order thinking, among others.
These benefits, however, do not manifest without a skillful and knowledgeable facilitator. Unfortunately, a preponderance of evidence demonstrates that many teachers mistakenly conflate discussion with recitation. "Typical teacher-student discourse resembles a quiz show, with teachers asking a question, the student replying, and the teacher evaluating the student's response. This is called initiation-response-evaluation, 'I-R-E,' or recitation.
"1 In contrast to recitation, quality discussion, according to the University of Washington's Center for Instructional Development and Research, involves purposeful questions prepared in advance, assessment, and starting points for further conversations. Follow-Up Questions Notes. Home. In iTEC (Innovative Technologies for Engaging Classrooms, 2010-2014), European Schoolnet worked with education ministries, technology providers and research organisations to transform the way that technology is used in schools.
Over the course of the project, educational tools and resources were piloted in over 2,500 classrooms across 20 European countries, with the goal of providing a sustainable model for fundamentally redesigning teaching and learning. The project involved 26 project partners, including 14 Ministries of Education, and funding of €9.45 million from the European Commission’s FP7 programme. The project ended in August 2014. Read more: Project summary | Evaluation results.
RubiStar Home. Vanderbilt University. Differentiated Instruction, Understanding by Design and Universal Design for Learning: A stable planning approach. This page was originally authored by James Hanson and Adi Aharon (2008).
Revised by Cristin McKay (2009). Laura Bonnor revised and combined this page with UDL, a page that was originally authored by Jody Onuma (2007) and further edited by Camille Maydonik(2009,)in(2011). Sandra Magnussen added visual artifact (2015).  ETEC 510 Wiki Motion Artifact This article looks at the powerful combination of three different teaching/learning models; Understanding by Design (UbD), Differentiated Instruction (DI) and Universal Design for Learning, (UDL).
UbD addresses the need for content standards and answers the question: "what do we teach. " Hangaram Design MuseumSeoul Arts CenterPlayground based on Universal Design Understanding by Design Understanding by Design (UbD), founded by Jay McTighe & Grant Wiggins , is a quality curriculum model which encourages authentic transfer of knowledge, and provides opportunities for students to explore and interpret new information and knowledge.
Dr. Dr. Dr. Contemplative Pedagogy. “Opening the contemplative mind in schools is not a religious issue but a practical epistemic question… Inviting contemplative study simply includes the natural human capacity for knowing through silence, pondering deeply, beholding, witnessing the contents of consciousness and so forth.” ~ Tobin Hart, Opening the Contemplative Mind in the Classroom, Journal of Transformative Education Vol. 2 No. 1, January 2004 The ancient practice of contemplation is being explored by many institutions of higher education as a new means of enhancing liberal education.
Research demonstrates that “contemplative pedagogy”-the integration of meditative practices into higher education-facilitates the achievement of traditional educational goals such as improved cognitive and academic performance.