News It’s the year 2252, ten years after the Great Plague that ran through the Earth’s population, killing millions, and causing the collapse of civilization. Now the Earth has entered a new Dark Age—a time when much of the knowledge from the past has been lost. You are a member of an elite group known as The Reconstructors. You help the People by recovering lost medical knowledge. Your skills are urgently needed because painkillers have almost disappeared. Your mission is to reconstruct the knowledge and uncover this medicinal mystery. So begins the first episode of a website designed by and for middle school students: reconstructors.rice.edu. Problem-based learning specialists suggest that the problem should be situated in complex and meaningful contexts (Barrows 1986), and that students should want to solve the problem for its own merit, not for some extrinsic reward. First, the focus groups tackled the ‘problem.’ The conceptual flow if the adventure series goes something like this:
Skills4Study.com: Handy Tips Home > Handy Tips > Presentations Having to give presentations is a common component of a degree course. Sometimes, this is a non-assessed exercise in front of just a few people, or it can be an assessed presentation in front a whole lecture theatre. Don’t panic though! For more advice, see also presentation skills and the free audio download on presentation skills. Six important things to remember when you are giving a presentation 1. 2. 3. 4. 5. 6. Group presentations Do: 1. 2. 3. 4. 5. 6. Don't: 1. 2. 3. 4. 5. 6. 7. For more advice, see working with others. Using PowerPoint Do: 1. 2. 3. 4. 5. 6. 7. Don't: 1. 2. 3. 4. 5. 6. 7. This content has been written by Joan van Emden and Lucinda Becker, authors of Presentation Skills for Students.
Innovation Often Means Teaching Against The Grain Innovation Often Means Teaching Against The Grain by Paul Moss Recently I came across this interesting article: Shifting from Pedagogy to Heutagogy and whilst espousing all contained within, it got me thinking about the inescapable perils faced when adopting this and other progressive forms of teaching. Going against the grain can be a lonely experience at times, and whilst sound theory and instinct act as a nice warm blanket against the cold, one could well do with a practical survival guide to assist in implementing new practice. Teachers need to be prepared for the reality of what lies ahead of them to assist in the reshaping of their classrooms, and to ultimately strengthen their resolve in maintaining the chosen epistemology. Most progressive teaching models from Heutagogy, Constructivism, to PBL concern themselves essentially, as much as possible, with placing the process and outcomes of learning in the hands of the learner. 1. 2. This blending is exactly what I find myself doing.
Weekly materials | Deeper Learning MOOC (DLMOOC) Weekly course materials and events will be posted shortly before each week begins. Week 1, Week of January 20, 2014 Theme: Introduction to this course; Deeper Learning: What is it, why do we want it, how does it promote student engagement and achievement Week 2, Week of January 27, 2014 Theme: Looking at student work for Deeper Learning Week 3, Week of February 3, 2014 Theme: Students in the adult world: Internships, job shadows Week 4, Week of February 10, 2014 Theme: Personalized Learning, student voice and choice Week 5, Week of February 17, 2014 Theme: Deeper learning for a wide range of students Week 6, Week of February 24, 2014 Theme: Academic mindsets Week 7, Week of March 3, 2014 Theme: Assessing deeper learning Week 8, Week of March 10, 2014 Theme: Exhibiting student work, audience, and curation of student work Week 9, Week of March 17, 2014 Theme: Final reflections Archived: Preview week – Week of November 4, 2013 Theme: Academic mindsets Week 9, Week of March 17, 2014 Suggested resources
Anxious About Tests? Tips to Ease Angst As any parent or teacher knows, tests can create crippling anxiety in students–and anxious kids can perform below their true abilities. But new research in cognitive science and psychology is giving us a clearer understanding of the link between stress and performance, and allowing experts to develop specific strategies for helping kids manage their fears. These potential solutions are reasonably simple, inexpensive and, as recent studies show, effective. Some work for a broad range of students, while others target specific groups. Yet they’re unfamiliar to many teachers and parents, who remain unaware that test anxiety can be so easily relieved. When students feel nervous, their capacity to think clearly and solve problems accurately is reduced, says Sian Beilock, a cognitive scientist at the University of Chicago. While one might imagine writing about a looming exam would only heighten students’ anxiety, Beilock says the opposite was the case.
Teaching certainty Here's how we've organized traditional schooling: You're certain to have these classes tomorrow. The class will certainly follow the syllabus. There will certainly be a test. If you do well on the test, you will certainly go on to the next year. If you do well on the other test, you'll certainly get to go to a famous college. After you repeat these steps obediently for more than ten years, there will be a placement office, where there will certainly be a job ready for you, with fixed hours and a career path. People telling you what to do, and when you respond by reciting the notes you took, people rewarding you. Oops. We've trained people to be certain for years, and then launch them into a culture and an economy where relying on certainty does us almost no good at all. Broken-field running, free range kids, the passionate desire to pick yourself—that seems like a more robust and resilient way to prepare, doesn't it? PS Stop Stealing Dreams is now on Medium.
The Overflowing Froth of Realness: Iowa BIG teaching A quick primer on what we do at Iowa BIG: It’s been slow, especially because I’m used to running my own little kingdom of a classroom, but Iowa BIG is bearing the fruit of a community-focused, project-based model. The dream was to create a schooling experience with a seamless connection and sometimes blurred difference between who’s doing the learning and who’s doing the supporting of that learning. As I watch my students move out into the community to pitch their projects and seek support from local experts and interested parties, I can’t help but beam with pride. I woke up this morning to an inbox full of reports and evidence of community building that I had no direct control of: students telling me that they met with local counselors and psychologists that have steered a project on mental health in a totally new direction; I didn’t do that. 300 people gathering to support a student’s long-term study of gender equality this Friday. That’s impossible! That’ll do it.