A Depth Of Knowledge Rubric For Reading, Writing, And Math A Depth Of Knowledge Rubric For Reading, Writing, And Math by Terry Heick This is part 1 in a 3 part “Return To The Classroom” series, so-named because we, somehow, loathe the phrase “Back to School.” Today’s post is on assessment, with a look at rubrics for the Depth of Knowledge framework. 2.7 Is the nature of knowledge changing? – Teaching in a Digital Age 2.7.1 Knowledge and technology Before moving on to the more pragmatic elements of teaching in a digital age, it is necessary to address the question of whether the development of digital technologies has actually changed the nature of knowledge, because if that is the case, then this will influence strongly what needs to be taught as well as how it will be taught. Connectivists such as Siemens and Downes argue that the Internet has changed the nature of knowledge. They argue that ‘important’ or ‘valid’ knowledge now is different from prior forms of knowledge, particularly academic knowledge. Downes (2007) has argued that new technologies allow for the de-institutionalisation of learning. Chris Anderson, the editor of Wired Magazine and now CEO of Ted Talks, has argued (2008) that massive meta-data correlations can replace ‘traditional’ scientific approaches to creating new knowledge:
How The Memory Works In Learning How The Memory Works In Learning By Dr. Judy Willis, M.D., M.Ed. Teachers are the caretakers of the development of students’ highest brain during the years of its most extensive changes. As such, they have the privilege and opportunity to influence the quality and quantity of neuronal and connective pathways so all children leave school with their brains optimized for future success. This introduction to the basics of the neuroscience of learning includes information that should be included in all teacher education programs.
Instructional or Learning Design What is known as “sequencing” and organizing “epitomes” in Reigeluth's Elaboration theory, is commonly referred to as “chunking”—configuring large amounts of information into smaller units of information that are scaffolded (supportive structures) in order to accommodate memory and learning limitations. For example, “Instructional Design” is chunked or epitomized into analysis, design, development, Implementation, & evaluation. Developing instruction (Instructional Design) is divided into several theories and a model (at least on this site). Notice how we took a complex subject and chunked it into small, bite size pieces. Charles Reigeluth was a doctorate student of Merrill.
Active Implementation Hub The Active Implementation Hub is a free, online learning environment for use by any stakeholder — practitioners, educators, coaches, trainers, purveyors — involved in active implementation and scaling up of programs and innovations. The site goal is to increase the knowledge and improve the performance of persons engaged in actively implementing any program or practice. While AI Modules and Lessons offer activities well-suited for many human service fields, the site currently focuses on active implementation and scaling up in the field of Education. Most e-learning content is appropriate for implementation teams, implementation specialists, administrators and technical assistance/professional development providers at any level in a system (e.g., district, region, state, national). Modules Check out internet based training on active implementation, including content, activities and assessments, designed to be self-paced or blended with in pre-service or in-service training.
What is PBL? To help teachers do PBL well, we created a comprehensive, research-based model for PBL — a "gold standard" to help teachers, schools, and organizations to measure, calibrate, and improve their practice. In Gold Standard PBL, projects are focused on student learning goals and include Essential Project Design Elements: Chickering and Gamson 7 Rules for Undergraduate Education » Center for Instructional Technology & Training » University of Florida Overview 7 principles for Good Practice in Undergraduate Education By Arthur W. Chickering and Zelda F. Gamson Foundations in Education
Ofsted 2012: Questioning to promote learning — From Good to Outstanding Have you ever noticed that often, when someone is being interviewed, they say “That’s a good question.”? It’s usually when it’s a question they can’t answer quickly and easily. Indeed, “good” questions are ones that generally need thinking about. Inspectors must consider whether: “teachers use questioning and discussion to assess the effectiveness of their teaching and promote pupils’ learning”
First Principles of Instruction M. David Merrill (2002) identified five Instructional Design principles that promote learning when creating learning/training environments, processes, and products. He noted that the most effective learning processes or environments are problem-centered and involve the learner in the five distinct phases of: Learning is promoted when learners are engaged in solving real-world problems — start with simple problems and work through a progression of increasingly complex problems. Learning is promoted when existing knowledge is activated as a foundation for new knowledge — prior experience from relevant past experience is used as a foundation for the new skills and knowledge (also know as scaffolding).
What lessons from the coronavirus pandemic will shape the future of education? COVID-19 has highlighted issues entrenched in our global education system going back 200 hundred years - from inequality of funding between schools to a lack of focus on emotional wellbeing. Will we return to traditional passive learning in front of a whiteboard, or move to a new path focused on student wellbeing and reducing the deep inequalities of global learning? You may have heard the idea that the Chinese word for crisis means “danger” also means “opportunity”. It is a compelling thought, but it is not true: the word for crisis in Chinese translates more properly as “threat at a point of juncture”. Indeed, the world is at a juncture that forks to the future, post post-lockdown. One path leading from that juncture runs back to “business as usual”.
THE SEVEN STEPS OF PBL IMPLEMENTATION: TUTOR'S MANUAL Blueprints In Health Profession Education Series |PBL Tutor's Manual4 Introduction Problem-BasedLearning(PBL)isaneducationalstrategyintroducedatMcMasterUniversity,Canadain1969.PBLstrategyusespatient'sproblemtomotivatestudentslearning.ManyfactorsaffectthequalityofPBLandthustheacquisitionandretrievalknowledge. Teaching Principles - Eberly Center Teaching is a complex, multifaceted activity, often requiring us as instructors to juggle multiple tasks and goals simultaneously and flexibly. The following small but powerful set of principles can make teaching both more effective and more efficient, by helping us create the conditions that support student learning and minimize the need for revising materials, content, and policies. While implementing these principles requires a commitment in time and effort, it often saves time and energy later on. Effective teaching involves acquiring relevant knowledge about students and using that knowledge to inform our course design and classroom teaching.