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:
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.
Competency-Based Learning Definition - The Glossary of Education Reform Competency-based learning refers to systems of instruction, assessment, grading, and academic reporting that are based on students demonstrating that they have learned the knowledge and skills they are expected to learn as they progress through their education. In public schools, competency-based systems use state learning standards to determine academic expectations and define “competency” or “proficiency” in a given course, subject area, or grade level (although other sets of standards may also be used, including standards developed by districts and schools or by subject-area organizations). The general goal of competency-based learning is to ensure that students are acquiring the knowledge and skills that are deemed to be essential to success in school, higher education, careers, and adult life. In practice, competency-based learning can take a wide variety of forms from state to state or school to school—there is no single model or universally used approach. Reform
B. F. Skinner Burrhus Frederic (B. F.) Skinner (March 20, 1904 – August 18, 1990) was an American psychologist, behaviorist, author, inventor, and social philosopher. He was the Edgar Pierce Professor of Psychology at Harvard University from 1958 until his retirement in 1974. Skinner invented the operant conditioning chamber, also known as the Skinner Box. He was a firm believer of the idea that human free will was actually an illusion and any human action was the result of the consequences of that same action. If the consequences were bad, there was a high chance that the action would not be repeated; however if the consequences were good, the actions that led to it would be reinforced. He called this the principle of reinforcement.
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
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).
Decoding the Teenage Brain (in 3 Charts) A recent interview with British neuroscientist Sarah-Jayne Blakemore, the author of the 2018 book Inventing Ourselves: The Secret Life of the Teenage Brain, begins with a caveat. “I think it’s important to know before we start that up until 20 years ago we really didn’t know that the brain changes at all after childhood,” she confides. “That’s what I was taught during my undergraduate degree. We now know that’s completely untrue.” In matters of settled opinion, science has often found itself in the role of provocateur, even saboteur—prodding at conventional wisdoms until they yield unexpected truths, and sometimes toppling them entirely.
Educational Psychology Review, Volume 3, Number 3 Dual coding theory (DCT) explains human behavior and experience in terms of dynamic associative processes that operate on a rich network of modality-specific verbal and nonverbal (or imagery) representations. We first describe the underlying premises of the theory and then show how the basic DCT mechanisms can be used to model diverse educational phenomena. The research demonstrates that concreteness, imagery, and verbal associative processes play major roles in various educational domains: the representation and comprehension of knowledge, learning and memory of school material, effective instruction, individual differences, achievement motivation and test anxiety, and the learning of motor skills. DCT also has important implications for the science and practice of educational psychology — specifically, for educational research and teacher education.
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.