Students are not hard-wired to learn in different ways – we need to stop using unproven, harmful methods In our series, Better Teachers, we’ll explore how to improve teacher education in Australia. We’ll look at what the evidence says on a range of themes including how to raise the status of the profession and measure and improve teacher quality. In health there are well-established protocols that govern the introduction of any new drug or treatment. Of major consideration is the notion of doing no harm. In education there are no such controls and plenty of vested interests keen to see the adoption of new strategies and resources for a variety of ideological and financial reasons. Teachers need to be critical consumers of research – as with medicine, lives are also at stake – yet with the best will in the world and without the knowledge and time to do so, decisions may be made to adopt new approaches that are not only ineffectual, but can actually do harm. Lack of evidence Psychologists and neuroscientists agree there is little efficacy for these models, which are based on dubious evidence.
theconversation « Ils apprennent comme s’ils étaient dans leur vie courante. Alors ils parlent, ils parlent, ils parlent.. », décrit Justin Kakule Muhindo, professeur d’anglais à l’Institut Majengo de Goma en République Démocratique du Congo. Durant son cours, les élèves pratiquent l’anglais en groupes et par deux. Ils s’essayent à l’utilisation des termes interrogatifs, les « wh-questions » en anglais. L’enseignant passe dans les rangs. Les leçons de ce genre sont rares au Congo. Dans les provinces du Nord et du Sud Kivu de la République Démocratique du Congo (RDC), des régions hantées par des conflits armés depuis des dizaines d’années, la coordination des « écoles conventionnées » de la Communauté Baptiste au Centre de l’Afrique (CBCA) a décidé de former ses enseignant(e)s différemment. Une pédagogie de réconciliation Comment cette pédagogie peut-elle s’immiscer dans les classes, conditionnées au cours magistral ? Apprendre à échanger
Alternatives To Homework: A Chart For Teachers Alternatives To Homework: A Chart For Teachers by TeachThought Staff Part of rethinking learning means rethinking the bits and pieces of the learning process–teaching strategies, writing pieces, etc. Which is what makes the following chart from Kathleen Cushman’s Fires in the Mind compelling. Rather than simply a list of alternatives to homework, it instead contextualizes the need for work at home (or, “homework”). It does this by taking typical classroom situations–the introduction of new material, demonstrating a procedure, etc.), and offering alternatives to traditional homework assignments. In fact, most of them are alternatives to homework altogether, including group brainstorming, modeling/think-alouds, or even the iconic pop-quiz. Alternatives To Homework: A Chart For Teachers
Relevance Amplifies Learning – Medium Last year two grade 11 students, Josh & Brandon, started creating an app using iBeacon technology to help our teachers take attendance. A year later, that app is not completed, it probably won’t be completed any time soon, and yet this is one of a number of very successful projects that happened last year. The plan was that Josh was going to write the Android version of the app, and Brandon was going to write the IOS version of the app. (The original idea shared by Josh and Brandon.) However, the reason this app was never completed was because these boys entered a local ‘Pitch Your Idea‘ contest, and when they were rehearsing their pitch they were advised by the Tricelerate team running the contest that the application could be useful to businesses and not just a school. (Josh and Brandon pitch their idea.) The boys ended up winning this (promotional student-only) contest and along with the $500 prize, they also received in-kind advising. So, the school attendance app was put on hold!
The Benefits of Flipped Classrooms for Students with Learning Needs It’s been about 10 years since the idea of flipping classrooms first gained its soaring popularity and good reviews – and in that time it’s also apparently grown to help students with special needs. Greg Green, perhaps the best-known administrator advocating for flipped classrooms, discovered the process (providing students with lessons at home in videos and then homework and support in the classroom) as he began his career—working in special education. “That’s where I started teaching, and I found that I could give the students video tapes of the lesson. It allowed the students to play it back or pause it—and got parents involved. They loved it because they better understood what their students were doing and could help them.” He says that when he had the students in class he could spend more time with them individually. “When we provided kids with accommodations it increasingly also could be handled with technology and now that is even easier to access,” he says.
Replacing homework with sporting activities The research around the impact of homework on learning outcomes is not conclusive, and at times contradictory. If your school is considering stopping formal homework and encouraging students to do something else, what are the alternatives? Here’s one school’s approach. Richardson Primary School doesn’t have an after-school homework club; in fact, it doesn’t set formal homework. It was a different story when Principal Jason Borton arrived at the Canberra school four years ago. ‘There’s not an ACT [Australian Capital Territory] policy on homework, it’s a school-based decision. He says there were several issues with the old approach at Richardson Primary. ‘After watching the homework club for about a term, [I could see] kids were coming in there tired, irritable from the school day and then being expected to sit and do these boring worksheets – practising spelling words, etcetera … it was very uninspiring. The approach has also received strong support from the vast majority of parents.
Global education: Supporting collaborative learning and teaching With the near ubiquity of technology enhanced education, new learning environments are emerging. Flat learning, active learning, and place-based learning are modalities that are helping to revitalize schools, and work to the benefit of learners. From an educational leadership standpoint, how does one navigate this new landscape, the new tools, and the learning shifts to thus help educators and students take advantage of this new global education playing field? The answer is multifaceted. Flat learning? The term “flat” learning applies to a multimodal approach to being connected and learning with and from others in a global capacity. The role of digital technology The use of technology promotes transparency and accessibility, for example the “Head of School” is now more accessible. Innovative leadership A new paradigm for educational leadership is emerging to support place-based learning, connectivism, and global outreach. Leadership for global learning
Adaptive learning : apprendre à l'ère numérique - Sydologie L’adaptive learning est une méthode d’apprentissage, désormais informatisée, qui adapte les ressources selon l’activité de chaque apprenant. Un concept pédagogique ancien remis au goût du jour. D’une origine théorique… L’adaptive learning prend ses racines dans la psychologie cognitive des années 1950 et est repris lors des recherches sur l’intelligence artificielle dans les années 1970. Chaque apprenant a sa façon de mémoriser les connaissances qu’il engrange. … à une utilisation technologique Si l’adaptive learning ne s’est pas imposé jusqu’à aujourd’hui, c’est qu’il dispose à présent des nouvelles technologies pour le mettre en pratique. 4 critères pour une plateforme efficace d’adaptive learning Un programme d’adaptive learning doit : S’adapter au rythme d’apprentissage de l’apprenant Des recherches ont montré que permettre aux apprenants d’étudier à leur propre rythme est une méthode d’apprentissage efficace. Prendre en compte le niveau de connaissances Source de l’image : Maxisciences
edutopia The real question we should be asking is, "What do we believe should happen after the end of the school day to help ensure that students retain what they have learned and are primed to learn more?" Any answer with the word, "work" in its name, as in "homework," is not typically going to be met with eagerness or enthusiasm by students. Ideally, we want children to understand that they are always learners. In school, we refer to them as "students" but outside of school, as children, they are still learners. A realistic homework strategy should be a key topic of back-to-school night and the first parent-teacher conferences of the school year. Home Activities That Matter the Most Children should be encouraged to read, write, perform arithmetic, better understand the world around them in terms of civics, science, and the arts, and, of course, develop their people skills -- their emotional intelligence. Parents Playing Their Part Reference Elias, M.