How is learning to speak different from learning to read and write? – Richard Olsen's Blog Time to read: 6 minutes It appears de rigueur at the moment to make bold proclamations, usually based on flimsy evidence, about what students need to know, in order to learn this or that. For example, people pushing phonics make claims about the essential knowledge readers need to have about reading. Proponents of direct instruction make claims about the incompatibility of using play or inquiry to learn specific scientific concepts of mathematics, while others outline the non-negotiable knowledge that student writers apparently need to know in order to write. Recently, I’ve encountered people trying to justify their beliefs in specific essential learning by citing “biological primary and secondary knowledge,” ignoring that fact that Vygotsky, Piaget, and others have differentiated spontaneous and non-spontaneous concepts for eighty years! Even the most devout direct instructionists admit that everyone learns to talk spontaneously.
Jane's Pick of the Day: 25 places to find instructional videos Recently I have received a number of emails asking about places that offer free instructional videos (on all subjects), so I thought I would put together a posting of the main ones that I know about: 5min Life Videopedia - instructional and how-to videos Academic Earth - Thousands of video lectures from the world's top scholarsblip.tv - next generation TV networkGoogle Video - videos on all topics Graspr - The instructional video network Howcast - How-to videos iCue - A fun, innovative, learning environment built around video from the NBC News ArchivesInstructables - Make, HowTo and DIY iTunes U - Faculty are using iTunes U to distribute digital lessons to their students, e.g Stangord, Trinity College Dublin, etc.
6 Must-Have Creation Tools for the BYOD Classroom Providing opportunities for students to make and create is essential in 21st-century classrooms. Children of all ages should experience the joy of seeing their work shared and celebrated. Classrooms with access to a variety of different tools have plenty of tech tool options. A Technology Integration Planning (TIP) Model For Teachers Teachers are the ones that decide on instructional strategies and how to carry them out. When teachers create an instructional design for technology integration, they need to consider the characteristics of their topic and the needs of their students and then decide on a course of action that will meet both needs within the constraints of their classroom environment. When deciding on teaching/learning methods the first distinction a teacher must make is whether or not to use directed strategies or constructive strategies. After determining whether integration strategies will be primarily directed or constructive, also consider content approach. Should the approach be single subject or interdisciplinary? A few other questions that a teacher will need to answer while developing instruction is: Should students work individually, in pairs, in small groups, or as a whole class?
How Teachers Can Change the Future of Educational Technology - InformED These days, it’s hard not to overhear a conversation about a new app on the market or software product development. Some creations are superfluous—do people really need another photo-sharing app? But the burgeoning world of technical tools is solving real, important problems in society, from healthcare to environmental preservation to education. Educational technology, or edtech, is one such industry that is receiving increasing attention and investment, and entrepreneurial individuals are taking note of this.
The principles of learning to design learning environments The OECD Handbook for Innovative Learning Environments The principles of learning to design learning environments DOI: This site is powered by Keepeek 360, Logiciel de Photothèque for business. How to Turn a Classroom Research Project into an Infographic Conveying information in a striking, concise way has never been more important, and infographics are the perfect pedagogical tool with which to do so. Below, you’ll find my experience with designing an infographic-friendly classroom research project, explained in a step-by-step process you can implement in your own classroom. Familiarize Students With the Infographic Concept Photo credit: visual.ly After hearing all the buzz about infographics in education, I thought I’d experiment with the concept in my seventh-grade accelerated English class. I wanted to ease my students into the idea, so we first spent time researching infographics — what they are, how they work, and what kind of information is best conveyed by the medium.
Behaviourist models linking stimulus and response - Pavlov Drag the boxes onto the matching gaps. temporalconditionedStimulusResponseBellneutralfoodClassicalsalivationunconditionedassociatereflex10-12salivate Pavlovian Conditioning Pavlov (1902) started from the idea that there are some things that a dog does not need to learn. For example, dogs don’t learn to whenever they see food. OLCreate: Dyslexia and Inclusive Practice Introduction to Dyslexia and Inclusive Practice Introduction to Dyslexia and Inclusive Practice is the first of three free online modules developed to complement the 2015 Education Scotland Route Map for Dyslexia and Inclusive Practice and support the professional standards from the General Teaching Council for Scotland. This free module aims to provide teachers and local authority staff with an awareness of what dyslexia is, its impact and how it can be supported within an inclusive school community. It may also be of interest if you work in the voluntary sector or simply have an interest in dyslexia and inclusive practice.
Hippocampus: Homework and Study Help Can I take a course at HippoCampus for credit? How do I enroll in a course at HippoCampus? Are there any fees to take your courses? How do I make a comment or ask a question? Allocating Student Study Time: "Massed" versus "Distributed" Practice How does the mind work—and especially how does it learn? Teachers make assumptions all day long about how students best comprehend, remember, and create. These assumptions—and the teaching decisions that result—are based on a mix of theories learned in teacher education, trial and error, craft knowledge, and gut instinct. Such gut knowledge often serves us well. But is there anything sturdier to rely on? Cognitive science is an interdisciplinary field of researchers from psychology, neuroscience, linguistics, philosophy, computer science, and anthropology that seek to understand the mind.