Cooperative Grouping Related Classroom Examples Guiding Cooperation Teacher turns to technology to guide cooperative learning in a blended fourth-fifth science class. Collaborative Writing Middle school students polish skills for writing, reflection, and collaboration. Cooperative Grouping Cooperative learning is actually a generic term that refers to numerous methods for grouping students. Students understand that their membership in a learning group means that they either succeed or fail—together. Key Research Findings Organizing students in heterogeneous cooperative learning groups at least once a week has a significant effect on learning (Marzano, Pickering, & Pollock, 2001). Implementation Grouping students to work collaboratively and cooperatively offers benefits for learners. Create the right type of group for the need. Additional Resources
שקרים יפים | על נתונים, אינפוגרפיקות, ומה שהולך לאיבוד בדרך Why I LOVE Instructional Objectives by Allison Rossett “I know we agree that crummy objectives are useless, even harmful. Some are too big and some are just silly. Long lists cause eyes to glaze over, defying credulity. You respond and say that we should de-emphasize objectives. I say flush the wicked ones down the toilet.” Hate, Marc? You write that it really is not hate that you feel. That isn’t the problem I run into. Objectives work for me When I look at objectives, I gain insight into what the program is all about. Objectives work for the organization A wise organization is concerned about the programs it places before its people. Savvy executives are not likely to be schmoozing about the relative value of objective formats a la Mager vs. Objectives work for instructional designers I’ve taught ABCD objectives (audience, behavior, condition, and degree) on many continents, and in universities, companies, and government agencies. Here are reasons for embracing the ABCD parts of objectives, presented in a table. Objectives work for learners
Kansas 8th Grade Graduation Exam 1895 How would you do taking an 8th Test??? Curious how you would do on test items from the 8th grade? Here is your chance to ee how you would do comparing the 1895 test and the current test. Click here to view a PDF of the test. Could You Have Passed this 8th Grade test from 1895? Scroll down for information to help answer the test. Examination Graduation Questions of Saline County, Kansas April 13, 1895 J.W. GRAMMAR(Time, one hour) 1. 2. 3. 4. 5. 6. 7-10. ARITHMETIC (Time, 1 1/2 hours) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. U.S. 1. 2. 3. 4. 5. 6. 7. 8. ORTHOGRAPHY (Time, 1 1/2 hours) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. GEOGRAPHY (Time, one hour) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. PHYSIOLOGY(Time, 45 minutes) 1. 2. 3. 4. 5. SOME HELP WITH THE ANSWERS Drop us an email if you have something you'd like to add to the answer section. GRAMMAR (Time, one hour) 3. 4. Transitive, intransitive, past, present, future, conditional, subjunctive Give the principal parts of do, lie, lay, and run. 5. Illustrate each case. 6. 2. 3. 5.
In 1910, French Artist Predicted Utopia in 2000 with Robots and Flying Machines We all had pretty high hopes for the world after the year 2000. As a kid, I was sure that we’d have flying cars and self-drying jackets a la Back to the Future II. Recently BLDGBLOG took a look at a series of postcards created by French artist Villemard in 1910 called “Utopie” which provided a glimpse of the future … all the way to the year 2000. BLDBLOG, being an architecture blog, was most fascinated by the picture above in which an architect sits in a box and commands his robot workers to assemble a building by pushing knobs and dials. It’s actually not that crazy–a pair of Swiss architects are essentially trying to develop the same thing. Gramazio & Kohler built a 22m wall in lower Manhattan last year using a robot that assembles special bricks almost like Legos. When I first saw this picture, I laughed out loud. Teleconferencing looks so much cooler in alternate 2000 than it does now. Oh no, the sky cops! These, oddly enough, actually exist. Electric trains!
What is goal-based learning? « Rob's Learning and Technology Blog In order to thrive in today’s tough economic climate, it’s no longer enough for your people to just ‘know stuff’. Learning needs to be focussed on performance and that’s where goal-based learning comes in. Goal-based learning is an extension of Cathy Moore’s Action Mapping process, of which we’ve been firm advocates for a long time. It concentrates on developing real-world behaviours that will lead to performance improvement. Goal-based learning should not be top-down, instead it is very much focussed on empowering learners to take control of their own learning journeys, making them more able to respond to the changing requirements of their role. So, what’s the process? Within a subject area, identify all the things that an expert in that subject would do. It’s fine to have lots of goals within a subject so learners have plenty of choice so that the learning can be more accurately tailored to each learner’s specific needs. Like this: Like Loading...
The impossible “literacy” test Louisiana used to give black voters. The Vault is Slate's new history blog. Like us on Facebook, follow us on Twitter @slatevault, and find us on Tumblr. Find out more about what this space is all about here. Update, 7.3: Read more about my hunt for an original, archival copy of this test here. This week’s Supreme Court decision in Shelby County v. After the end of the Civil War, would-be black voters in the South faced an array of disproportionate barriers to enfranchisement. The website of the Civil Rights Movement Veterans, which collects materials related to civil rights, hosts a few samples of actual literacy tests used in Alabama, Louisiana, and Mississippi during the 1950s and 1960s. In many cases, people working within the movement collected these in order to use them in voter education, which is how we ended up with this documentary evidence. Most of the tests collected here are a battery of trivia questions related to civic procedure and citizenship. There was little room for befuddlement.
Laws of Simplicity Organization makes a system of many appear fewer. The home is usually the first battleground that comes to mind when facing the daily challenge of managing complexity. Stuff just seems to multiply. There are three consistent strategies for achieving simplicity in the living realm: 1) buy a bigger house, 2) put everything you don’t really need into storage, or 3) organize your existing assets in a systematic fashion. These typical solutions have mixed results. Concealing the magnitude of clutter, either through spreading it out or hiding it, is an unnuanced approach that is guaranteed to work by the first Law of reduce. However, in the long term an effective scheme for organization is necessary to achieve definitive success in taming complexity.
Developing critical thinking It means not taking what you hear or read at face value, but using your critical faculties to weigh up the evidence, and considering the implications and conclusions of what the writer is saying. Imagine two situations. On the first, you are on a country walk and you come across a notice which tells you not to attempt to climb a fence because of risk of electrocution. Would you pause to consider before obeying this instruction? On the other hand, suppose you were to receive a letter from a local farmer announcing that he proposed to put up an electric fence to protect a certain field. In this case, would you not be more likely to think about his reasons for doing so and what the implications would be for you and your family? An allied skill is the ability to analyse – that is, to read or listen for the following points: How robust are the points presented as evidence? Debate: arguing different points of view. Selecting information critically For books, who is the publisher? 1. 2. 3. 4.
Setting Learning Outcomes - LTC Following the principle of constructive alignment (see curriculum design) we need to be able to describe learning outcomes that our students can achieve and that are capable of being assessed. Learning outcomes are the specific intentions related to what students should know, understand or be able to do. They are often described as discipline specific (related to the subject) or generic (related to certain skills such as presentation). Outcomes should be explicit and intelligible to students and other users, expressed in such a form that permits their achievement to be demonstrated. Outcomes often use action verbs such as those described in Bloom's Taxonomy of Educational Objectives. The Learning and Teaching Centre has developed a range of resources to help you design learning outcomes for your units, including: Bloom's Taxonomy - An Overview The following Flash tutorials are from the Colorado Community College System wiki. Bloom's Taxonomy - Designing Activities
Classroom Guide: Top Ten Tips for Assessing Project-Based Learning Facebook Edutopia on Facebook Twitter Edutopia on Twitter Google+ Pinterest Edutopia on Pinterest WHAT WORKS IN EDUCATION The George Lucas Educational Foundation What's Inside the PDF? Keep It Real with Authentic Products Don’t Overlook Soft Skills Learn from Big Thinkers Use Formative Strategies to Keep Projects on Track Gather Feedback -- Fast Focus on Teamwork Track Progress with Digital Tools Grow Your Audience Do-It-Yourself Professional Development Assess Better Together BONUS TIP: How to Assemble Your PBL Tool Kit
Ponder Questions A Harvard assistant dean of admissions: You had to look for people who could come into a very competitive environment, who could still find self-esteem and who in some way, shape or form was still the best at something. How do you figure that out? It was never the answers they gave. It was the questions they asked. I know many folks who consider themselves intellectuals. Yes perhaps if they just mention a topic, that really stands for some questions about that topic. Once you start to think about a question, you’ll probably soon start to break it down into supporting sub-questions. ShareThis Tagged as: Personal Trackback URL: