The Global Classroom Project: 2012-13 - Mystery skype The Global Classroom Project, Hello Little World Skypers, and the Global Virtual Classroom have teamed up to create a Mystery Skype contact list! Our combined efforts will give you many contacts throughout the world. These contacts are dedicated teachers who strive to connect their students globally and provide a rich learning experience.Mystery Skype provides an engaging way for classrooms to introduce themselves to each other. Project Goals: Students will use map skills to find the location of the mystery classroomStudents will use communication and critical thinking skills to ask questions to help them find the mystery location.Classes communicate with other classrooms via Skype or Google+ Hangouts.Students will learn to respect and appreciate the cultures and customs of others.Students will be able to see the differences and similarities between themselves and others around the world. How it works: Possible Mystery Skype Questions: 1. Secret Skyping Teaching Geography with Mystery Skype
New Research Helps Make Case for Rigorous PBL Editor's note: Today is the fifth in a series of posts from PBL World, a global gathering of educators interested in project-based learning. Join the conversation on Twitter by following the hashtag #pblworld. Teachers and other "education change agents" who are advocates of project-based learning often find that they have to make the case for PBL to their communities. "They need backup," acknowledged Cindy Johanson, executive director of the George Lucas Educational Foundation (GLEF) and Edutopia. When PBL is used to teach Advanced Placement courses, diverse students show impressive academic gains along with increased engagement, compared to students in more traditional AP classes. The key findings are: A 30% higher pass rate for high-achieving students compared to peers in traditional AP classes in comparison schools in the same district A 10% higher pass rate for high-poverty students in PBL classes compared to peers in traditional AP classes PBL World Goes Deeper Parents as Partners
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: Trainerausbildung und Zertifizierung, Seminarkonzepte, Trainingskonzepte, Schulungsunterlagen, Seminarunterlagen :: Trainerausbildung und Zertifizierung Die Teilnehmer des Lehrgangs lernen, Lehrveranstaltungen zielgerichtet aufzubauen, Inhalte professionell zu präsentieren, Gruppen zu moderieren, sowie Konflikte aufzugreifen und konstruktiv zu lösen. Im Rahmen der Trainerausbildung werden alle notwendigen didaktischen Fähigkeiten und Fertigkeiten des Trainers praxisnah und anschaulich behandelt und gezielt weiterentwickelt. Die Ausbildung richtet sich nach den Statuten des IHK-Kodex „Qualität und Professionalität in der Weiterbildung“. Abschluss: „Trainer (IHK)“ Zielgruppe: Verantwortliche für Aus- und Weiterbildung in kleinen und mittelständischen Unternehmen, freie Trainer Voraussetzung: Unterschriebene Erklärung zur Einhaltung des IHK-Kodex „Qualität und Professionalität in der Weiterbildung“ Inhalt: Einführung: Vorbereitung auf das Audit-Verfahren anhand umfangreicher Schulungsmaterialien; Berufsbild Trainer / Dozent – Selbstverständnis und künftige Anforderungen Termine: Blockunterricht: jeweils 09:00 - 17:30 Uhr Status der Anmeldungen:
How cl motivates students and teachers Cooperative Learning (CL) is an instructional strategy that employs avariety of motivational techniques to make instruction more relevant andstudents more responsible. This chapter outlines the benefits of CL interms of its motivational impact. Benefits of Cooperative Learning In Relation to Student Motivation Dr.Theodore Panitz Introduction General guidelines for classroom motivation (for example, Forsyth and McMillan, 1994) suggest emphasis on challenging, engaging, informative activities and the building of enthusiasm and a sense of responsibility in learners. The definition of CL as a motivational strategy includes all learning situations where students work in groups to accomplish particular learning objectives and are interdependent for successful completion of the objective. Developing attitude: creating a favorable disposition toward thelearning experience through personal relevance and choice Test anxiety is significantly reduced (Johnson and Johnson 1989). Conclusion Astin, A.W.
Challenge Based Learning - Next Steps Welcome! Thank you for joining the Challenge Based Learning (CBL) Community. The community is a dynamic environment where you can learn about CBL, collaborate, organize challenge teams, propose challenges and offer solutions. New to CBL? Creating a new Challenge Proposal? Check out the the step sheet on how to create a challenge proposal (PDF). Developing a solution to an existing challenge? Check out the step sheet on how to create a solution (PDF). Looking to collaborate? Take some time to participate in the CBL community forum - this is a great place to collaborate with learners from around the globe to plan challenges and discuss solutions. Teaching and Learning: Using iPads in the Classroom Updated 01/2014 If I had thirty iPads in my class, what would I do with them? How would I use them to help my students learn better and help me teach better? Perhaps a better question is what would I do with them that I could not do with other tools that are available and cheaper? Certainly iPads are cheaper than computers, desktop or laptop, and they are more mobile. Speaking of computers, they were supposed to be the transformation of teaching and learning as we know it. Kinesthetic Learners The iPad has a number of unique features that provide for interesting possibilities in teaching and learning. As a completely portable learning tool, the iPad camera allows documentation to be taken to a whole different level. Students can also attach videos, and voice recordings to their field notes. In math class the GPS of the iPad establishes locale in ways that are profound. Connecting Beyond the Classroom How do you use iPads in the classroom to help teaching and learning?
How To Kill A Learner's Curiosity In 10 Easy Steps How To Kill Learner Curiosity In 12 Easy Steps by Terry Heick Ed note: This has been updated from a 2012 post that you may or may not have already read. So, there’s that. Killing a learner’s natural curiosity doesn’t happen overnight. Learning environments focused on standards, assessment, and compliance allow for the implementation of research-based strategies in pursuit of streams of data to prove that learning is happening. And who ever qualified for a job by demonstrating how strong their curiosity is anyway? Below are twelve tips to help stifle learner curiosity and keep the learning nice and tidy in your classroom this school year. Step 1. Whether physical or digital, individual or group, you’re the teacher (or “district curriculum coordinator”). Step 2. Voice and choice sound great in theory, but who knows better what a learner needs than the teacher. Step 3. Right is right. Step 4. Again, see #3. Step 5. Step 6. Collaboration is the stuff of legend. Step 7. Step 8. Step 9. 12.
Methodenkoffer Einfache Methoden In diesem Bereich finden sich Methoden, die nur auf einen Teilaspekt von Beteiligung abzielen. Dennoch können sie ohne zwingende Anbindung an ein umfassendes Beteiligungsprojekt als Einzelaktionen durchgeführt werden, z.B. Problemlösungs- und Ideenfindungsmethoden. Inhaltliche Strukturierungen In diesem Bereich finden sich Methoden, die unterstützend und optimierend in einzelnen Phasen eines umfassenden methodischen Konzepts eingesetzt werden. Intervention/Spiel In diesem Bereich finden Sie eine Auswahl von allgemeinen phasen- und situationsbezogenen gruppenpädagogischen Interventionen/Spielen für Klein- bis Großgruppen. Komplexe Methoden In diesem Bereich finden sich Methoden, die als ganzheitliches Konzept zur Beteiligung eingesetzt werden können oder in Kombination mit Einzeltechniken, z.B.
Why Teach with Project-Based Learning?: Providing Students With a Well-Rounded Classroom Experience Because project-based learning is filled with active and engaged learning, it inspires students to obtain a deeper knowledge of the subjects they're studying. Research also indicates that students are more likely to retain the knowledge gained through this approach far more readily than through traditional textbook-centered learning. In addition, students develop confidence and self-direction as they move through both team-based and independent work. In the process of completing their projects, students also hone their organizational and research skills, develop better communication with their peers and adults, and often work within their community while seeing the positive effect of their work. Because students are evaluated on the basis of their projects, rather than on the comparatively narrow rubrics defined by exams, essays, and written reports, assessment of project-based work is often more meaningful to them. Students also thrive on the greater flexibility of project learning.
Writing Process Organizer - Big6 Big6 #1: Task Definition 1. Prewriting is the first step of the writing process. 2. 3. Big6#2: Information Seeking Strategies 1. Make a list here: * 2. Big6 #3: Location & Access 1. 2. 3. Big6 #4: Use of Information 1. 2. Big6 #5: Synthesis Now it is time to complete the writing process. 1. 2. 3. 4. You may want to combine short sentences and begin to look at your use of grammar. Think about scheduling another content conference with your teacher after you revise your paper. 5. 6. Does your assignment include a product to go with your paper? **Even though there are several steps to the writing process, it is very important to ask for feedback. Big6 #6: Evaluation Before you show your paper (and product) to an audience, be sure it is as perfect as you can make it. You should be able to answer “yes” to these questions before you turn in your paper: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Bibliography: 1.