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Change Magazine - September-October 2010

Change Magazine - September-October 2010
by Cedar Riener and Daniel Willingham There is no credible evidence that learning styles exist. While we will elaborate on this assertion, it is important to counteract the real harm that may be done by equivocating on the matter. In what follows, we will begin by defining “learning styles”; then we will address the claims made by those who believe that they exist, in the process acknowledging what we consider the valid claims of learning-styles theorists. But in separating the wheat from the pseudoscientific chaff in learning-styles theory, we will make clear that the wheat is contained in other educational approaches as well. A belief in learning styles is not necessary to incorporating useful knowledge about learning into one's teaching. What is a Learning Style? The claim at the center of learning-styles theory is this: Different students have different modes of learning, and their learning could be improved by matching one's teaching with that preferred learning mode. Resources 1. Related:  knowledge managementlearning pedagogies

Why can't you sell Knowledge Management? I have just returned from delivering one of our accelerated Stage 3 KM courses in Helsinki, where how to sell Knowledge Management became a focus. It was a fantastic experience with some incredible thinkers, all senior manager, in the room. All our courses open with a ‘marketplace’, where participants share problems for discussion during the course, and what never ceases to surprise me is that, regardless of the location, EU, Middle East, USA, and without fail, one of the problems will be, ‘how do I sell Knowledge Management to the _____ (insert CEO, Board, Senior Management Team, staff etc.). This is still a real problem for Knowledge Managers and I am not going to get into the specifics of project context or measurement tools, but I am going to strip things back to the basics. How to sell Knowledge Management ‘up’… First, who decided that Knowledge Management was important enough to hold a position in the organisation in the first place? How to sell Knowledge Management ‘down’… 1. 2.

Brain-Based Learning: Resource Roundup Edutopia's list of resources, articles, videos, and links for exploring the connection between education and neuroscience. (Updated: 12/2013) Building Brain Literacy in Elementary Students, By Judy Willis, M.D. (2013) Neurologist, teacher, author and Edutopia blogger Willis discusses the benefits of teaching elementary students how their brains work. I love the iPad but I love learning more | Head's Blog It is with mixed emotions that I begin my story. Whilst flattered to be asked to give an insight into the use of iPads in learning I feel somewhat of a fraud and perhaps a little misunderstood, you see I love the iPad but I love learning more. I have always embraced the learning potential of ICT, however it was not a relationship that began easily. Unable to make my O level timetable fit, yes I am that old, I was forced to take computer studies. Two years later I had laboriously written a programme in MS Dos that told me whether I was a boy or a girl – not a labour of love or frankly a revelation! My relationship with MS DOS was short lived. My commitment to the use of ICT to enhance learning remained strong. however my first encounter with the iPad was unremarkable; I had an iPhone and was unimpressed by the hype that surrounded this new ‘champion’, in my view it was essentially just an iPhone with a bigger screen. Eighteen months ago my relationship with the iPad became official!

Global Cool's - The Art of Conversation 1st Annual MTSS Conference Evaluation Thank you for your interest in MTSS. Please take a few moments and provide your feedback regarding the 1st Annual MTSS Conference that was held March 13, 2012. As a result of the conference, do you feel you now have a better understanding of connections between the Massachusetts Tiered System of Supports (MTSS) and the following? As a result of the conference do you feel you now have a better understanding of the core components of MTSS, including why both academic and non-academic components are essential? As a result of the conference do you feel you now have a better understanding of how to teach more effectively through considering the variability of learners (UDL)?

Reading: “Online learning in the workplace” Like many of my peers I read around my ‘subject’ a lot. Sometimes I print copies out and store them, other times I save to favourites (on Twitter mainly, very rarely to a browser), or to Delicious (when I remember to use it). The Australasian Journal of Educational Technology is always worth looking at as the papers are interesting and varied. “Online learning in the workplace: A hybrid model of participation in networked, professional learning” from Mary Thorpe and Jean Gordon covers different aspects of ‘work-based’, or rather ‘work-related’ learning, with a need to understand online participation as a “hybrid concept” that is a “reflection of offline roles, opportunities and pressures, as well as the usefulness, usability and relevance of what is online.” Do those who develop online materials for online students fully understand the importance of support, guidance, design, engagement, collaboration, assessment, timetable, social or professional pressures?

Where does knowledge come from? In most of the training courses I run, I ask the question "where does knowledge come from?" Always, every time, I get the answer "Experience - Knowledge comes from Experience". Never does anyone answer "Knowledge comes from Information". Never If you don't believe me, try it yourself. So why do we persevere with the Data/Information/Knowledge pyramid? If you believe in this pyramid, then your KM approach will be an extension of information management. If instead you believe that knowledge comes from experience, and shared knowledge comes from shared experience, then your KM approach will be based on review and transfer of experience, connection of people, and conversation. So we could in fact come up with a different pyramid, shown here, where experience leads to knowledge, which leads to decisions, and which leads to action. The great thing about this version of the pyramid, is that action leads back to experience. So the pyramids stack, as shown below. Guess which of these works better?

Rethinking Whole Class Discussion Whole class discussions are, after lecture, the second most frequently used teaching strategy, one mandated by the Common Core State Standards because of its many rewards: increased perspective-taking, understanding, empathy, and higher-order thinking, among others. These benefits, however, do not manifest without a skillful and knowledgeable facilitator. Unfortunately, a preponderance of evidence demonstrates that many teachers mistakenly conflate discussion with recitation. In contrast to recitation, quality discussion, according to the University of Washington's Center for Instructional Development and Research, involves purposeful questions prepared in advance, assessment, and starting points for further conversations. Distribute opportunities to talkAllow discussants to physically see each otherAsk questions that "may or may not have a known or even a single correct answer"2Foster learners talking to peers3Encourage students to justify their responsesVary the types of questions

Pragmatic Education | Cutting-edge ideas for system reform: What works is what's best The best course I ever did, and 11 Top Tips for creative teaching | Transition Network Over the next few days we will be sharing the winning three stories in our Transition Training competition of courses people did that changed their lives. I thought it might be a good idea to start with my story of the course that impacted me the most in my life so far. In June 2001, I got off the bus in a small village in Lancashire, with a rather heavy bag and in somewhat inclement weather, to walk up the hill to Middlewood, a permaculture project set atop a hill in beautiful woodland. The walk was considerably longer than I had anticipated, the road, seemingly to nowhere, seemed to stretch on for miles. The reason for my trek was to do a course called Teaching Permaculture Creatively, led by Rod Everett. Middlewood was a stunningly beautiful place. The Middlewood Study Centre, with the yurt we studied in to the right. The course itself took place in a large yurt, in the round. Sure enough, it turned out we had learnt an astonishing amount of stuff.

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