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Thinking Tools

Thinking Tools
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50 Apps Students Will Be Using In Your Classroom 5 Useful iPhone Apps For Student Bloggers 9.43K Views 0 Likes Student blogging is a wonderful way to get into the world of online writing and learning. These iPhone apps for student bloggers will enhance their skills. 6 Interactive Storytelling Apps For Younger Students 11.39K Views 0 Likes Getting younger students to tell stories can promote a variety of different language arts skills in a way that is a lot more fun than doing grammar drills.

10 ways to encourage student reflection Split Screen Teaching Optimal learning occurs when students are active participants in their own learning, rather than passive recipients of teacher-delivered content. For this to be effective, students really need to think about their learning. I worked with a group of teachers recently who felt their young students were not capable of writing meaningful reflections for their end of semester reports. That might be true. How do we encourage students to think about their learning? 1. Guy Claxton calls this ‘split screen teaching.’ 2. Stop thinking about how to teach the content. 3. Make sure you and your students know the purpose of every task and of how it will advance the learning. 4. Encourage students to plan how they will learn and to reflect on the learning process. 5. Make sure students have time to stop and think about why and how they learned, not just what. 6. How might you find this out? 7. 8. 9. Refer to learning attitudes and skill development, not just tasks and content. 10.

Intute: Encouraging Critical Thinking Online Encouraging Critical Thinking Online is a set of free teaching resources designed to develop students' analytic abilities, using the Web as source material. Two units are currently available, each consisting of a series of exercises for classroom or seminar use. Students are invited to explore the Web and find a number of sites which address the selected topic, and then, in a teacher-led group discussion, to share and discuss their findings. The resources encourage students to think carefully and critically about the information sources they use. A comprehensive Teacher's Guide provides an overview of the course, lesson/seminar outlines, suggestions of illustrative websites, and points for discussion. Teacher's Guide (Units 1 and 2) Printable version (PDF) Resources for Unit 1: Checking Facts and Gathering Opinions Resources for Unit 1 Resources for Unit 2: Gauging and Examining Popular Opinion Resources for Unit 2

Framgångsrika skolor där IKT spelat en avgörande roll för att utveckla lärandet Under BETT förra veckan åkte jag ut på två studiebesök utanför London. Det ena gick till Hurstpierpoint Collage i West Sussex och det andra gick till Bohunt School i Hampshire. Syftet med studiebesöken var dels att se hur dessa skolor använder den moderna tekniken i lärandet och dels att höra om de nya visioner och det målinriktade arbete som gjort att dessa skolor kunnat vända från att ha varit medelskolor (resultatmässigt) till att bli bland de främsta i England. Det som främst varit avgörande för de ökade resultaten har varit "change of mindset" samt höga och positiva förväntningar på både elever och lärare. Enligt rektorn på Bohunt spelar det inte någon roll hur mycket pengar man slänger ut på resurser om metoden är fel. Genom motton som "Stop talking (riktat till den undervisande läraren) and get the students working" och "yes, you can" och "no limits of what the students can do" så har man genom så kallade change teams börjat jobba mot gemensamma mål tillsammans.

ThinkQuest Socratic Seminar Guidelines: A Practical Guide Balancing Participation: In the first discussion of any group, three to five people will monopolize the conversation right away. This is natural but far from ideal. Ideally, the conversation is equally shared among all of the participants. Those who naturally dominate should be encouraged to listen first and speak later. Those who rarely speak should be encouraged to participate at least once. Try out some of the following ideas to help support this: Limit those who speak often to a certain number of questions and responses. Note that those who talk a lot will become frustrated when they reach their limit and can no longer speak. The leader must resist the temptation to save the participants from the uncomfortable silences! The process takes time and lots of repetition, but the results are powerful.

10 Ways to Teach Innovation Getty By Thom Markham One overriding challenge is now coming to the fore in public consciousness: We need to reinvent just about everything. The burden of reinvention, of course, falls on today’s generation of students. This is hardly the case, as we know. Move from projects to Project Based Learning. Teach concepts, not facts. Distinguish concepts from critical information. Make skills as important as knowledge. Form teams, not groups. Use thinking tools. Use creativity tools. Reward discovery. Make reflection part of the lesson. Be innovative yourself. This post originally appeared on ThomMarkham’s blog.Thom Markham, Ph.D., is a psychologist and school redesign consultant who assists teachers in designing high quality, rigorous projects that incorporate 21st century skills and the principles of youth development. Related

The Resurgence of Flipped Learning Chat « Chantellemorrison's Blog I’ve noticed a revival of the ‘Flipped Learning’ edchat lately. Having trialled Flipped Learning (AKA Pre-learning*) for nearly 12 months, I thought it would be helpful to share what I’ve gleaned through the process. I’ll do this over a series of 3 blogs; the first blog will focus on how to find appropriate resources and then distribute these resources in a helpful, meaningful way. Before embarking on a flipped learning program, it’s most crucial to decide on your goal for flipped learning. Is it an adjunct to a current homework program? Is it to replace/assist in class explicit teaching? Is it to ensure students are prepared for learning a new topic prior to explicit teaching? Is it for students to realise the gaps in their knowledge of a certain topic and then bring questions forward to the class? If you chose either of the last 2 options, then this blog entry will be of assistance to you. What is it that I want the students to learn/understand? Like this: Like Loading...

Inside the Classroom Door… » Socratic Seminar Guide Socratic Seminar Preparation Guide A Socratic seminar is one where we examine a text for a deeper understanding of the ideas rather than “right” answers. It requires knowledge of the text and using the text to support your thoughts. The questions are mostly open-ended—they invite discussion. When working as a member of a Socratic seminar, the goal is not to prove other people are wrong but to understand the ideas from more than one point of view. As we practiced in our listening skills unit, we look each other in the eye when listening and speaking, we use each other’s first names, and we acknowledge what others said before adding our opinions. You will probably notice many of the questions and skills in the Socratic seminar are similar to those we use in literature circles. The seminar requires you to prepare in advance. · Read the text completely, using sticky notes if it’s a textbook or annotating the text to highlight the most important or key passages. · Spoke loudly and clearly

Rita F. Pierson: WATCH: How A Teacher Encouraged Her Students With An 'F' TED and The Huffington Post are excited to bring you TEDWeekends, a curated weekend program that introduces a powerful "idea worth spreading" every Friday, anchored in an exceptional TEDTalk. This week's TEDTalk is accompanied by an original blog post from the featured speaker, along with new op-eds, thoughts and responses from the HuffPost community. Watch the talk above, read the blog post and tell us your thoughts below. Become part of the conversation! This blog was produced in collaboration with TED for the TED Talks Education Special. Teachers don't make a lot of money. In the spring of my career, I found myself questioning the choice of my life's work. I was on a plane recently and the flight attendant asked my name. I most certainly realize the extreme importance of being a competent teacher. For every student that finally "got it," for every rookie teacher that said, "you inspired me to stay," I get the raise that never quite made it to my paycheck. -- Rita F.

skill rubric Hilbert's Program First published Thu Jul 31, 2003 In the early 1920s, the German mathematician David Hilbert (1862-1943) put forward a new proposal for the foundation of classical mathematics which has come to be known as Hilbert's Program. It calls for a formalization of all of mathematics in axiomatic form, together with a proof that this axiomatization of mathematics is consistent. The consistency proof itself was to be carried out using only what Hilbert called “finitary” methods. The special epistemological character of finitary reasoning then yields the required justification of classical mathematics. 1. 1.1 Early work on foundations Hilbert's work on the foundations of mathematics has its roots in his work on geometry of the 1890s, culminating in his influential textbook Foundations of Geometry (1899) (see 19th Century Geometry). Hilbert thus realized that a direct consistency proof of analysis, i.e., one not based on reduction to another theory, was needed. 2.

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