Five Best Practices for the Flipped Classroom Ok, I'll be honest. I get very nervous when I hear education reformists and politicians tout how "incredible" the flipped-classroom model, or how it will "solve" many of the problems of education. It doesn't solve anything. It fosters the "guide on the side" mentality and role, rather than that of the "sage of the stage." It also creates the opportunity for differentiated roles to meet the needs of students through a variety of instructional activities. 1) Need to Know How are you creating a need to know the content that is recorded? 2) Engaging Models One of the best way to create the "need to know" is to use a pedagogical model that demands this. 3) Technology What technology do you have to support the flipped classroom? 4) Reflection Every time you have students watch a video, just like you would with any instructional activity, you must build in reflective activities to have students think about what they learned, how it will help them, its relevance, and more. 5) Time and Place
One Laptop per Child De la sociedad 1.0 a la sociedad 3.0: ¿escuelas 1.0 para formar estudiantes 3.0 La constante globalización está permitiendo que el conocimiento se distribuya horizontalmente en ámbitos que hasta ahora permanecían incomunicados, creando relaciones heterárquicas y proporcionando la posibilidad de que el conocimiento sea aplicado en contextos innovadores. En el ámbito del aprendizaje, esto significa que todos nos convertimos en coaprendices y también en coeducadores, como resultado de la construcción y aplicación colectiva de nuevos conocimientos. En este contexto, los estudiantes de la sociedad 3.0 tendrían que poder aprender, trabajar, jugar y compartir en prácticamente cualquier contexto. Sin embargo, desde el punto de vista de John Moravec, son pocos los indicios existentes que permitan afirmar que la educación está evolucionando hacia el paradigma 3.0. Moravec afirma que el cambio social y tecnológico acelerado tiene un impacto enorme en la educación. ¿Hay indicios de que la educación de hoy avanza hacia el paradigma 3.0? John W. Aníbal de la Torre @anibaldelatorre
Las netbooks, los docentes y el aula - 06.05.2012 - lanacion.com Según el informe del Observatorio de la Educación Básica Argentina -ya comentado aquí a propósito de otros temas-, las computadoras personales del programa Conectar Igualdad que vienen distribuyéndose entre alumnos y maestros casi no se usan en el aula. De alguna manera, esta noticia era de esperarse. En primer lugar, porque para muchos de los que las recibieron era la primera vez que poseían una computadora para su uso personal; es lógico entonces pensar que el 91 por ciento de los docentes de las escuelas primarias haya decidido utilizarlas primero en su casa. Del resto, solo el 5% lo hace en clase, sí, pero mensualmente, y el 7%, cada quince días. La escuela y la PC han establecido hasta ahora -y esto no ocurre sólo en la Argentina- una relación compleja, lo cual ha sido reflejado desde estas columnas cuando se comentó el último informe PISA, que incluyó por primera vez datos sobre tecnologías digitales y resultados de aprendizaje.
Aulas Abiertas- BA - e-Literate A while back, I had the privilege of being the keynote speaker at the NERCOMP LMS Unconference. I had never attended an unconference before, nevermind keynoting one, and I found the prospect to be fascinating and exciting. And nerve-wracking. The approach I tried seemed to work, judging by the feedback I got from the attendees and, to a lesser degree, by the influence of the presentation that I was able to observe on the rest of the unconference. A Word About Unconferences Let me start with my own observations about the role of the unconference in the wider world of conferences. Some folks are attracted to the unconference format because they are allergic to the “sage on the stage” syndrome and have a commitment to democratize the conversation. That said, a lot of conferences aren’t primarily about presenting original research. In an unconference, you get to harness the collective knowledge of the participants. Priming the Pump Notice that the task here involves no writing.
Knowmads in Society 3.0 Remember nomads? In the pre-industrial age, nomads were people that moved with their livelihood (usually animal herding) instead of settling at a single location. Industrialization forced the settlement of many nomadic peoples… …but, something new is emerging in the 21st century: Knowmads. A knowmad is what I term a nomadic knowledge worker –that is, a creative, imaginative, and innovative person who can work with almost anybody, anytime, and anywhere. The coffee shop has become the workplace of choice for many knowmads. The remixing of places and social relationships is also impacting education. Who are these knowmads in Society 3.0? (To find out, click on the picture) Are you a knowmad?
Flipped Classroom A New Learning Revolution There has been a growing buzz around a recently coined phrase " Flipped Classroom". This term starts to take root in education as more and more educators are discovering it. So what is this all about and what are its advantages in learning and teaching? Flipped Classroom is an inverted method of instruction where teaching and learning take place online outside of the class while homework is done in the classroom. Flipped Classroom shifts the learning responsibility and ownership from the teacher's hands into the students'. Flipped Classroom depends a lot on educational technology and web 2.0 tools such as podcasting and screencasting applications. "In most Flipped Classrooms, there is an active and intentional transfer of some of the information delivery to outside of the classroom with the goal of freeing up time to make better use of the face-to-face interaction in school. A direct and concrete example of Flipped Classroom concept is the popular Khan Academy.
Web 2.o tools 4 teachers The 21 Signs you are A 21st Century Teacher Teaching in the 21st century is definitely not an easy task. Students are digitally focused and have more free access to information challenging thus the traditional prototypic picture of the teacher as the knowledge instigator. Engagement is also another serious issue that makes educating such kind of students a real nightmare. It takes so much creativity, originality, and novelty from the part of teachers to get students motivated and engaged. Technology has the cure but this cure can not be effective unless teachers know how to use its prescription. Teachers need to acquire certain digital skills that are detrimental to the success of their instruction and without which no learning objectives could be cultivated. Another resource which I highly recommend for any 21st century teacher is the awesome learning community called Simple k-12.
Latin America: What's in a Name | Tom Holloway Latin America: What’s in a Name?—T. Hollowayp. 2 the external manifestation of the European Renaissance. not normally included in the rubric Latin America. th century. usually included in Latin America are the three Guianas (French Guiana,technically decolonized by being designated an overseas department of continental France in1946; Suriname, formerly known as Dutch Guiana; and Guyana, known in the Colonial era asBritish Guiana and before that as Demerara), as well as Belize (formerly British Honduras).Their historical trajectories have more in common with the non-Spanish Caribbean islands thanwith Latin America, and historically they were never effectively occupied by either Spain or Portugal.