Kids Speak Out on Student Engagement A while back, I was asked, "What engages students?" Sure, I could respond, sharing anecdotes about what I believed to be engaging, but I thought it would be so much better to lob that question to my own eighth graders. The responses I received from all 220 of them seemed to fall under 10 categories, representing reoccuring themes that appeared again and again. So, from the mouths of babes, here are my students' answers to the question: "What engages students?" 1. "Middle-school students are growing learners who require and want interaction with other people to fully attain their potential." "Teens find it most interesting and exciting when there is a little bit of talking involved. 2. "I believe that when students participate in "learning by doing" it helps them focus more. "We have entered a digital age of video, Facebook, Twitter, etc., and they [have] become more of a daily thing for teens and students. 3. "I believe that it all boils down to relationships. 4. 5. 6. 7. 8. 9. 10.
Flipped Classroom: The Full Picture A New Type of Ed School I was observing a class called Designing Assessments at the new Relay Graduate School of Education when a student asked if it was OK to rework questions from a teachers’ guide to fit the English lesson she was teaching in a Brooklyn middle school that week. Sure, said Mayme Hostetter, Relay’s dean: “No need to totally invent the wheel. Just make the wheel amazing.” Hostetter might just as surely have been talking about Relay, which aims to transform teacher education to fit the needs of urban schools. During their second year in Relay’s two-year masters-degree program, elementary-school teachers are asked to show that their own students averaged a full year’s reading growth during the school year. To earn their degrees, elementary-school teachers are also asked to show that their students earned, on average, 70 percent mastery on a year’s worth of state or Common Core Standards in another subject, usually math. Nuts and Bolts What Relay is doing largely breaks the mold. Everybody Engaged
Implementing the flipped classroom | Education in Chemistry Blog As with most new blogs, I’ll begin with: “Hello world!” I’m delighted to be a contributor to the new Education in Chemistry blog and I’m looking forward to sharing ideas and hearing back from the chemistry education community. My own interests are based around the use technology in education and school to university transition, so I suppose that’s what I hope to share on this blog. I have a tendency to go on a bit, so I am imposing a restriction to my posts of 600 words, which is about the length of a cup of tea. Over the last while I’ve been looking into 'flipped' lectures. People will say they’ve been flipping lectures for years, which of course is true. Suddenly you have a lot of time free in class. What of my own implementation? So over to you, dear reader!
La Innovación educativa - What is the Flipped Classroom El Flipped Classroom (FC) es un modelo pedagógico que transfiere el trabajo de determinados procesos de aprendizaje fuera del aula y utiliza el tiempo de clase, junto con la experiencia del docente, para facilitar y potenciar otros procesos de adquisición y práctica de conocimientos dentro del aula. Sin embargo, “flippear” una clase es mucho más que la edición y distribución de un video. Se trata de un enfoque integral que combina la instrucción directa con métodos constructivistas, el incremento de compromiso e implicación de los estudiantes con el contenido del curso y mejorar su comprensión conceptual. Se trata de un enfoque integral que, cuando se aplica con éxito, apoyará todas las fases de un ciclo de aprendizaje. Cuando los docentes diseñan y publican una “en línea”, el tiempo de clase se libera para que se pueda Jonathan Bergmann y Aaron Sams, dos profesores de química en Woodland Park High School en Woodland Park Colorado, acuñaron el término “Flipped Classroom”.
Survey reveals schools unprepared to support digital learning A recent nationwide survey by JogNog.com Reveals that 93% of teachers would assign online games in class if the subject matter matched their curriculum. The caveat for a majority of these teachers, however, is that they feel their schools have too few computers or tablets for their students to use digital learning tools effectively. The study also reveals that while teachers see see broad applicability for digital learning across all subjects, digital learning is still in its infancy. 35% of teachers do not use any digital learning tools. “Our survey reveals that teachers want to leverage digital learning tools – and students like them as well – but everyone is constrained by the limitations of available technology in their schools.” You can download the survey here. Read the full release here.
Flipped Classroom Full Picture: An Example Lesson The flipped classroom, as it is currently being described and publicized, is simply recording the didactic content information via videos, having students view these as homework, and then using class time to further discuss these ideas. Harvard Professor Chris Dede stated in his Global Education 2011 keynote in response to a question directed about the flipped classroom . . . I think that the flipped classroom is an interesting idea if you want to do learning that is largely based on presentation. You use presentation outside of the classroom. Then you do your understanding of the presentation and further steps from the presentation inside the classroom. I think it is a step forward. As I describe in The Flipped Classroom: The Full Picture, I believe, as Chris Dede does, that the problem with the flipped classroom is that the major focus is on the didactic presentation of information, that it is still at the center of the learning experience. Experiential Engagement: The Activity Part One
Introducing a Game-Based Curriculum in Higher Ed - Emerging Education Technology | :: The 4th Era :: The 6-step guide to flipping your classroom It’s one of the most talked-about trends in education right now. Right behind the iPad and Common Core. Flipping your classroom is a trend that doesn’t seem to be going away any time soon. That’s great, because it offers a lot of advantages for your classroom regardless of your students’ age or what subject matter you’re presenting in your classroom. The handy graphic below synthesizes the overwhelming to-do list of flipping your classroom into 6 easy steps that make the whole process a little less daunting. Flipping Your Classroom in 6 Easy Steps Plan: Figure out which lesson you’re going to flip. Then, Review, Revise and Repeat! We’ve also listed a few of our favorite resources are below – check them out! Great Flipped Classroom Resources We Recommend The FlippedInstituteAppitic’s list of apps for flipped classroomsTeacher’s Choice: Best web tools for flipped classroomsAn overview of flipped learning from the guys who started it
RELIEVE: Revista ELectrónica de Investigación y EValuación Educativa A modo de introducción Estamos asistiendo, en la actualidad, a un periodo fecundo de elaboración de estudios evaluativos, de informes de investigación y de publicaciones académicas que tienen como objeto de análisis el grado de disponibilidad, uso e impacto de las tecnologías de la información y comunicación sobre el sistema escolar. Este incremento notable de la producción intelectual sobre este problema no sólo ocurre en el ámbito de los países anglosajones y del norte de Europa -en los que siempre existió una relevante tradición de estudios sobre esta temática-, sino que también en el contexto académico español, en estos últimos años, hemos generado una notable producción de trabajos que han explorado cómo lo que los profesores perciben y piensan con relación a estas tecnologías, así como su uso en los contextos del centro escolar. ¿Qué problemas se investigan? ¿Cuales son las principales objetivos y cuestiones de estudio? ¿Qué metodologías se utilizan? 1. 2. 3. 4. 5. 1. 2. 3. 4.
The Naace Curriculum - An ICT Framework The Naace curriculum area is the place to find all the latest updates to the Naace Curriculum Framework. This has been developed in consultation with members to offer a comprehensive, coherent and flexible starting point for schools to review and develop their own personalised curriculum. Supporting materials will be added to the relevant key stage curriculum pages. Even before the announcements made by Michael Gove and the Royal Society in January 2012, consultations and preparations for an ICT curriculum evolution were underway at Naace. Taking into consideration the announcement by Michael Gove in January 2012 (see the Naace response here) and the Royal Society report that was published later that same week, we prepared outline proposals for the ICT curriculum which were taken to our members for consultation. Alternatively, members who are logged in may also comment at the bottom of the curriculum pages. Key Stage 1 and 2 Curriculum Proposals Key Stage 3 Curriculum Proposals
ODWRÓCONA KLASA - DLACZEGO I JAK ODWRACAĆ EDUKACJĘ? | Learnetic SA - Tworzymy technologię i rozwiązania wspierające edukację Rozwój technologii, jej stopniowe wkraczanie do szkolnej rzeczywistości oraz chęć przełożenia tego trendu na wymierne korzyści dla edukacji są determinantami wielu eksperymentów i innowacji mających obecnie miejsce w oświacie. Jednym z takich przedsięwzięć jest metoda odwróconej klasy, zdobywająca uznanie praktyków na całym świecie. Charakteryzuje się ona tym, że uczniowie zapoznają się jeszcze przed zajęciami z materiałami przygotowanymi i udostępnionymi im przez nauczyciela. Pomocą w tworzeniu i dystrybucji tych materiałów edukacyjnych są tutaj najczęściej nowe technologie (Internet, platformy edukacyjne itd.). Jakkolwiek, odwrócona klasa nie opiera się jedynie na tych powierzchownych pryncypiach. Metoda ta nie ma jednego twórcy ani przyjętej modelowej formy. Istnieje wiele możliwości rozpoczęcia pracy metodą odwróconej klasy gdyż, jak już wcześniej wspomniano, nie istnieje żaden oficjalnie przyjęty wzór, który regulowałby narzędzia, czy sposoby odwracania procesu edukacyjnego. J.