Helping Shy Students All teachers have had shy students in their classroom. These children are the ones who keep to themselves and quietly complete their work, often hiding from the attention of the teacher or their classmates. However, some of these children are not just shy or quiet but may have social anxiety disorder. How do teachers know if a student is suffering from social anxiety? Disproportion—Is the stress unrealistic for the situation? What specific behaviors should teachers look for in the classroom? Teachers can make important observations that can help to identify a child who is suffering from social anxiety. In order to alleviate their anxiety, most children with social anxiety try to actively avoid anxiety-producing situations. It is important to realize that teachers and parents can play a role in unwittingly fostering this avoidance. What can be done to help students with social anxiety? There are three components that can be targeted to decrease the social anxiety a child experiences.
Innovative Teaching Showcase 2001-02: Authentic Learning by Ann Carlson Curriculum and Program Developer Office of the Vice Provost of Undergraduate Education By definition, the term "authentic learning" means learning that uses real-world problems and projects and that allow students to explore and discuss these problems in ways that are relevant to them. This approach differs greatly from the traditional "lecture" class, where professors give students facts and other content that students then must memorize and repeat on tests. In Marc Richards' class, for example, students must not only connect post-Civil War history to current events and their own lives, they must also help teach the class and are encouraged to give their own views on historical events. A Crash Course in the Pedagogy of Authentic Learning It's obvious from looking at the four teaching showcases that the types and methods of authentic learning experiences used vary widely. The classroom is learner-centered. References Brooks, G., & Brooks, J. (1993). Fardouly, N. (1998).
Anderson and Krathwohl - Bloom's Taxonomy Revised - The Second Principle Understanding the New Version of Bloom’s Taxonomy ©Leslie Owen Wilson (2016, 2013, 2005, 2001) Contact Leslie A succinct discussion of the revisions to Bloom’s classic cognitive taxonomy by Anderson and Krathwohl and how to use them effectively Background: Who are Anderson and Krathwohl? Here in the United States, from the late 1950s into the early 1970s, there were attempts to dissect and classify the varied domains of human learning – cognitive (knowing, or head), affective (emotions, feelings, or heart) and psychomotor (doing, or kinesthetic, tactile, haptic or hand/body). While all of the taxonomies above have been defined and used for many years, there came about at the beginning of the 21st century in a new version of the cognitive taxonomy, known commonly before as Bloom’s Taxonomy. The Cognitive Domain: The following chart includes the two primary existing taxonomies of cognition. Taxonomies of the Cognitive Domain Table 1.1 – Bloom vs. (Diagram 1.1, Wilson, Leslie O. 2001) Sources:
Johns Hopkins University: New Horizons for Learning Welcome to New Horizons for Learning - a leading web resource for identifying and communicating successful strategies for educational practice. The Johns Hopkins School of Education does not vet or endorse any information contained on the New Horizons website. Information posted on New Horizons prior to January 1, 2014 can be repurposed as long as the repurposing party provides attribution to the original author of the material being used. Information posted on New Horizons after January 1, 2014 is considered open access information and can be repurposed without attribution to the original author. Our first journal issues feature articles on neuroscience, creativity, counseling, technology, data-driven decision making, museum education, arts integration, special education, early education, cultural literacy, action research, Universal Design, international exchange programs, higher education, teacher preparation and more: New! Vol.X No. 2, Special Edition: Focus on Autism Vol. It's Here!
What Do We Mean by Authentic Learning? CC licensed photo shared by Flickr user horizontal.integration It’s action research time for my Professional Learning Practice cohort, and through our project design we hope to engage our students in relevant, connected, and authentic learning experiences. After presenting the specifics of our project ideas to the cohort, the always-supportive Sheryl Nussbaum-Beach offered constructive criticism and ideas for refinement, and perhaps most importantly, she asked us to define authentic learning. What is authentic learning? I appreciate Gary’s point that authentic learning can be used to benefit the learner and society, thus the learning contributes to a collective body of knowledge that is greater than ourselves. Learning goes deep. Evidence of higher order thinking. Real and substantive conversations. Personal learning. Autonomy, mastery, purpose, choice, self-direction. 21st century skills integration. Everyone is reflecting, all of the time. About the author
Why did the Templars mark this mysterious spot on the map? - BBC Reel Delve into the myths and legends that surround the mysterious Knights Templar. The Templars' mystical 'place of power'The hermitage of San Bartolomé was built by the Templars in a very specific spot.Now Playing A Templar town's underground twinUnder the hill town of Osimo lies a network of tunnels and chambers mysteriously connecting the city's palaces.Watch now HistoryThe secret 'Vatican' of the TemplarsSome of the most powerful members of the Knights Templar were buried at The Church of Santa Maria do Olival.Watch now HistorySintra's mysterious 'inverted tower'BEST OF 2019: Quinta da Regaleira's 'inverted tower' celebrates Portugal's Templar past.Watch now
The Association for Bright Children Ontario Authentic Learning What is authentic learning? Let me ask you a question...If you were going to teach a child about the weather, how would you do it? (Franklin's Forecast?) When I think of my own childhood, I remember being taught about the weather through posters on the wall that had drawings of the seasons. Authentic learning says that...we should learn what happens in the "real world", and become "cognitive apprentices" to the experts.
Differentiating Instruction Within the four ways for differentiating instruction there are embedded several other learning strategies which are used in conjunction with each other. The Strategies: Readiness / Ability Teachers can use a variety of assessments to determine a student's ability or readiness. However, readiness is constantly changing and as readiness changes it is important that students be permitted to move between different groups (see flexible grouping). Varying the level of questioning (and consequent thinking skills) and compacting the curriculum and are useful strategies for accommodating differences in ability or readiness. Adjusting Questions During large group discussion activities, teachers direct the higher level questions to the students who can handle them and adjust questions accordingly for student with greater needs. An easy tool for accomplishing this is to put posters on the classroom walls with key words that identify the varying levels of thinking. Compacting Curriculum Reading Buddies
Exemplars: Authentic Learning Authentic learning tasks are learning experiences students come in contact with in the classroom that relate what they are learning to real life situations. For example, if students are learning to count money, you could set up a real life "grocery store" activity in the classroom. This would show them what it would be like to shop and have to use their money to purchase things. There are many links on this website that will show you classroom examples of exemplars. This website will also show you how you can use exemplars with different subjects. Rubrics are a very important part of grading authentic tasks, and there are many helpful links to give examples of rubrics.