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Lifelong Learning

Lifelong Learning
Related:  How To Think & Learn...Teaching and Learning

How to Grow Outside Your Comfort Zone Are you comfortable with your life? Are you excelling in your life? “The majority of people can’t answer “yes” to both questions. They’re either pushing their boundaries to the limits and hence are uncomfortable, or they’ve become comfortable and stopped pushing.” – Charlie Gilkey “In self growth, when we say you’re comfortable, what we really mean is that you’re not growing. Growth doesn’t tend to happen when we’re feeling comfortable. But when we’ve found something which is easy and which works, we want to carry on doing more of the same … it’s difficult to take a step into the unknown, or the uncomfortable. I’m going to think about three questions below: Where are you too comfortable? Where are you too comfortable? When life is chugging along happily, it’s easy to settle back and get comfortable. It’s natural to want a comfortable life. Grab a sheet of paper, open up a document on your computer, or use the comments box at the bottom of this post. Here’s mine: What makes you feel nervous?

Design Thinking in the Classroom: Free Inspiration from the Ad Award Winners "For students, the best classroom experience is a space of possibility." - Anne Stevens1 Design thinking can transform your classroom into a space of creativity, excitement and possibility. The design thinking process involves rethinking and reframing problems to make things easier, more streamlined or different. Jackie Gerstein attests that design thinking is an important skill for students to learn as part of their education.2 What Is Design Thinking? Design thinking is a structured approach to solving problems. But for the purposes of this post, we'll define the eight phases of design thinking as follows: Define the problem: This is the first and most important step of the process. How Can I Bring Design Thinking into My Class? There are a variety of ways to bring design thinking into the classroom, but here is one excellent activity that is easy and free. How Should I Run This Activity? This introduction to the design thinking process will take about 5-15 minutes of presentation. Notes

Bloom’s Taxonomy: The 21st Century Version So much have been written about Bloom’s taxonomy; one click in a search engine will flood your page with hundreds of articles all of which revolve around this taxonomy. Only few are those who have tried to customize it to fit in the 21st century educational paradigm. As a fan of Bloom’s pedagogy and being a classroom practitioner, I always look for new ways to improve my learning and teaching, and honestly speaking , if you are a teacher/ educator and still do not understand Bloom’s taxonomy then you are missing out on a great educational resource. The following article is a summary and a fruit of my long painstaking research in the field of Bloom’s taxonomy. Bloom’s taxonomy of learning as Wikipedia has put it is “ a classification of learning objectives within education proposed in 1956 by a committee of educators chaired by Benjamin Bloom ”. 1 – The cognitive : The intellectual or knowledge based domain consisted of 6 levels . Let us now go through the different domains stated here.

AUTODIDACTIC PRESS - lifelong learning advocate, Charles D. Hayes Tree Looking for Strategies and Activities? Click Here! The tree can act as a metaphor to help us see the relationship between theory and practice in second language learning and teaching. The ROOTS represent concepts and theories to be considered in teaching in general and in second language acquisition in particular. The TRUNK represents what the student brings to the learning context – their attitudes, learning styles and intelligences, their cognitive and affective abilities. The success of teacher planning and preparation and development of carefully selected activities can be understood by tracing how they are fed by the ideas on the roots and trunk. Click on the different parts of the tree below to access more information about each topic.

The 33 Digital Skills Every 21st Century Teacher should Have By EdTech Team Updated on march 2, 2015 : The original list that was created in 2011 comprised 33 skills , after reviewing it we decided to do some merging and finally ended up with the 20 skills below. The 21st century teacher should be able to : 1- Create and edit digital audio Here are some tools for teachers to develop this skill :Free Audio Tools for Teachers 2- Use Social bookmarking to share resources with and between learners Here are some tools for teachers to develop this skill : A List of Best Bookmarking Websites for Teachers 3- Use blogs and wikis to create online platforms for students Here are some tools for teachers to develop this skill : Great Tools to Create Protected Blogs and Webpages for your Class 4- Exploit digital images for classroom use Here are some tools for teachers to develop this skill :Web Tools to Edit Pictures without Installing any softwareTools to Convert Photos into Cartoons

The lesson you never got taught in school: How to learn! | Neurobonkers A paper published in Psychological Science in the Public Interest evaluated ten techniques for improving learning, ranging from mnemonics to highlighting and came to some surprising conclusions. The report is quite a heavy document so I’ve summarised the techniques below based on the conclusions of the report regarding effectiveness of each technique. Be aware that everyone thinks they have their own style of learning (they don't, according to the latest research), and the evidence suggests that just because a technique works or does not work for other people does not necessarily mean it will or won’t work well for you. If you want to know how to revise or learn most effectively you will still want to experiment on yourself a little with each technique before writing any of them off. Elaborative Interrogation (Rating = moderate) A method involving creating explanations for why stated facts are true. An example of elaborative interrogation for the above paragraph could be: Reference:

T&L + | St. Peter's School Teaching & Learning Research & Development CPD Briefing #9: Comments, on comments The CPD Briefing for this week was handed over to staff, in department teams, to revisit input to date from our Thursday morning sessions. Since November nearly all of the 20 minute sessions -delivered by more than 30 different staff-… Read more › Revision: 20 top tips from the bedroom in the dining hall What’s the best way to prepare for exams? CPD Briefing #8: Top Guns – Positive Significant Others You can always rely on the PE Department to deliver and they did not disappoint with this Thursday’s Top Gun themed CPD session. Coming soon: The Revision Installation Pod Revision – not something that preoccupies most art departments. Revision: Ideas to support exam preparations It’s that time of year again when attention shifts towards exam preparations. Useful Revision Apps Students are increasingly using mobile devices to support learning. Positive Behaviour for Learning – a work in progress R&D Review: Where do we go from here?

Motivation Motivation has been shown to have roots in physiological, behavioral, cognitive, and social areas. Motivation may be rooted in a basic impulse to optimize well-being, minimize physical pain and maximize pleasure. It can also originate from specific physical needs such as eating, sleeping or resting, and sex. Motivation is an inner drive to behave or act in a certain manner. Types of theories and models[edit] Motivational theories[edit] A class of theories about why people do things seeks to reduce the number of factors down to one and explain all behaviour through that one factor. Conscious and unconscious motivations[edit] A number of motivational theories emphasize the distinction between conscious and unconscious motivations. Freud is associated with the idea that human beings have many unconscious motivations that cause them to make important decisions because of these unconscious forces, such as choosing a partner. Psychological theories and models[edit] Rational motivations[edit]

Pimp my Classroom: 8 ways to confuse the cleaner | T&L + I posted this image on Twitter a while ago of when I made an entrance into my classroom out of an enlarged essay. I used the slice tool on Photoshop, printed A3 in B/W and then, aided by two students, pieced it back together. It was a really cheap but effective way of setting out our project theme for an exhibition. Obviously there are some very distinct advantages when you teach Art & Photography, however, I am sure there is room for creative play in all subject areas. For now, here’s 10 playful ways we have manipulated our teaching space. 1. By utilising a fixed projector and sectioning the area off using exhibition boards we created a mini cinema / presentation space. 2. How would an expert from another ‘domain’ interpret your teaching space? 3.Personalised ‘critique’ spaces A really effective way of enabling a ‘group critique’. 4. This is a favourite project that had real impact. 5. How do you celebrate those students who really excel in your subject? 6. 7. 8. Circus themed space

The Differentiator Try Respondo! → ← Back to The Differentiator The Differentiator is based on Bloom's Taxonomy, Kaplan and Gould's Depth and Complexity, and David Chung's product menu. Try It In: French Dutch • Tweet It • Like Byrdseed • Pin It Students will judge the ethics of the [click to edit] using a textbook and create an essay in groups of three. Revised Bloom's Taxonomy adapted from "A Taxonomy for Learning,Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives" by Anderson and Krathwohl Depth and Complexity adapted from The Flip Book by Sandra N. Depth Big Idea Unanswered Questions Ethics Patterns Rules Language of the Discipline Essential Details Trends Complexity Multiple Points Of View Change Over Time Across the Disciplines Imperatives Origin Convergence Parallels Paradox Contribution Key Words Consequences Motivations Implications Significance Adapted from David Chung and The Flip Book, Too by Sandra N. Group Size One Two Three Four

The 21st century pedagogy teachers should be aware of Interpersonal learning , personalized learning, second life learning , 3d learning, collaborative learning and virtual learning , these are just some of the few buzz words you would be be reading so often in today’s educational literature. Things have changed , old methods and pedagogies are no longer relevant. The teacher-controlled learning where pre-constructed information is presented in a formal and standardized classroom settings becomes very obsolete. The urgent questions we should , as educators , ask ourselves are : what are the driving factors behind this huge transformation in learning ? and Do we need a new pedagogy to better enhance learning ? Advancements in technology and particularly social networking technologies are changing the whole educational framework . It is evident now that we are in front of two different versions of learner one is labeleed the the 20th century learning and the second is called the 21st century learning. 20th century and 21st century teachers

Free PDF: Co-Creating Knowledge Online | Pip Shea Co-Creating Knowledge Online is the second booklet in a series of Internet field guides (formerly “critical guides”) I have developed for community artists and culture makers. It is for those who are interested in better utilising the Internet to connect, share, and make new knowledge. It builds on the premise that people have become increasingly networked as individuals rather than in groups, and that these new ways of connecting enable new modes of peer-to-peer co-creation. It is an attempt to translate my PhD research findings for community arts practitioners, and was inspired by the practices of CuriousWorks. The booklet is available as a free PDF in beta. Co-Creating Knowledge Online (584.0 KiB, 666 hits) P.S.