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How Do We Define and Measure “Deeper Learning”?

How Do We Define and Measure “Deeper Learning”?
Big Ideas Culture Teaching Strategies Flickr:Saxtourigr In preparing students for the world outside school, what skills are important to learn? This goes to the heart of the research addressed in the Deeper Learning Report released by the National Research Council of the National Academies of Science in Washington. Simply defined, “deeper learning” is the “process of learning for transfer,” meaning it allows a student to take what’s learned in one situation and apply it to another, explained James Pellegrino, one of the authors of the report. To deconstruct the definition of deeper learning further, the researchers came up with what they call three domains of competence: cognitive, intrapersonal and interpersonal. “The kinds of tasks we need to assess take kids more time to enact and more time to score.” If deeper learning is the ultimate goal, can it be taught? “Students can’t learn in an absence of feedback,” Pellegrino said. “Collaboration is a skill, not a deficit.” Related Related:  Tecnologie a scuolaSelf directed learning

How Collaborative Organizations Can Make the World a Better Place Enterprise 2.0. The Social Enterprise. Emergent Collaborative Software. Enterprise Social Software. Vendor speak. We’ve seen the talks, the tweets, the clever diagrams and long heralded the arrival of a next generation of filing cabinets, shoephones and smoke signals that are finally going to bring our disparate troops together behind a single cause. Not to worry. HootSuite’s VP Marketing, Ben Watson, on Jacob Morgan‘s recently released bestseller, The Collaborative Organization: A Strategic Guide to Solving Your Internal Business Challenges Using Emerging Social and Collaborative Tools: And today, we’re excited to launch a book giveaway, giving you the opportunity to win a special edition copy of this leading strategy guide to emergent collaboration in the workplace. Resistance is Futile – Business is and Always Was Social Jacob Morgan has only ever worked for companies that have access to emerging social and collaborative tools. But back to the that buzzword bingo that got us started.

Classroom Techniques: Formative Assessment Idea Number Four Over the last couple of months, or so, we’ve blogged on a number of formative assessment strategies, all designed to elicit evidence of student learning so that teachers can adjust their classroom instruction effectively. To recap the first three ideas: 1. The Popsicle™ Stick2. The Exit Ticket3. The Whiteboard Each of these formative assessment strategies is simple, inexpensive and designed to engage all students in classroom learning. The fourth formative assessment idea is one that is most often called “Corners.” Corners don’t have to represent answers. There’s no right or wrong formative assessment technique. Have you used or heard of corners being used in the classroom?

A Simple, Open-Ended Assignment: Explain When You're Creative A Simple, Open-Ended Assignment: Explain When You’re Creative by Danielle Shanley, Director of Curriculum & Instruction for the New Milford Public Schools Below is an assignment recently given to a 10th grade classroom. The assignment was inspired by Ken Robinson’s The Element. As you may remember, Ken Robinson defines The Element in the first book you read earlier this year with the same name. He firmly believes that we are all capable of being creative, and he reaffirms that within this book. Robinson suggests we need to know our own minds, realize our own potential talents, and allow ourselves to be stimulated by the work ideas and achievements of others. Assignment Part 1 Watch this video with Sir Ken Robinson prior to completing Part 2. Assignment Part 2 You will share your “creative” experiences with the group. Tell the group about your creative self. Assignment Part 3 Be an active participant in small group discussions on March 28. Rubric Rolling Deadline (no later than _____)

Inclusive Questioning I today read an excellent blog by @headguruteacher on differentiation, which defined it as a key aspect of great lessons – see here. I was most interested in the role of inclusive questioning in continuous differentiation. The first, and most crucial, aspect of differentiation is knowing your students. Of course, I don’t mean knowing your students just by their name, although this is important (I once spent a month in a sulk because one of my teachers kept getting my name wrong!) This brings me around to the specifics of questioning: our bread and butter – the stuff that connects and binds our pedagogy. So what are the key aspects of inclusive questioning: 1. Now, the vast majority of in-class questions are closed questions which elicit immediate, but limited responses; whereas, an estimated twenty per cent are open questions, where students are encouraged to broaden their horizons. Closed questioning: Teacher question: What is foreboding? Closed ‘hinge’ questioning Open questions 2. 3. 4.

New school system in Sweden is eliminating classrooms entirely Telefonplan School, in Stockholm Sweden has new school system that is eliminating all of its classrooms in favor of an environment that fosters children’s “curiosity and creativity.” (Pics) Vittra, which runs 30 schools in Sweden, wanted learning to take place everywhere in its schools — so it threw out the “old-school” thinking of straight desks in a line in a four-walled classroom (via GOOD). Vittra most-recently opened Telefonplan School, in Stockholm. Architect Rosan Bosch designed the school so children could work independently in opened-spaces while lounging, or go to “the village” to work on group-projects. All of the furniture in the school, which looks like a lot of squiggles, is meant to aid students in engaging in conversation while working on projects. The school is non-traditional in every sense: there are no letter grades and students learn in groups at their level, not necessarily by age. Via Business Insider

Response: Using 'Brain-Based Learning' in the Classroom - Classroom Q&A With Larry Ferlazzo UserID: iCustID: IsLogged: false IsSiteLicense: false UserType: anonymous DisplayName: TrialsLeft: 0 Trials: Tier Preview Log: Exception pages ( /teachers/classroom_qa_with_larry_ferlazzo/2012/10/response_using_brain-based_learning_in_the_classroom.html ) = NO Internal request ( ) = NO Open House ( 2014-04-17 12:12:30 ) = NO Site Licence : ( ) = NO ACL Free A vs U ( 2100 vs 0 ) = NO Token Free (NO TOKEN FOUND) = NO Blog authoring preview = NO Search Robot ( Firefox ) = NO Purchased ( 0 ) = NO Monthly ( 00d830a4-36e4-c86c-534e-d5bd7813ec79 : 3 / 3 ) = NO 0: /tm/articles/2012/10/02/fp_nokes_historians.html 1: /ew/articles/2012/08/29/02el-flipped.h32.html Access denied ( -1 ) = NO Access granted ( 5 ) = YES

Introducing Me Learning: A Student-Centered Learning Model Introducing MeLearning: A Student-Centered Learning Model by Terry Heick A couple of years ago, I developed a kind of self-directed learning model. At the time, I thought of it as a way to support students in understanding how to learn. Teaching students to think and learn isn’t simple–nor is it a matter of process. Beginning with a single student and extending outwards as a matter of interdependence, legacy, and ultimately citizenship is an ambitious and “costly” undertaking. But that they don’t is also a symptom of the problem. Without that as a context, the “learning” is merely academic training. The Industry Of Learning The current education form–aptly labeled as industrial–is very good at certain things: alignment, distribution, measurement, data collection, and reporting. But it is problematic for a variety of reasons, not the least of which is that it decenters students. The Goal The goal of the model is a student-centered learning experience that yields self-knowledge. Content 1. 2.

Great Lessons 9: Possibilities The sky’s the limit…. “The sky’s the limit”…… It’s a wonderful motivating phrase. I’m a huge advocate of giving students choices; of making the learning open-ended as far as possible, creating an environment where it is safe to take risks. “What would you like for tea?” This applies to learning too. So, should we really be offering an open choice – or is it better to start with a limited menu to get them started. Now here is a paradox of sorts…if you give an example of how to do something, are you simultaneously limiting horizons? The classic ‘Tracy Island’ made from Fairy Liquid bottles.. With this approach (which I have seen time and time again) we just get lots of the same thing made with varying degrees of accuracy. On the other hand, if there is insufficient structure, time drifts as choices have to be considered; students find it inhibiting if they don’t know where to start and overly daunting and de-motivating if the thing they are told to aim at seems impossible; unattainable.

Video: Can Virtual Lectures Improve Student Success? | Education on GOOD This content was produced by GOOD with the support of Apollo Group How students learn is changing, just ask Aaron Sams, a Flipped Learning Pioneer. In Flipped Learning, students watch podcasts of their teacher’s lectures on their own time and then spend their time in the classroom applying what they learned at home. This allows students to learn at their own pace with the ability to pause, rewind, or watch the lecture and instructions as many times as they want. Watch as Sams shares the idea behind the model and explains how it prepares students for the future. This is the first of six videos in the Teaching for Tomorrow series, which explores learning approaches that best prepare students for the workforce of the 21st century. Presented by Apollo Group, Teaching for Tomorrow explores education, innovation and technology in schools through original videos and infographics.

Study finds homework has limited value Updated Wed 26 Jun 2013, 10:38am AEST New research has found that homework is of little value to primary school children, and students are regularly given too much. Australian academics Richard Walker and Mike Horsley's new book Reforming Homework says homework for young primary school children is of little or no value when it comes to academic achievement. The book reviews international research on the subject and concludes that the quality of the homework that is set is more important than the quantity. Associate Professor Walker, of the University of Sydney, admits that homework can be a touchy subject. "There's a lot of disagreement, I have to say. He says another point that emerged from the research was the effect of the involvement of parents in homework. "Where parents are over-controlling or interfering in their student's homework activities, then that's been shown pretty clearly to not be beneficial," he said. "Homework is often an add-on.