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Making Thinking Visible by David Perkins Acknowledgment: Some of the ideas and research reported here were developed with much appreciated support from the Stiftelsen Carpe Vitam Foundation and the John D. and Catherine T. MacArthur Foundation. The positions taken by the authors are of course not necessarily those of the foundations. I also thank my principal colleagues and co-researchers in this endeavor: Angela Bermúdez, Beatriz Capdevielle, Lotta Norell, Patricia Palmer, Ron Ritchhart, Ylva Telegin, and Shari Tishman. Consider how often what we learn reflects what others are doing around us. Not only is others' thinking mostly invisible, so are many circumstances that invite thinking. Fortunately, neither others' thinking nor opportunities to think need to be as invisible as they often are. There are many ways to make thinking visible. Using the language of thinking is one element of something even more important: being a model of thoughtfulness for one's students. References Capdevielle, Beatriz (2003).

Research on Inquiry-Based Learning justificación Project-Based Learning Professional Development Guide An overview of the Edutopia professional development guide for teaching how to use project-based learning in the classroom.'s Project-Based Learning professional development guide can be used for a two- to three-hour session, or expanded for a one- to two-day workshop, and is divided into two parts. Part one is a guided process, designed to give participants a brief introduction to project-based learning (PBL), and answers the questions "Why is PBL important?" Part two assigns readings and activities for experiential PBL. Students Follow the Butterflies' Migration: Teacher Frances Koontz shows students a symbolic butterfly sent from children in Mexico. The Resources for PBL page includes a PowerPoint presentation (including presenter notes), which can be shown directly from the website or downloaded for use as a stand-alone slide show, and sample session schedules. Continue to the next section of the guide, Why Is PBL Important?

Active Learning Assessments Justificación Learning theory This article or section is incomplete and its contents need further attention. Some sections may be missing, some information may be wrong, spelling and grammar may have to be improved etc. Use your judgment! 1 Definition Learning theories make general statements about how people learn (at least for a given class of learning types). As an example, situated learning claims that learning is strongly tied to the context and the activity in which it occurs. Learning theories also can be prescriptive (tell how people should learn), but prescription is rather the role of pedagogical theory. In any case, learning theories play explicitly or implicitly a major role in instructional design models and the educational technology field. 2 Major schools of thought In the literature related to education (in particular in educational technology, it is not always easy to separate learning theory from educational theory. Most introductory texts distinguish between three large families of thought. 3 History

Inquiry-Based Approaches: What Do Students Think? June 25, 2013 By: Maryellen Weimer, PhD in Teaching and Learning “Inquiry-based learning is an umbrella term, encompassing a range of teaching approaches which involve stimulating learning with a question or issue and thereby engaging learners in constructing new knowledge and understandings.” (p. 57) Teachers who use these approaches act as facilitators of learning. Students start becoming more self-directed learners. A second scheme categorizes inquiry-based approaches by how they are framed and whether they are discovery oriented or information oriented. In this particular analysis (part of a larger body of research), the team was interested in how students perceived these various kinds of inquiry approaches. The results contained a lot of good news. As for the different modes, open inquiry was the most highly rated in terms of the type of learning it promoted, followed by guided and then structured inquiry. Reprinted from The Teaching Professor, 26.6 (2012): 2-3.

Justificación Building a Bridge to Knowledge for Every Child: How It Could Work The authors walk us through an idyllic -- though imaginary -- school. Credit: Kristen Funkhouser When visitors walk through King School, they are often surprised. It is very different from the schools they attended and from others they have seen. They see students working in cooperative groups, creating visual aids for a day of student-led workshops on environmental issues for the entire school community. Instead of a class working its way through a textbook, our visitors notice students conducting their own research using a wide variety of resources. Rather than worksheets and short-answer tests, our visitors find students reading each other's stories and giving feedback on strong and weak points. At first our visitors are somewhat perplexed, because King clashes so much with their own experience of school. Unfortunately, King School exists only in our imagination. Toward a Deeper Understanding Questions and Themes Much of the curriculum at King is interdisciplinary. Working on Projects

Assessment Research has repeatedly shown that assessment practices used by teachers have a significant impact on student achievement and engagement and that substantial learning gains can result from providing students with frequent feedback about their learning. Additionally, it is lower-achieving students that will benefit the most from effective summative assessments. Strong assessment practices must be woven into the continual practices of an effective learning environment, and this is especially true in an inquiry-based study. As seen in the previous chapter, having clear learning goals and conceptual frameworks are important components of inquiry. Linda Darling Hammond suggests three critical elements for assessing meaningful learning: While building formative feedback structures into a inquiry task does involve additional time, research has shown time for self and peer assessment results in larger learner gains, even if whole class time is taken away from discussing content.

Justificación Great Performances . Educational Resources . Howard Gardner's Multiple Intelligences Theory . Overview Dr. Howard Gardner, a psychologist and professor of neuroscience from Harvard University, developed the theory of Multiple Intelligences (MI) in 1983. The theory challenged traditional beliefs in the fields of education and cognitive science. Unlike the established understanding of intelligence -- people are born with a uniform cognitive capacity that can be easily measured by short-answer tests -- MI reconsiders our educational practice of the last century and provides an alternative. According to Howard Gardner, human beings have nine different kinds of intelligence that reflect different ways of interacting with the world. Each person has a unique combination, or profile. For Gardner, intelligence is: the ability to create an effective product or offer a service that is valued in a culture; a set of skills that make it possible for a person to solve problems in life; the potential for finding or creating solutions for problems, which involves gathering new knowledge. 1.

How does teaching for meaning teach your students to think? by teresacoffman Aug 16