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Why Learning Should Be Messy

Why Learning Should Be Messy
The following is an excerpt of One Size Does Not Fit All: A Student’s Assessment of School, by 17-year-old Nikhil Goyal, a senior at Syosset High School in Woodbury, New York. Can creativity be taught? Absolutely. The real question is: “How do we teach it?” In school, instead of crossing subjects and classes, we teach them in a very rigid manner. Very rarely do you witness math and science teachers or English and history teachers collaborating with each other. “Today’s problems — from global poverty to climate change to the obesity epidemic — are more interconnected and intertwined than ever before and they can’t possibly be solved in the academic or research ‘silos’ of the twentieth century,” writes Frank Moss, the former head of the M.I.T. Schools cannot just simply add a “creativity hour” and call it a day. After indicating the problem at hand, scoop out the tools, research, networks, and people required to get it solved. The first phase of the arc is called exploration. Related Related:  LerenEducation & Enseignement : Perspectives et évolutions majeures

US idea of 'cultural literacy' and key facts a child should know arrives in UK What are your views on ED Hirsch? Never heard of him? If so, you're in good company: only a small number of people in the UK have. But you might be well advised to look Hirsch up – his philosophy could be coming to a primary school near you, very soon. Hirschism, if there is such a thing, is spreading fast through the English school system. Two proposed new primary free schools – the West London free school, backed by journalist Toby Young, and the Pimlico Academy primary – are planning to base their lessons on it. Moreover, a new primary curriculum – due to be implemented in 2014 – has Hirsch at its heart. So who is ED Hirsch? Eric Donald Hirsch Junior is an 84-year-old retired professor – originally of English literature – from Virginia. The result was a hugely influential book, first published in 1983, on what he calls Cultural Literacy. Several years ago, Nick Gibb – then shadow minister for schools – came across Hirsch and began reading his books. "Oh, I did not know that. Acorns

Learners Should Be Developing Their Own Essential Questions Having essential questions drive curriculum and learning has become core to many educators’ instructional practices. Grant Wiggins, in his work on Understanding By Design, describes an essential question as: A meaning of “essential” involves important questions that recur throughout one’s life. Although essential questions are powerful advance organizers and curriculum drivers, the problem is that the essential questions are typically developed by the educator not the learners. Jamie McKenzie describes what actually happens in most schools and classrooms in terms of questioning. There have always been plenty of questions in schools, but most of them have come from the teacher, often at the rate of one question every 2-3 seconds. Steve Denning in a Forbes article, Learning To Ask The Right Question, stated: In education, there is often more emphasis on teaching than learning. McKenzie (in 1997!) Questioning comes naturally to children and seems to become a lost art and skill as people age.

Adieu diplômes, voici les badges Recevez nos newsletters : C’est encore expérimental. Mais les grandes universités américaines envisagent de délivrer des badges de compétences aux étudiants qui suivent leurs formations en ligne gratuite. Avec l’éducation en ligne, il est désormais possible de suivre des formations dans plusieurs établissements en même temps. Un cours de physique au MIT par-ci, un cours d’histoire à Stanford par-là, et pourquoi pas un cours d’informatique à Harvard pour finir, et tout ça gratuitement! Délivrés sous forme électronique, ces badges prennent la forme d’un petit logo symbolisant la compétence développée. Et les avantages des badges ne s’arrêtent pas là! Les entreprises comment déjà à s’y intéresser. De son côté la fondation Mozilla, à l’origine du navigateur web Firefox, a mis en place le système permettant de les gérer. Pour mieux comprendre, Mozilla met à disposition un schéma explicatif (en anglais). » L’éducation supérieure en ligne: mode d’emploi

Total Teaching: every lesson is group work It’s no secret that I think children learn best in groups. I’ve argued back and forth with sundry opponents who claim that group work is variously inefficient, pointless or too hard to do and have (to mind my mind at least) matched them stroke for stroke with no quarter given on either side. It seems that one of the main objections to group work is that it has in some way a constructivist, anti-knowledge agenda, and who knows? Maybe in some teachers’ minds it does. Oh, you have? Whatever. I was particularly taken with the ideas for creating affiliation with classes. A new generation of Total Teachers? Maybe, I thought in a delirium of end of term tiredness, teaching should somehow embody the philosophy of the Dutch football team circa 1972. Maybe this observation seems banal. Lecturing effectively requires as much skill and hard work as any other approach to teaching, it’s just that the effort often seems invisible – sometimes even to the teacher themselves. 1. Rules are your friend.

cational Psychology: 20 Things Educators Need To Know About How Students Learn 7 Essential Principles of Innovative Learning Big Ideas Culture Teaching Strategies Flirck:WoodleyWonderworks Every educator wants to create an environment that will foster students’ love of learning. Because the criteria are intangible, it’s difficult to define or pinpoint exactly what they are. But one group is giving it a try. Researchers at the Organization for Economic Cooperation and Development (OECD) launched the Innovative Learning Environments project to turn an academic lens on the project of identifying concrete traits that mark innovative learning environments. Their book, The Nature of Learning: Using Research to Inspire Practice and the accompanying practitioner’s guide, lay out the key principles for designing learning environments that will help students build skills useful in a world where jobs are increasingly information and knowledge-based. “Adaptive expertise tries to push beyond the idea of mastery,” said Jennifer Groff, an educational engineer and co-founder of the Center for Curriculum Redesign. Related

Duolingo Is a Crowdsourced Translation Service that Teaches French Learning a new language is tedious and demands a lot of practice. Luis von Ahn doesn’t want all that effort to be wasted. In fact, it might be a gold mine. Von Ahn, a computer science professor at Carnegie Mellon University, is the co-creator of Duolingo, a free language-­learning site that turns students into an online workforce. It’s clever stuff: an education that pays for itself. Duolingo, which launched in June, has raised $18.3 million in venture funding (see “Startup Has Language Learners Translating the Web”). The company is going up against popular language software such as Rosetta Stone (itself a less costly alternative to in-person lessons). “Most language-learning software providers have no incentive for you to learn,” he says. That’s why the company’s 20 employees in Pittsburgh spend most of their time getting the software to teach better. Multiple students translate the same sentence; software compares those results to settle on a final translation.

23 October 2012 | North of England Transformation Network Heresies in public policy Tuesday 23 October, 10am-12.30pm, in Newcastle Upon Tyne at Life (2 mins walk from the Central Station) A joint session with Newcastle University Business School and Newcastle Council for Voluntary Service Are you moving away from using numerical targets and crude outputs to manage your performance? Measuring the results of your work and understanding its impact on the people you serve is surely a no brainer. Or, is the focus on outcomes bad? In this session, Toby Lowe, visiting Fellow at Newcastle University Business School, will argue that the use of outcomes as a concept to measure the effectiveness of social policy interventions is inherently flawed and creates unwelcome paradoxes. So, if not outcomes, what should we measure instead? Toby Lowe Toby Lowe is Chief Executive of Helix Arts, a Participatory Arts organisation which works with the most disadvantaged and marginalised people in society. Sign Up Sign up here.

How do you stop online students cheating? 31 October 2012Last updated at 12:44 ET By Sean Coughlan BBC News education correspondent WATCH: Online university courses are growing rapidly, but how can they be sure who is really answering the questions? Imagine taking a university exam in your own home, under the watchful eye of a webcam or with software profiling your keystrokes or your syntax to see whether it really is you answering the questions. Online university courses have become the Next Big Thing for higher education, particularly in the United States, where millions of students have signed up for courses from some of the most upmarket universities. With spiralling costs and student loan debts crossing the trillion dollar barrier this year, the online university has been seen as a way of reaching many more people for much less money. But a major stumbling block has been how such digital courses are assessed. When students are at home how do you know whether they are cheating? Home exams Online identity “Start Quote Honour code

Calling all elearning infographics! – here’s 10 to start with Infographics have become ubiquitous and they’re a brilliant way to get clear, useful overviews of what’s happening where! Here I’d like to propose a collection of samples relevant to elearning and learning technologies. For a closer look at some of our favorite free tools for creating infographics check this post. We also like this article on how infographics can help you produce better elearning courses. And if you’d like to add your favorite elearning infographic to this list, please put them in the comments below! ~ @rgogos

The MOOC movement is not an indicator of educational evolution Somehow, recently, a lot of people have taken an interest in the broadcast of canned educational materials, and this practice — under a term that proponents and detractors have settled on, massive open online course (MOOC) — is getting a publicity surge. I know that the series of online classes offered by Stanford proved to be extraordinarily popular, leading to the foundation of Udacity and a number of other companies. But I wish people would stop getting so excited over this transitional technology. The attention drowns out two truly significant trends in progressive education: do-it-yourself labs and peer-to-peer exchanges. In the current opinion torrent, Clay Shirky treats MOOCs in a recent article, and Joseph E. There’s a popular metaphor for this early stage of innovation: we look back to the time when film-makers made the first moving pictures with professional performers by setting up cameras before stages in theaters. Two more appealing trends are already big.

Review of Educational Research A Meta-Analysis Authors Abstract Although previous meta-analyses have indicated a connection between inquiry-based teaching and improved student learning, the type of instruction characterized as inquiry based has varied greatly, and few have focused on the extent to which activities are led by the teacher or student. This meta-analysis introduces a framework for inquiry-based teaching that distinguishes between cognitive features of the activity and degree of guidance given to students.

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