When Using Text Books/Curriculum Collaborative learning vs. cooperative learning: what's the difference? | Promethean Blog When it comes to students working together, the terms collaborative learning and cooperative learning are often used interchangeably. There are still some key differences; with collaborative learning, students make individual progress in tandem with others. Co-operative learning involves more inherent interdependence, promoting greater accountability. As we know from our recent State of Technology in Education Report, student engagement and attainment is a high priority for many schools. While the purpose of these pedagogical methods is the same — to provide students with opportunities to engage with each other in thoughtful learning — it is important that teachers understand the differences if they are both to be used effectively in the classroom. The similarities between cooperative and collaborative learning Here are just some of the similarities that exist between a cooperative learning and collaborative learning approach for students: Collaborative learning Cooperative learning
Easy Differentiation with Colored Folders Guest post by Kelly Witt Differentiation is the buzzword that just keeps on buzzing! Teachers, administrators, and evaluation systems are placing more and more emphasis on differentiation in the classroom. Most teachers have folders everywhere, so the set up is pretty easy. Students simply go to their centers and retrieve the colored folders that represent their learning groups, i.e. the “red group” or the “blue group”. Three Ways to Differentiate Instruction Differentiation can be accomplished in three ways: through product, content or process. For example, all of these students were reading or listening to our latest Weekly Reader. To differentiate the process for each group, you may have one listening to the text, one partner reading, and one group reading independently. Differentiating content is another way to address the varying needs within your classroom. All teachers manage centers in different ways, and what works for you might not work for your neighbor and vice versa.
A Breakthrough in Social and Emotional Learning Teacher: The swine-flu snake greeting. Morning. Morning. Morning. Narrator: At Carrithers Middle School, the day begins with goofy games, which are often followed by serious discussions. Teacher: We've been discussing bullying all week long. Narrator: The 20 minutes spent in this daily morning meeting is a critical component of Jefferson County, Kentucky's, district-wide Care for Kids initiative, which seeks to build positive, caring learning communities. Sheldon: There's a pretty complex puzzle that we have to put together to have a successful school, but a foundational element of that puzzle is the culture and climate of that school, and when students feel safe. Teacher: Hello, sweet girl. Sheldon: When they feel that culture and climate supports that, when they feel cared about not only by the adults in the school… Teacher: Got that? Sheldon: …but by other students in the school, they can do their best. Teacher: Look at the name and think of something nice to say about that person.
The Mastery Collaborative Approach: Student Centered, Culturally Responsive, and Competency-Based All through middle school I felt like: Grades do represent who I am. You know, if I have 100, that means I am a perfect person, and if I have a 60, then I’m just no one. Some of us are from marginalized communities. I found out that education serves as a tool to empower these students, and I guess that’s really empowered me, too. My drive for education has made want to improve on everything in my life, and just learn everything. It’s made me more creative. For the dozens of member schools in New York City Department of Education’s Mastery Collaborative (MC), student-centered learning is competency-based (also called mastery-based) and implemented with a culturally responsive lens. As new members of the Student-Centered Learning Research Collaborative, our program team is excited to be embarking on a two-year investigation of the Mastery Collaborative model, which infuses mastery-based learning with culturally responsive approaches. “We know what needs to be done. 1. 2. 3. 4. 5.
5. What are best practices used in teaching mathematics? Aprendizaje colaborativo/Aprendizaje colaborativo y cooperativo Diferencias entre el paradigma de aprendizaje cooperativo y aprendizaje colaborativo En la literatura aparece reiteradamente el término aprendizaje colaborativo vs. cooperativo. Aunque algunos autores tienden a homologarlos, existen diferencias entre ambos básicamente porque el aprendizaje colaborativo responde al enfoque sociocultural y el aprendizaje cooperativo a la vertiente Piagetiana del constructivismo. Las diferencias esenciales entre estos dos procesos de aprendizaje es que en el primero los alumnos son quienes diseñan su estructura de interacciones y mantienen el control sobre las diferentes decisiones que repercuten en su aprendizaje, mientras que en el segundo, es el profesor quien diseña y mantiene casi por completo el control en la estructura de interacciones y de los resultados que se han de obtener (Panitz, 2001). No obstante, la premisa básica de ambos paradigmas está fundada en el enfoque constructivista. Sus diferencias y puntos de encuentro son: Trabajo cooperativo
20 Questions To Guide Inquiry-Based Learning 20 Questions To Guide Inquiry-Based Learning Recently we took at look at the phases of inquiry-based learning through a framework, and even apps that were conducive to inquiry-based learning on the iPad. During our research for the phases framework, we stumbled across the following breakdown of the inquiry process for learning on 21stcenturyhsie.weebly.com (who offer the references that appear below the graphic). Most helpfully, it offers 20 questions that can guide student research at any stage, including: What do I want to know about this topic? These stages have some overlap with self-directed learning. References Cross, M. (1996). Kuhlthau, C., Maniotes, L., & Caspari, A. (2007).
The Seven Steps to Becoming a 21st Century School or District Last summer, as I was winding down my eight years as president of the Partnership for 21st Century Skills, I went around the country and met with 30 superintendents, asking them, "What can I do to support your efforts to implement 21st century education in your district?" Together we came up with the idea of creating a professional learning community (PLC) of education leaders committed to 21st century education. A team of us liked the idea so much that earlier this year we launched EdLeader21, a community of education leaders committed to building critical thinking, communication, collaboration, and creativity into their educational system. Seven-Part Blog Series One of the major ways we are organizing the work of the PLC is a framework we created, "7 Steps for Becoming a 21st Century School or District." A Streamlined Framework Over the years we found some people had a hard time getting their heads around the framework. The 4C's are: What Are the "7 Steps"? Step 1: Adopt Your Vision
Overview - Team-Based Learning Collaborative Definition: Team-Based Learning is an evidence based collaborative learning teaching strategy designed around units of instruction, known as “modules,” that are taught in a three-step cycle: preparation, in-class readiness assurance testing, and application-focused exercise. A class typically includes one module. Preparation before class Students must complete preparatory materials before a class or the start of the module. Materials may be text, visual or other, and set at a level that is appropriate to the students and the course. In-class Readiness Assurance Testing Readiness Assurance Test (RAT): Students complete an individual readiness assurance test (IRAT), consisting of 5 to 20 multiple choice questions. Appeals: Teams have the opportunity to do a written appeal of a MCQ they felt was poorly written, the answer was mistakenly coded, or their answer choice is better. Instructor Feedback: The instructor may review material from the RAT that students still feel are problematic.
4. What kinds of questions to ask? 6 Collaborative Social Tools for Student Writing & Collaboration Lessons, Assignments Collaborative Software With Social Functionality can be a Powerful Asset in the Classroom Teachers who have taken the dive into education technology have infinite teaching and learning possibilities at their fingertips. One category of technology tools that is often purposefully avoided as an instructional asset is social media. What can hardly be avoided, however, is the way that functionality that is common in mass social media applications has influenced other types of software applications. Collaborative, socially-enabled tools can provide excellent opportunities for practice, assessment, better writing, and better communication. Comments4kids is a wonderful site that connects student work to a larger audience. The comments must be: 1. When students have an audience, they take their work more seriously and the comments they receive will hopefully help stimulate their learning and curiosity. Diigo is an annotation tool that allows students to make notes on their web research pages.
Redes - La adolescencia nos hizo humanos, Redes Presentado por: Eduard Punset Dirigido por: Eduard Punset El economista Eduard Punset presenta este espacio de divulgación científica. El contenido del programa abarca la medicina, la química, las Tecnologías de la Información y la Comunicación y todas aquellas disciplinas que puedan englobarse bajo el paradigma de la ciencia. Según el propio Eduard Punset "REDES nació en Madrid, y durante la primera temporada contábamos en el plató con la presencia de famosos artistas o empresarios acompañados de científicos. Estoy contento de que REDES fuera un programa pionero en la comprensión pública de la ciencia, en la utilización del primer plató virtual de la televisión en España, en el recurso a la animación 3D y de las videoconferencias. REDES se trasladó en 1997 a Sant Cugat, desde donde todavía se coproduce entre TVE y el grupo de científicos y periodistas jóvenes que constituye la productora smartplanet. El blog de Eduard Punset:
L’écolieu urbain : oxymore ou utopie ? - l’avenir appartient - Medium Alors que nous poursuivons notre réflexion collective sur Facebook à propos du futur des lieux de travail, nous réalisons qu’il est compliqué de bâtir un écosystème inspiré du vivant en conservant le modèle du bureau que l’on connaît. On peut faire pousser une fleur dans une boite de conserve, mais pas une forêt. Il nous faut donc accepter de décloisonner ce concept de lieu de travail pour le voir comme un élément ouvert du tissu urbain. L’infrastructure physique, tangible, restant à contours fini (un immeuble par exemple), le décloisonnement va s’observer par la perméabilité des usages qui ont lieu sous un même toit, des activités qui s’y opérent, remettant au passage en question le statut de “lieu de travail”. Passons la question du vocabulaire, et étudions notre système : dans cet immeuble, il y a des humains. Autre chose dont on est sûr : ces personnes interagissent. Pourtant, un choix différent est possible.