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Socratic Arts - Welcome

Socratic Arts - Welcome
Related:  Active learning

Educational Leadership:The Effective Educator:What Teachers Gain from Deliberate Practice December 2010/January 2011 | Volume 68 | Number 4 The Effective Educator Pages 82-85 Robert J. Marzano Although research suggests that the supervisory and feedback systems in place in many districts do little to systematically enhance teacher expertise (Toch & Rothman, 2008; Weisberg, Sexton, Mulhern, & Keeling, 2009), fortunately we can develop expertise through deliberate practice (Ericsson, Krampe, & Tesch-Romer, 1993). What It Looks Like in Schools Working with teachers at all grade levels across the United States, I have found that deliberate practice, when applied to teaching, has four major components (Marzano, Frontier, & Livingston, in press). A Common Language of Instruction All teachers and administrators in a district or school should be able to describe effective teaching in a similar way. I have designated 41 types of strategies that a comprehensive language of instruction should include (Marzano, 2007). Figure 1. Figure 2. Figure 3. A Focus on Specific Strategies References

Aprendizaje Natural The Purpose of this Site Problem-based Learning (PBL) has become popular because of its apparent benefits to student learning. Students engage in authentic experiences which require them to have and access all three forms of knowledge. PBL's are inherently social and collaborative in methodology and teach students essential "soft skills" as well as domain specific content and skills. Through PBL, students learn: Problem-solving skills Self-directed learning skills Ability to find and use appropriate resources Critical thinking Measurable knowledge base Performance ability Social and ethical skills Self-sufficient and self-motivated Facility with computer Leadership skills Ability to work on a team Communication skills Proactive thinking Congruence with workplace skills From Samford Problem Based Learning Initiative This site was constructed for educators because there is still much to be learned about this relatively new form of pedagogy. The following questions are important to our investigation: 1.

Aprendizaje Natural Using Gaming Principles to Engage Students Game designers understand how to make games memorable and "sticky" in the sense that, even when you aren't playing the game, you're still thinking about solving its problems and puzzles. As teachers, how might we make our projects and content as sticky as games? How can we engage kids in thoughtful learning even after they leave the classroom? Here are game designers' top five secrets and some tips on using these same game dynamics to make learning in your classroom as addictive as gaming. 1. Some of the best games have engrossing stories full of memorable characters and following time-honored patterns from mythology and narrative fiction. In any project-based curriculum, the story is the process. Rather than assessing the final product, find more ways to grade the process. What was surprising? All of these details can be recalled later when they turn in their final project. 2. In certain games, such as Angry Birds, players must actually fail many times in order to succeed. 3. 4. 5.

Aportaciones de Schank How playful learning will build future leaders In order for our global society to develop solutions to pressing problems in an increasingly technology-driven and constantly changing world, we need to re-train our workforce to do what machines can’t: to be enterprising, independent, and strategic thinkers – to be purposeful creators. This starts with changing the way students, especially the youngest ones, learn. They’re the future, after all, and they have a serious evolutionary need for play, as described in Scientific American magazine: In a classic study published in Developmental Psychology in 1973, researchers divided 90 preschool children into three groups. Learning through play with “hands-on, minds-on” approaches (not workbooks) is a powerful way forward. So, where did play go? Over the last three decades, while schoolchildren K-12 have become better test-takers, they’ve also become less imaginative, according to many experts in education, including Kyung Hee Kim, a professor of education at the College of William and Mary.

Curious Homework: An Inquiry Project for Students and Parents | Edutopia Photo credit: iStockphoto International educator Scot Hoffman is a big believer in the power of curiosity to drive learning. After nearly two decades of teaching around the globe, he also realizes that school isn't always so hospitable to inquiring minds. (As Einstein said, "It's a miracle that curiosity survives formal education.") That's why Hoffman has developed The Curiosity Project, a self-directed learning experience that engages students, parents, and teachers as collaborators in inquiry. I first met Hoffman a couple years ago during a visit to the American School of Bombay in Mumbai, India. Here are highlights of our recent conversations about The Curiosity Project. What was the inspiration for this idea? Scot Hoffman: In about my third year of teaching -- this was back in the 1990s -- there were a couple students I just wasn't reaching. Another inspiration was a set of questions that a former professor, Dr. What is curiosity? What did you notice? How has the project evolved?

A Primer On Using Games To Teach A Primer On Using Games To Teach by Rosa Fattahi, WizIQ A key element to ensuring any successful pedagogy is student engagement. However, keeping students motivated and actively involved can be difficult. Besides the basic challenges of maintaining students’ interest and participation in class, today’s teachers also have to deal with growing numbers of students and the increased distraction from smart phones and other personal devices. One good way to keep students engaged in the learning process is by varying class exercises to include a combination of lectures, individual assignments, group work, computer activities, videos, and other pedagogical tools like games. Why Use Games? In addition to improving student engagement, games contribute to student learning in many ways. Games make learning more fun and contribute to better peer relationships and a positive classroom atmosphere. Games motivate and interest students, thereby increasing student engagement. What Kinds Of Games?

Inquiry Curriculum: | Science Companion On Inquiry Science “Science can be introduced to children well or poorly. If poorly, children can be turned away from science; they can develop a lifelong antipathy; they will be in a far worse condition than if they had never been introduced to science at all.” –Isaac Asimov The core philosophy behind inquiry-based, student-centered learning is that students learn best while doing science rather than merely reading about this or that aspect of science. First, students move from ‘what’ is happening in a given problem to ‘why’ it is happening, building a sense of relevance that deepens their understanding and retention. Next, inquiry-based learning challenges learners to explore the ‘how’s’ of learning, both in terms of the subject material, and also in terms of their own learning process. The “I Wonder” Circle® is at the heart of Science Companion’s approach to inquiry-based science learning, providing an enticing visual of the process of doing science.

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