Engines for Education - Welcome 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 Dustin Dustin We have built a number of social simulations at ILS that provide learning by doing environments. Dustin is an example of a simple simulator built to help students learn a foreign language through learning by doing. Dustin (named after Dustin Hoffman because its goal is to allow you to act your part as a foreign language speaker by teaching you to know your lines) was developed for use by foreign employees of Andersen Consulting. As in any good acting situation, the scene must be set, and the scene for Dustin is a training center in St. Charles, Illinois. Using Dustin Where am I in the content of the book? Can you show me Dustin? Can the methods used in Dustin work in other simulators? Why do you, Roger Schank, think that simulators are so effective? How does Dustin work? What are some of the key educational elements in Dustin? What else does a simulator need to be a complete teaching system?
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 untitled The list of common myths about e-learning presented below is based on a number of past papers and publications, as listed at the end of the page, but has been added to over time. ► E-learning saves money. It doesn't. ► E-learning is a methodology. It's not. ► E-learning is constructivist. This is a more specific version of Myth 2. ► E-learning is for anyone, anywhere, any time. This myth ignores the digital divide and downplays the cultural capital - including the digital literacy skills - necessary to engage actively with the online experience. ► E-learning is what the net generation wants. Referring to the younger generation as the "net generation" implies that all young people are digitally literate and suggests they are comfortable with online education. ► E-learning can replace face-to-face learning. Face-to-face learning and e-learning both have their advantages. ► E-learning can replace teachers. In some transmission and behaviourist models, this is true up to a point.
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 UCALL Conference Keynote: Computer Assisted Language Learning: Where are we now and where are we going? by Graham Davies Computer Assisted Language Learning: Where are we now and where are we going? by Graham Davies This article was first presented as a keynote paper at the UCALL Conference, University of Ulster at Coleraine,14-15 June 2005, and in then in revised format at the conference on E-Learning and Japanese Language Education: Pedagogy and Practice, Oxford Brookes University, 31 March to 1 April 2007. An earlier article with the same title but different content was published at the Futurelab website in 2003: Links checked 10 February 2012 Abstract In this paper I begin by looking back at early developments in CALL, beginning with my first contact with computers in the 1970s, and moving forward to the present day, highlighting the key developments in Information and Communications Technologies and how they have related to contemporary approaches to language teaching. Contents A brief history of CALL A bewildering array of technology The Web