Should I teach problem-, project-, or inquiry-based learning? SmartBlogs Lately, there have been a bunch of buzzwords floating around the education world that all seem to mean the same thing. You’ve probably heard them: problem-based learning, project-based learning and inquiry-based learning. Is there a difference? How will you know which one to do in your classroom? First, let’s start with what they have in common. So you know you want to try one of these teaching methods, but how do you decide which one? Project-based learning Definition: Students create a written, oral, visual or multimedia project with an authentic audience and purpose. Problem-based learning Definition: Students investigate and solve a real-world problem. Inquiry-based learning Definition: Students explore a question in-depth and ask further questions to gather knowledge. How are you doing these types of learning experiences in your classroom? Lauren Davis is a former English teacher. Related Posts
Comment apprendre à apprendre avec les cartes heuristiques ? Dossier Le CRDP de l’Académie de Besançon s’est intéressé à l’utilisation du mindmapping en contexte pédagogique pour apprendre dans un contexte pédagogique. A ce titre, il propose un dossier thématique et de synthèse sur la question : Apprendre à apprendre avec les cartes mentales. Dossier thématique Ainsi, il est proposé un retour sur la méthode de représentation en arborescence des données pour faciliter la pensée logique et la créativité en fonction de ses projets. Il est indiqué les bénéfices de l’utilisation des cartes heuristiques en terme de réflexion, d’organisation et de structuration, mais aussi de mémorisation plus évidente des idées et termes posés sur la carte. 7 manières d’utiliser le mindmapping en contexte pédogique Un tableau récapitulatif s’attache à décrire les atouts et les limites de l’utilisation des cartes heuristiques et il est mentionné des mots-clés de l’utilité du mindmapping en situation pédagogique : 9 logiciels pour construire des cartes heuristiques
The Power of Quiet~ Changing Perspectives and Opening Minds I have learned many things from being a parent. Some things I expected to learn, like how to make the best macaroni and cheese or how to do laundry, read a book and cook dinner all at once. These are the things parents expect to learn in the throws of parenthood, these are the easy parts. Fortunately, parenting runs deeper, parenting teaches us about sacrifices, differences and perspectives. Our daughters are perfect replicas of my husband and me. My perspective (or lack there of) on the power of quiet became evident one day when my daughters and I were shopping and I saw some cozy bean bag chairs. I bought the ONE chair and I created that cozy spot for ONE in our classroom and guess what? In my quest to understand and appreciate the power of this alone time and the power of quiet I started to listen more carefully to those around me and that's when I found the resource that changed my perspective on the power of quiet. Transforming My Teaching~ Mary Lee's post- Last Week's Ted Talk
3 activités pour favoriser le tissage de liens entre les élèves Voici 3 idées simples à faire en classe qui permettront de prendre un bon départ et d’aider les élèves à mieux se connaître en ce début d’année. La rentrée peut être un moment stressant pour de nombreux enfants. Vont-ils se faire des amis? Connaîtront-ils d’autres personnes de leur groupe? Sauront-ils bien s’intégrer? Voilà souvent les préoccupations qui prédominent. La première activité est dynamique et se déroule tout simplement en paires. La seconde activité se passe en petits groupes de 4 ou 5. La dernière activité suggérée se passe en classe entière. Les trois activités sont décrites en détails avec de nombreuses suggestions de questions à poser dans l’article original du site Edutopia, intitulé « Back to School : 3 Question Activities to Connect Students ». Par Audrey Miller, Infobourg.com
5 Things Students Expect From Their Teachers (This is Part One in a two-part series about the expectations of learning relationships. Please check out Part Two: "5 Things Learners Expect From Their Educators.") As the summer is winding down, we’ve begun mapping out the first few weeks of classes in September and also sketching out our goals for the new school year. Teachers want their students to be responsible and curious. If we gave students a choice about which classes to attend each day, would they choose our subject? The partnership between student and teacher relies on expectations. What do students expect from their teachers? 1. Students yearn to feel inspired by what they are learning. 2. Students, especially middle schoolers, will always look at their teachers with a charitable disdain for their patently uncool status. 3. The most common complaint from students of any age is, "That's not fair!" 4. The most critical element in creating a successful learning community is the mood of the class. 5.
Formative Assessments Are Easier Than You Think! When I was teaching science one of the best lessons I learned was about formative assessment. In my first year of teaching I taught the way I was told to teach. Deliver content to my students, assess at the end, remediate if necessary. With that cycle, I always had kids who were behind, who never seemed like they could catch up. I was talking with a teacher friend the summer after my first year and she suggested something simple. What a difference that made. The following school years that board became an important place for myself and my students. Now, as 1:1 and Bring Your Own Device (BYOD) are taking over our schools, its becoming even easier to formatively assess what our students know and for our students to leave feedback as to what they need. Here are a few sites and apps to help with formative assessments... Online Sticky Notes-Just like my physical space in my classroom there are lots of virtual sticky note sites out there. These certainly aren't all.
Apprentissage formel ou informel ? Les 2, mon capitaine ! "Le vrai génie des organisations est l’informel, le non prévu, souvent inspiré des façons dont les individus gèrent leurs problèmes d’une manière que les processus formels ne peuvent anticiper. Quand on est en compétition sur la connaissance, le jeu s’appelle improvisation et non normalisation." John Seeley Brown Au cours de cette dernière décennie, il y a eu de nombreux débats (voir par exemple les dates des références bibliographiques en bas de page) et discussions au sujet de l’avenir de l’apprentissage. Le développement des technologies sociales a changé nos façons de penser le monde. Il est aussi en train de bouleverser nos comportements quant à l’apprentissage. Quelle serait votre réaction si votre R&D investissez 80% de son budget dans le développement de produits ou services qui ne toucheraient qu’une infime partie de votre marché ? Valideriez-vous une stratégie marketing qui ne ciblerait que 10% de votre cible ? Le modèle 70/20/10 Que dit-il ? Le paradoxe des investissements
What Students Really Need to Hear | affectiveliving It’s 4 a.m. I’ve struggled for the last hour to go to sleep. But, I can’t. This is what students really need to hear: First, you need to know right now that I care about you. Here’s the thing: I lose sleep because of you. Before I tell you why, you should understand the truth about school. The main event is learning how to deal with the harshness of life when it gets difficult — how to overcome problems as simple as a forgotten locker combination, to obnoxious peers, to gossip, to people doubting you, to asking for help in the face of self-doubt, to pushing yourself to concentrate when a million other thoughts and temptations are fingertips away. It is your resilience in conquering the main event — adversity — that truly prepares you for life after school. But, you shouldn’t be worried about the fact that you will face great adversities. Some of you quit by skipping class on your free education. As long as you are in my life, I am not going to let quitting be easy for you. – C.
D.C. charter schools to give standardized tests to young children (By Matt McClain / FOR THE WASHINGTON POST) The use of standardized tests to measure very young students keeps expanding. Now public charter schools in Washington D.C. will soon be giving new standardized tests to very young children — aged 3, 4 and 5 — for the purposes of assessing their academic progress and ranking schools according to the results. What will be optional for each school is whether to evaluate students in social-emotional learning, which early childhood experts say should be at the center of education for the youngest students.This move in D.C. charters is part of a disturbing shift in early childhood classrooms around the country, as they increasingly mimic what older students do academically. (Here’s a post on that.) The following post explains the D.C. charter plan. By Sam Chaltain In less than a week, all charter schools that serve young children will start being held accountable to their students’ test scores on reading and math.
Two Letters That All Students Should Receive Details on voting for this post in the 2013 Edublog Awards can be found below the post. It’s already back-to-school time in many parts of the U.S. Over the next few weeks, I’ll be publishing, or re-publishing, much of my back-to-school content to help you start the new school year right. Today, I feature two “Dear Student” letters that I wish all students, of all ages, everywhere would receive from their teachers. The letters were written by Arin Kress, a self-described “5th grade teacher in Ohio who is constantly learning.” The first letter encourages students to think about what their genius is. Dear 5th graders, Hi! I know that sounds odd – but please keep reading. I’ve thought about challenging you.I’ve thought about embracing your differences.I’ve thought about your strengths.I’ve thought about your weaknesses. And I have a secret that I can’t keep in for another few weeks. You Are All Geniuses. Shhh! Ms. Today I learned what it means to matter. So here’s your first assignment. P.S.
Questioning Toolkit Essential Questions These are questions which touch our hearts and souls. They are central to our lives. They help to define what it means to be human. Most important thought during our lives will center on such essential questions. What does it mean to be a good friend? If we were to draw a cluster diagram of the Questioning Toolkit, Essential Questions would be at the center of all the other types of questions. All the other questions and questioning skills serve the purpose of "casting light upon" or illuminating Essential Questions. Most Essential Questions are interdisciplinary in nature. Essential Questions probe the deepest issues confronting us . . . complex and baffling matters which elude simple answers: Life - Death - Marriage - Identity - Purpose - Betrayal - Honor - Integrity - Courage - Temptation - Faith - Leadership - Addiction - Invention - Inspiration. Essential Questions are at the heart of the search for Truth. Essential Questions offer the organizing focus for a unit.