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How to Make Your Classroom a Thinking Space

How to Make Your Classroom a Thinking Space
Editor's note: The following is an excerpt from Thinking Through Project-Based Learning: Guiding Deeper Inquiry by Jane Krauss and Suzie Boss. It was published this month by Corwin. Take a moment and imagine a creative work environment. Don't worry about the kind of work going on. Just focus on the space. Close your eyes and picture it. Was your mental picture anything like either of the workspaces shown in these photos? Photo of High Tech High in San Diego. Photo credit: High Tech High Think back to your mental image of a creative workplace. Fine-Tune the Physical Environment for PBL Birkdale Intermediate School in New Zealand has a long tradition of teaching through inquiry projects. This school has intentionally developed a climate and curriculum to encourage deep thinking, which is reflected by the physical environment. Many schools don't have budgets for this kind of wholesale remodeling. Independent work. Partner and small-group work. Check-ins and seminars-for-some. Skype on.

http://www.edutopia.org/blog/thinking-through-project-based-learning-suzie-boss

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Project-Based Learning Idea: Students Create Their Own Viral Video I am continuously inspired by the increasing number of shared video content which let’s face it, in this digital age, we can’t really avoid. The sharing and re-sharing of videos via email and through Facebook and Twitter have undoubtedly given rise to the phenomenon of these ‘viral’ videos. It goes without saying that shared video content is more popular than ever before, with more than 48 hours worth of video being uploaded to YouTube every single minute. Given that YouTube is the most popular video sharing website on the web, and only six years old, there is huge potential for virtually any video content to go viral. What Is A Viral Video?

And How Students Can Respond In a continued effort to bring you the very best, most expert and diverse education content anywhere, in addition to the ideas of Grant Wiggins, Bena Kallick, Art Costa, and Nathan Jurgenson among others, TeachThought is also proud to share the ideas of Dr. Judy Willis, neuroscientist, Ph.D., and middle school teacher. By Dr. Judy Willis Although the brain is an amazing organ, it’s not equipped to process the billions of bits of information that bombard it every second. Filters in your brain protect it from becoming overloaded.

[ #msief ]: John West-Burnham's Seven Questions for Leaders of Learning John West-Burnham ended the Partners in Excellence Worldwide Innovative Education Forum with a set of conversations. What would your conversations be around these questions? Are we just about Improvement or are we truly trying to move to transformation in learning?Are we becoming immune to improvement, in that there's a limit to how much we can approve? Project Based Learning and iPads/iPods Introducing an irresistible project at the beginning of a unit of study can give students a clear and meaningful reason for learning. Plus, they end up with a product or result that could possibility make a difference in the world! In project based learning students are driven to learn content and skills for an authentic purpose. PBL involves students in explaining their answers to real-life questions, problems, or challenges. It starts with a driving question that leads to inquiry and investigation.

conscious competence learning model matrix- unconscious incompetence to unconscious competence conscious competence theory - summary outline The conscious competence theory and related matrix model explain the process and stages of learning a new skill (or behaviour, ability, technique, etc.) The concept is most commonly known as the 'conscious competence learning model', or 'conscious competence learning theory'; sometimes 'conscious competence ladder' or 'conscious competence matrix'. Other descriptions are used, including terminology relating to 'conscious skilled' and 'conscious unskilled' (which incidentally are preferred by Gordon Training). Occasionally in more recent adapted versions a fifth stage or level is added to the conscious competance theory, although there is no single definitive five-stage model, despite there being plenty of very useful and valid debate about what the fifth stage might be.

Constructivism as a Paradigm for Teaching and Learning What is constructivism? How does this theory differ from traditional ideas about teaching and learning? What does constructivism have to do with my classroom? A Design Challenge to Students: Solve a Real-World Problem! Teaching Strategies Design Learning Challenge Creating a safe recreation space for teens; protoyping a recyclable lunch tray; setting up a water delivery system to guard against urban fires; building a public awareness campaign to combat hunger. These are just a few of examples of the types of tasks students are taking on when they participate in the Design Learning Challenge, an effort to get students to figure out how to solve real-world problems in their communities.

SlideShare Presentation on Assessment Feedback Posted by Julie Delazyn The impact of assessments on learning is something Questionmark Chairman John Kleeman has written about extensively in this blog. He has explained psychology research that demonstrates the importance of retrieval practice – including taking formative quizzes with feedback — as an efficient way of retaining learning for the long term. John has been focusing lately on what the effective use of feedback can bring to assessments, and he shared what he’s been learning during a presentation at the Questionmark Users Conference on Assessment Feedback – What Can We Learn from Psychology Research? In this SlideShare presentation, John Kleeman explains how assessments and feedback can influence learning and offers some good practice recommendations.

Motivation Broadly speaking, motivation is either intrinsic/expressive (doing something for its own sake) or extrinsic/ instrumental (doing something for some other reason). A useful, slightly more detailed, categorisation is: Also look at the useful categorisation suggested by Morgan (1983). Levels of Motivation Maslow is the classic model here. Research-Supported PBL Practices At one New Tech Network high school, strategies backed by research make project-based learning effective and engaging for teachers and students. At Manor New Technology High School in Manor, Texas, several research-based practices interact to promote successful inquiry-based learning: Manor New Tech is part of the New Tech Network, a nonprofit that works with schools and districts around the country providing services and support to help reform learning through project-based learning (PBL).

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