OpenSourceCPD : Main - Home Page browse High Tech High and Networks of Ideas : Mindworkers Posted on | July 10, 2012 | Comments Off High Tech High and Author Reflected Today I published a long-in-the-works case study of High Tech High, the collection of schools in San Diego County that follow the same design and operating principles. Each of the 11 HTH schools is small, a maximum of 125 students per grade, and personalized. Each of the schools follows a project-based curriculum that requires students to make connections to the adult world, through projects and internships that are critical in helping students set their sights higher and aim toward college. Each of the schools follows what the school calls a “common intellectual mission” integrating head and hand. Finally, the schools work around the principle that it is the teacher who designs the curriculum. Like all visitors, I was charmed by the schools: Students having fun while fully engaged in projects. But it was a public policy puzzle that drew me to HTH. In many ways, it’s idea leadership at its best. Comments
Instructional Strategies Online "What children learn depends not only on what they are taught but also how they are taught, their development level, and their interests and experiences.... These beliefs require that much closer attention be paid to the methods chosen for presenting material..." Understanding the Common Essential Learnings, Saskatchewan Education, 1988. (p.10) "The last decades of research in human learning have presented new insights into the ways that learners are active in constructing their own understanding. Constructivist learning theories have shown the limitations of viewing 'learning' as something we can 'give' to students that they will 'receive' or learn in exactly the same form, at exactly the given time."
8 Steps To Design Problem-Based Learning In Your Classroom What Is Problem-Based Learning? by TeachThought Staff What is problem-based learning? One definition, if we want to start simple, is learning that is based around a problem. That is, the development, analysis, and thinking towards a problem drives student learning forward. We’ve been meaning to write a kind of beginner’s guide/primer to problem-based learning for, oh, about 18 months now and haven’t yet, so Mia MacMeekin’ss graphic here is going to have to do. The graphic eschews Mia’s usual squared, grid approach for something a bit more linear and comprehensive–an 8-step sequence to designing problem-based learning in your classroom. 8 Steps To Design Problem-Based Learning In Your Classroom 1. 2. 3. 4. 5. 6. 7. 8. You can read more about learning models and theories in our 21st Century Dictionary for Teachers. 8 Steps To Design Problem-Based Learning In Your Classroom
Types of Classroom Assessment (Assessment) Types of Classroom Assessment Making assessment an integral part of daily mathematics instruction is a challenge. It requires planning specific ways to use assignments and discussions to discover what students do and do not understand. It also requires teachers to be prepared to deal with students' responses. Merely spotting when students are incorrect is relatively easy compared with understanding the reasons behind their errors. Assessment is integral to the teaching–learning process, facilitating student learning and improving instruction, and can take a variety of forms. Assessment for Learning (Formative Assessment) The philosophy behind assessment for learning is that assessment and teaching should be integrated into a whole. Assessment for learning is ongoing assessment that allows teachers to monitor students on a day-to-day basis and modify their teaching based on what the students need to be successful. Assessment of Learning (Summative Assessment) Assessment as Learning
The Theory and Practice of Online Learning Awards The Theory and Practice of Online Learning is the winner of the 2009 Charles A. Wedemeyer Award, provided by the University Professional & Continuing Education Association. About the Book Every chapter in the widely distributed first edition has been updated, and four new chapters on current issues such as connectivism and social software innovations have been added. About the Author Terry Anderson is a professor and Canada Research Chair in Distance Education at Athabasca University. Download the eBook Copyright: This work is licensed under a Creative Commons License (CC BY-NC-ND 2.5 CA). Download the entire book Select a Chapter Download Front Matter DownloadTable of Contents Download Foreword to the Second Edition Download Introduction PART I: Role and Function of Theory in Online Education Development and Delivery Download1. Download2. Download3. Download4. PART II: Infrastructure and Support for Content Development Download 5. Download 6. Download 7. Download 8. Download9. Download11.
What’s the Best Way to Practice Project Based Learning? By Peter Skillen Project Based Learning can mean different things to different people, and can be practiced in a variety of ways. For educators who want to dive in, the good news is that a rich trove of resources are available. In order to create your own definition and practice, here are some parameters to consider. We like to think with the frame of continua rather than dichotomies simply because things are rarely on or off, black or white, ones or zeroes. You could likely add other dimensions to consider as you build your own understandings and beliefs. Who is in control? Who is asking the question to be investigated in the project? If the projects are collaborative in nature, you may wish to consider the amount of interdependence that students have with one another. Is the content a rich, deep problem space or is it a more narrowly focused content area? How authentic is the problem under investigation? This post originally appeared on Voices from the Learning Revolution. Related
Research Spotlight on Project-Based Learning Found In: teaching strategies What is Project-Based Learning (PBL) and how long has it been around? As far back as the early 1900s, John Dewey supported the "learning by doing" approach to education, which is the essential element of PBL. Today, PBL is viewed as a model for classroom activity that shifts away from teacher-centered instruction and emphasizes student-centered projects. This model helps make learning relevant to students by establishing connections to life outside the classroom and by addressing real world issues. What does the research say about PBL? Handbook: Introduction to Project-Based Learning This article gives an introduction to PBL and a description of its benefits.
9 Ways Neuroscience Has Changed The Classroom | TeachThought There is often a big divide between what happens in the laboratory and the way laboratory findings are practically applied. The relationship between neuroscience research and education is no exception. While there are numerous educational products that claim to be based on neuroscience research (often quite dubiously so), the real impact of brain-based research on education has been much more subtle. While neuroscience hasn’t yet radically changed the way we think about teaching and learning, it is helping to shape educational policies and influencing new ways of implementing technology, improving special education, and streamlining day-to-day interactions between teachers and students. While there is still a long way to go before we truly understand the science of learning and how to use those findings in the real world classroom, it’s important to highlight some of the key ways that neuroscience is changing the classroom of today for the better. 1. 2. 3. 4. 5. 6. 7. 8. 9.
Bloom’s Taxonomy and the Digital World Bloom’s Taxonomy, developed in the 1950′s, expresses thinking and learning through a set of concepts that begin with lower order thinking skills (LOTS) and build to higher order thinking skills (HOTS). The initial phraseology of Bloom’s Taxonomy had six levels, beginning with knowledge at the lowest, then progressing through comprehension, application, analysis, synthesis and evaluation. The basis for the theory is rather straightforward, a person cannot understand something that he does not remember (know) nor can he/she analyze or apply that knowledge if the person does not understand the material. In education, quality teachers seek to bring their students to the HOTS level of the taxonomy whenever possible. Bloom’s Revised Taxonomy Bloom’s Revised Taxonomy, constructed over the last 15 years, turns these words into different phrases. The revised taxonomy begins with the word remembering before moving to understanding, applying, analyzing, evaluating and creating.