How To Get A Job As An Instructional Designer Getting into instructional design is a very desirable career choice at present, and so many people want to get into it but are often not sure where to start. What skills Instructional Designers need? What will the hiring manager or interviewer be looking for? What is Instructional Design? Instructional Design , or Instructional Systems Design is the term we use to describe the practice of creating educational systems that make the acquiring of knowledge easier, more effective and more appealing to the learner. Instructional design teams have evolved as we have discovered more about the way people learn. Do I need an Instructional Design Degree? There are many useful instructional design skills for those wishing to become instructional designers , but the key question everyone always wants to know is: “ Do I need an Instructional Design Degree ? If you do have a degree, it doesn’t necessarily need to be in instructional design . What Skills Does an Instructional Designer Need?
12 Timeless Project-Based Learning Resources 12 Timeless Project-Based Learning Resources by Shannon Dauphin Project-based learning is becoming increasingly popular as teachers look for a way to make lessons stick in the minds of their students. According to Edutopia, studies have shown that students who use project-based learning remember the material much longer and have healthier attitudes toward education. Project-based learning is based on the idea that students learn best by tackling and solving real world problems. Ready to try project-based learning in your classroom? 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. From integrating technology into the classroom to teaching science by hands-on experimentation, project-based learning is not only educational, but often entertaining as well. Shannon Dauphin Lee has been writing professionally for two decades on a wide variety of topics, including education; this article was written by onlineschools for TeachThought
The Difference Between Projects And Project-Based Learning The Difference Between Projects And Project-Based Learning by TeachThought Staff Projects in the classroom are as old as the classroom itself. “Projects” can represent a range of tasks that can be done at home or in the classroom, by parents or groups of students, quickly or over time. While project-based learning (PBL) also features projects, in PBL the focus is more on the process of learning and learner-peer-content interaction that the end-product itself. The learning process is also personalized in a progressive PBL environment by students asking important questions, and making changes to products and ideas based on individual and collective response to those questions. By design, PBL is learner-centered. The chart below by Amy Mayer is helpful to clarify that important difference between projects and project-based learning. What’s the Difference Between “Doing Projects” and Project Based Learning ?
10 Practical Ideas For Better Project-Based Learning In Your Classroom By Jennifer Rita Nichols, TeachThought Intern Teachers are incorporating more and more projects into their curriculum, allowing for much greater levels of collaboration and responsibility for students at all levels. Project- based learning is a popular trend, and even teachers who don’t necessarily follow that approach still see the benefit to using projects to advance their students’ learning. Projects can be wonderful teaching tools. They can allow for a more student-centred environment, where teachers can guide students in their learning instead of using lectures to provide them with information. The increase in classroom technology also makes projects more accessible to students. Despite general agreement about the benefits of using projects and project-based learning in general, it must be noted that all projects are not created equal! This may happen fairly often because teachers are wary about being able to assign grades to the final assignments handed in to them by students.
Teaching Culture Blind: Diversity In Professional Development Teaching Culture Blind: Diversity In Professional Development by Dawn Casey-Rowe, Social Studies Teacher & Learnist Evangelist Related Learnist Resource: Consider Diversity. It was one of my first experiences teaching. I overheard a conversation. “Miss?” I explained to my colleague that the student was being respectful. To the Caucasian teacher, however, omitting the last name was impolite. This is not a big deal for an American, but for Chinese, it has the potential to be highly offensive. Years ago, when I was working with Eastern European refugees, this line was even more blurred–people spotted each other over the testing chin-up bar because in their culture failure was simply not an option. My husband and I used to teach martial arts together. I motioned secretly that he should not say this, explaining later he was dealing with a male-dominant culture where a woman wouldn’t have the authority to provide such an official report on a man’s son. See parts 1-3 in this series, PD Sucks.
Millennials Have Information, Not Knowledge I have a friend who goes to trivia at a local bar every Thursday. It’s a ritual. If his parents are in town, they have to all go. He takes girls there for weekday dates. We had his birthday party there last year — it fell on a Thursday. Tru Pettigrew, founder and CEO of Tru Access. I’ve always admired — and envied — how intelligent this friend is. Millennials have access to a lot of information. Pettigrew : There is more information readily available to this generation than any other generation in history. Information and knowledge are very closely related, but the two should not be confused. How does this affect them at work? Pettigrew : The effect of mistaking information for knowledge at the workplace could prove to be very frustrating to both the millennial and the employer. The other challenge that occurs more commonly is what I call the shut-off valve. What can their older leaders do about this? Ladan Nikravan Ladan Nikravan is an associate editor of Chief Learning Officer magazine.
30 Of The Best Apps For Group Project-Based Learning 30 Of The Best Apps For Group Project-Based Learning Project-based learning is a matter of identifying needs and opportunities (using an app like flipboard), gathering potential resources (using an app like pinterest), collecting notes and artifacts (with an app like Evernote), concept-mapping potential scale or angles for the project (using an app like simplemind), assigning roles (with an appp like Trello), scheduling deadlines (with apps like Google Calendar), and sharing it all (with apps like OneDrive or Google Drive). With that in mind, below are 30 of the best apps for getting this kind of work done in the classroom, with an emphasis on group project-based learning apps for both Android and iPad (and even a few for plain old browsers). 30 Of The Best Apps For Group Project-Based Learning
8 Needs For Project-Based Learning In The 21st Century 8 Needs For Project-Based Learning In The 21st Century by Terry Heick We recently offered a definition of project-based learning, and looked at keys to designing Project-Based Learning. We also have looked at the difference between “doing projects” and project-based learning, various project-based learning resources, project-based learning apps, and offered ways for using an iPad in Project-Based Learning. And have shared some practical ideas for better teaching through project-based learning as well. What might be missing from these posts, however, are simply the characteristics of project-based learning in the 21st century. We tend to think of project-based learning as focused on research, planning problem-solving, authenticity, and inquiry. But what if we had to settle on a handful (or two) of itemized characteristics for modern, connected, possibly place-based, and often digital project-based learning? 8 Needs For Project-Based Learning In The 21st Century 1. Or connectivity. 2. 3. 4.
Structuring Collaboration for Student Success (Keys to PBL Series Part 3) Peggy: The teacher doesn’t just throw control to the students and say, "Let me know what you figure out." She really has to plan ahead of time, she has to figure out how to group the students so that they're the most productive. She has to scaffold their work, so she provides hints or clues or templates, worksheets is necessary, to kinda show them what they need to do first, what they might consider doing next. She has to teach them how to work together. Teamwork is not something that comes naturally, especially for younger students. Sheela: So we would have a anchor or a set of expectations about what kind of language would be used, what the roles and responsibilities are for each person in that group. Student: So you start with one trail mix and give out stickers. Student: I do the sticker charge thing. Liza: So when students are working on projects in different groups, it's difficult to get to all of them at once, and they may really need you. Student: Oh, that makes sense.
Where Essential Questions Come From Where Essential Questions Come From by Grant Wiggins, Ph.D, Authentic Education “I didn’t know they could think!” an excited high school principal blurted out. The principal was reacting to what he had just witnessed: his 9th grade students engaging in their first-ever Socratic Seminar, facilitated by my colleague and wife Denise a few years ago in a Louisiana district. It was a poignant moment (even though the students might have taken offense), since their chatter and body language made clear that they, too, were pleased with what they had done. While it is easy to have a laugh or wince at the Principal’s remarks, I think we all too easily forget how often we have all said such things. We sometimes go further and speak cynically (if elliptically): “You know, he just doesn’t have much going on upstairs,” we say to a colleague who knowingly nods. I was reminded of all this while in a 5th-grade ELA class recently. We talk about inferences. So, she complains to her principal: “Inferencing.