background preloader

Updated Padagogy Wheel Tackles The Problem Of Motivation In Education

Updated Padagogy Wheel Tackles The Problem Of Motivation In Education
One of the biggest problems at the core of education is motivation. That’s according to the newest iteration of the popular Padagogy Wheel (pad for iPad instead of ‘ped’agogy) we showcased a couple weeks ago. Allan Carrington spent what must be counless hours thinking, revising, and refining the wheel you see below which is now at version 3.0. Be sure to click here to view version 2.0 of the wheel and click here to view version 1.0. What’s New In The Padagogy Wheel Version 3.0 The new version tackles a major question that is lurking in the back of everyone’s mind. So why yet another version only one week later? How It Works Start at the center. But it’s not how it has to be. Do you ever wonder how schools, universities, colleges, and large groups in general should use social media? Related:  Ed Theory/Practice

8 Strategies for Teaching Academic Language "Change your language and you change your thoughts." -- Karl Albrecht Understanding Academic Language Academic language is a meta-language that helps learners acquire the 50,000 words that they are expected to have internalized by the end of high school and includes everything from illustration and chart literacy to speaking, grammar and genres within fields. Think of academic language as the verbal clothing that we don in classrooms and other formal contexts to demonstrate cognition within cultures and to signal college readiness. There are two major kinds: instructional language ("What textual clues support your analysis?") and language of the discipline (examples include alliteration in language arts, axioms in math, class struggle in social studies and atoms in science). Where to Start It would be a mistake to think that academic language is a garbage pail category involving any word, depending on the context. Teaching Academic Language 8 Specific Strategies 1. 2. 3. 4. 5. 6. 7. 8.

MCC | Student Responsibilities for Online Courses Metro's online courses provide you with a flexible and convenient way to learn, but that doesn't mean online learning is easier than in a traditional classroom. Online courses offer the same opportunities for learning and growth, and the chance to challenge yourself as a student. As an online student you will need to be motivated, dedicated and determined with your studies. Computer skills You will need to have a working knowledge of the following computer skills: Creating and naming/renaming folders. Communication and Participation Be willing to communicate with classmates and faculty online. Computer Your computer must be able to run one of the compatible web browsers listed on the Browser Support Page: http:/www.mccneb.edu/online/browsers.asp Time Management Time management is the most important factor in completing any coursework, especially for online courses. First determine what time of day you can best focus on your studies. Balancing Personal Obligations Study Environment Questions

Bloomin' Apps This page gathers all of the Bloomin' Apps projects in one place.Each image has clickable hotspots and includes suggestions for iPad, Android, Google and online tools and applications to support each of the levels of Bloom's Revised Taxonomy.I have created a page to allow you to share your favorite online tool, iOS, or Android app with others. Cogs of the Cognitive Processes I began to think about the triangular shape of Bloom's Taxonomy and realized I thought of it a bit differently.Since the cognitive processes are meant to be used when necessary, and any learner goes in and out of the each level as they acquire new content and turn it into knowledge, I created a different type of image that showcased my thoughts about Bloom's more meaningfully.Here is my visual which showcases the interlocking nature of the cognitive processes or, simply, the "Cogs of the Cognitive Processes". IPAD APPS TO SUPPORT BLOOM'S REVISED TAXONOMYassembled by Kathy Schrock​ Bloom's and SAMR: My thoughts

Express 9.15 - Supporting Effort by Pairing Rubrics with Checklists Supporting Effort by Pairing Rubrics with Checklists Cynthia Kube In my position as a gifted resource teacher, I often see students struggle with the planning required for a challenging task. Too often, they have only a vague idea of what is required and are easily overwhelmed by the effort involved. To demonstrate an understanding of content with an authentic performance task, students need clear direction on the criteria for success and support in managing the work required for the task. It is crucial for teachers to carefully construct a task rubric and explicitly review it with their students, clearly delineating performance level criteria. As Kay Burke explains in her book Balanced Assessment: From Formative to Summative (2010), checklists can be used as thinking tools to provide students with a self-monitoring strategy. Checklists not only serve as a self-assessment for students, but can also be used as a formative assessment by teachers, as well as a tool for feedback. Reference

Tech and Internet Industry News - HuffPost Tech 1000 жизней ― 1000 идей «1000 жизней» — это эффективный инструмент самопознания и уникальный стимульный материал для практической работы современного психолога. Впервые в работе с картами реализована возможность создания комплекта под себя, свои потребности и нужды. Как не существует одинаковых людей, так и не может существовать одинаковых наборов карт «1000 жизней» (разумеется, если вы приложите усилия к их персонализации). Карты «1000 жизней» представляют собой набор социальных типажей и ролей, «примеряя» которые Вы «заимствуете» ресурсные состояния, свойственные этим личностям, учитесь диссоциироваться от проблемы и рассматривать её с других точек зрения (карты-персоны). Описание NLP-карт "1000 жизней" Так же как и наше первое «изобретение» - бизнес-конструктор «1000 идей», эти карты стоят особняком от большинства современных колод таро. Карты представляют собой 78 листов с размытым фоном - изображением некой символической фигуры «Я», пытающейся рассмотреть своё отражение в символическом Зеркале Психологии. 1.

MET Project :: Welcome OER Commons Ковалева Татьяна Михайловна. Личностно-ресурсная карта как дидактическое средство реализации антропологического подхода в образовании. Tatiana M. Kovaleva. Personal- resource map as didact means of realization of anthropological content in education. Ковалева Татьяна Михайловна доктор педагогических наук, профессор кафедры педагогики, Московский педагогический государственный университет, г. Москва tkova@mail.ru Личностно-ресурсная карта как дидактическое средство реализации антропологического подхода в образовании Аннотация В статье анализируется роль личностно-ресурсной карты школьника в процессе обучения как реализации идеи опосредствования Л.С.Выготского. Обсуждаются два направления в работе с такими картами: в рамках специально спроектированных новых учебных предметов и в процессе тьюторского сопровождения индивидуальных образовательных программ школьников. Ключевые слова дидактическое средство, личностно-ресурсная карта, индивидуальная образовательная программа, тьюторское сопровождение. Идея опосредствования является, на наш взгляд, ключевой идеей во всей культурно-исторической концепции Л.С. Переходя в дидактическую действительность можно проинтерпретировать психологические тезисы Л. Литература В.М. Tatiana M.

Educational Leadership:Getting Students to Mastery:The Value of a Pointless Education Jay C. Percell I decided to restructure my classes to foster authentic mastery learning and increase my students' intrinsic motivation, as opposed to simply having them accumulate points to get a grade. This journey would lead me to experiment with grading and to ultimately develop what I call the No-Points Grading System. The Problem with Points Reflecting on my seven years as a secondary teacher, I concluded that the point values ascribed to assignments hindered true, authentic leaning among my students. Points as a Means to an End Many of my students' primary concern was not what they learned or what skills they gained but what final grade they would receive. Points as Extrinsic Rewards How many times has a teacher lamented, "That assignment was worth 50 points! Points Ascribe Value As Weimer (2011) indicates, points detract from collective learning in our school cultures. Solution: The No-Points Grading System Earning an A the Point-less Way FIGURE 1. Mastery in Practice Student Reactions

Related: