What do Curators, e-Educators and Constructivists all have in common? “A curator (from Latin: cura meaning “care”) is a manager or overseer [educator] of a collection [e-resources], traditionally a museum or gallery and is a content specialist responsible for an institution’s collections [educational resources] and involved with the interpretation [constructivist] of material.” I’ve inserted my own words into Wikipedia’s definition of curator, as I’ve been exploring the term ‘educator as curator’, an emerging concept I’ve noted based on blog discussions and social learning tools developed within the past twelve months. Scoop-it and Curatr both describe learning with the adjective ‘curate’ and discuss educator as ‘curator’.
Why "20% Time" is Good for Schools Have you ever met an adult who doesn't really love what they do, but just goes through the motions in their job and everyday life? Have you spoken with men and women who constantly complain, showing no visible passion for anything in the world? I'm sure that, like me, you have met those people. I've also seen the making of these adults in schools across our country: students who are consistently being "prepared" for the next test, assessment, or grade level . . . only to find out after graduation that they don't really know what they are passionate about. These are the same students who are never allowed to learn what they want in school.
25 Critical Thinking Strategies For The Modern Learner Critical thinking is the engine of learning. Within this complex process or so many other relevant themes that contribute to learning: creativity, analysis, evaluation, innovation, application, and scores of other verbs from various learning taxonomies. So the following infographic from Mentoring Minds is immediately relevant to all educators, and students as well. It’s a bit of a mash of Habits of Mind, various 21st century learning frameworks, and the aforementioned learning taxonomies, promoting collaboration, problem-solving, and real-world connections (standard “critical thinking fare” with Habits of Mind-sounding phrases such as “Open-Mindedness”). At the bottom, it pushes a bit further, however, offering 25 critical thinking strategies to help support progressive learning. While a few are a bit vague (#12 says to “Think critically daily,” and #17 is simply “Well-informed”), overall the graphic does pool together several important themes into a single image.
How We Took Flipped PD From Concept to Reality Almost everyone has heard of the concept of flipped learning by now. The related concept of flipped PD has also been gaining traction in many PLN circles lately, but often without many supporting details. The intention of this article is to begin the process of adding those details, and to introduce a new iTunes U course designed to explain the concept of Flipped PD. Today’s schools are adapting at a rate never before experienced, and as a result, the need for professional development has never been greater.
- Create a Culture of Questioning and Inquiry 4 Comments August 14, 2013 By: Guest Blogger Nancy White Aug 13 Learning Development Cycle Learning Development Cycle: Bridging Learning Design and Modern Knowledge Needs July 12, 2005 George Siemens A printable, MS Word verion of this article is available here. Project-Based Learning Research Review Editor's Note: This article was originally written by Vanessa Vega, with subsequent updates made by the Edutopia staff. Studies have proven that when implemented well, project-based learning (PBL) can increase retention of content and improve students' attitudes towards learning, among other benefits. Edutopia's PBL research review explores the vast body of research on the topic and helps make sense of the results. In this series of five articles, learn how researchers define project-based learning, review some of the possible learning outcomes, get our recommendations of evidence-based components for successful PBL, learn about best practices across disciplines, find tips for avoiding pitfalls when implementing PBL programs, and dig in to a comprehensive annotated bibliography with links to all the studies and reports cited in these pages.
Why Teaching Helps Students Learn More Deeply Teaching Strategies Tulane Public Relations/Flickr Learning, and thinking, are deeply social activities. This is not the traditional view (Rodin’s iconic sculpture, “The Thinker,” is conspicuously alone in his chin-on-fist musings), but it’s the view that is emerging out of several decades of social science research. Our minds often work best in interaction with other people’s minds, and there are particular kinds of relationships that are especially good at evoking our intelligence. One is the master-apprentice relationship.
Learning Styles - MAJOR resource Students preferentially take in and process information in different ways: by seeing and hearing, reflecting and acting, reasoning logically and intuitively, analyzing and visualizing, steadily and in fits and starts. Teaching methods also vary. Some instructors lecture, others demonstrate or lead students to self-discovery; some focus on principles and others on applications; some emphasize memory and othersunderstanding. When mismatches exist between learning styles of most students in a class and the teaching style of the professor, the students may become bored and inattentive in class, do poorly on tests, get discouraged about the courses, the curriculum, and themselves, and in some cases change to other curricula or drop out of school. Professors, confronted by low test grades, unresponsive or hostile classes, poor attendance and dropouts, know something is not working.
John MacBeath Position/Status Emeritus Professor John MacBeath is Professor Emeritus at the University of Cambridge, Director of Leadership for Learning: the Cambridge Network and Projects Director for the Centre for Commonwealth Education.