emergent math Is It Plagiarism or Collaboration? Teaching Strategies Matt Cornock By Jennifer Carey It’s an open secret in the education community. As we go about integrating technology into our schools, we are increasing the risk and potential for plagiarism in our tradition-minded classrooms. In fact, a recent PEW research study found that while educators find technology beneficial in teaching writing skills, they feel it has also led to a direct increase in rates of plagiarism and infringement of intellectual property rights. These concerns lead us to an interesting discussion about collaboration and plagiarism in the classroom. In the balance, does plagiarism make these tools more problematic than they are useful? An Interesting Dilemma We want students to do “group work,” to collaborate, and to discuss. This leads to a broader and more provocative question. Instead of fighting a losing battle (as my grandmother would put it – “You can’t nail jello to a wall!”) Transforming “Cheating” Into Collaboration? But What About the Test? Related
Teachers: It’s OneNote to the rescue! - OneNote As a teacher, I'm always looking for efficient ways to store information and to recapture it for immediate use in the classroom. As keen as I am on databases (I'm a Microsoft Certified Database Administrator), a dedicated database of information would be overkill for a classroom presentation. By the time I'd open Microsoft Office Access and run a query, my poor students would be snoozing. For teachers, information repositories are only as good as how easy they are to access. OneNote in action Let's say you're giving a slide show presentation and a student asks a question or you want to refer to a little-known fact or to a chart that isn't in the courseware. If you leave OneNote minimized on the Windows taskbar during your presentation, all you have to do is maximize it, enter a search term, and press ENTER to find the information you are looking for. Preparing for classes OneNote has a familiar interface, which makes setting up OneNote for the classroom both familiar and comfortable.
Could PBL be the Solution to Education Reform? While I was taking a survey today about Response to Intervention (RTI) I began to reflect about how RTI and Data-Driven Instruction have affected my school. In the past few years, I have noticed teachers becoming overwhelmingly stressed about Standardized State Tests. Teachers feel like they don't have enough time to lesson-plan in order to appropriately meet the needs of their students. Moreover, teachers feel that the precious planning-time in which they do get is being wasted during team meetings and other scheduled events. Teachers are becoming depressed because they are feeling like they are doing their students a disservice by "teaching to the tests" and there isn't anything that they can do about it. In order to show how PBL might be the solution to Education Reform, I have provided some FAQs that I have created about Project-Based Learning. Q: I teach in a Data-Driven school where we use RTI. Student Engagement Graph: Challenge vs. Q: How do I effectively assess my students?
Tips to Parents About Online Learning Tips to Parents About Online Learning first appeared on Sums & Solutions. By: Jeremy Vidito Parents, grandparents, aunts, uncles, mentors and caregivers: thank you for all of the endless hours of support you provide the young people in your lives. As a teacher, school leader and former AmeriCorps tutor, as well as mentor to countless youth, I see the impact of your efforts every day. Our students need supportive adults in their lives who can challenge, mentor and push them to meet and exceed their potential. Note: There are a lot of terms for describing the use of computer-based technology in education: asynchronous and synchronous learning, blended learning, digital learning and online learning. Do: Find out if the school has any digital learning programs. Don’t: Assume that because your child is getting good grades, they’re on grade level. Do: Get regular reports on your child’s progress with digital learning programs. Why did you select that answer?
Why we’re not wired to think scientifically (and what can be done about it) Two years ago I was having dinner with a good friend, Rik Ganju. Rik is one of the smartest people I know. And one of the most talented, too—a brilliant engineer, a savant-like jazz musician, a comedic writer, and he makes the best coffee I’ve ever had (I may even share the recipe). As usual I was whining to him about something. Rik just looked at me, kind of smiled, and asked the question in another way. Two points before jumping in: I realize I said my next post would be about insulin resistance. The evolution of thinking Two billion years ago, we were just cells acquiring a nucleus. I wanted to plot the major milestones, below, on a graph. Formal logic arrived with Aristotle 2,500 years ago; the scientific method was pioneered by Francis Bacon 400 years ago. The concept of statistical significance is barely 100 years old, thanks to Ronald Fisher, the British statistician who popularized the use of the p-value and proposed the limits of chance versus significance. So what were they?
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. What is Project-Based Learning? Learning Outcomes Keys to Project-Based Learning Success
Stop Shouting, Start Engaging: The Power of Variable Viewbooks It was almost as if they didn’t want me to apply. The experience was frustrating, confusing, and legitimately exhausting. As I clicked the red “x” button in the top left corner of my browser (yes, I’m an Apple guy), I left University X’s website more confused than when I had first arrived. I distinctly remember throwing my hands in the air and then turning to a friend of mine (who was also checking out the websites of the schools he was interested in) and saying, “You’d think by now colleges would get it! You’d think with the abundance of technology out there today, schools would be able to easily create personalized websites - or something like it - that would give prospective students the information they desire...and only the information they desire!” Maybe my reaction was childish. Similar to my own generation, Generation Z (or whatever we’re calling them!) Today, more so than ever before, you need tools that will meet the needs and expectations of “the modern high-school prospect”.
Learning Logs to inspire and guide student growth | The Scientific Teacher August 17, 2014 by Nick Mitchell A problem I’ve been kicking around for a while is how to give my students clearer feedback on their learning progress. In a standards-based system this can be a challenge, because feedback is more detailed than a single percentage grade; a single assignment often covers more than one learning goal and therefore is given multiple grades. This detail can be very useful to the student for guiding their learning, but only if they are able to take it all in and manage the feedback in a positive way. Unfortunately, most grade books out there haven’t mastered standards-based grading, making it difficult for both teachers to enter grades and students to access and understand them. I know this from first-hand experience: the past two years my middle school has been struggling to use Perason’s PowerTeacher Gradebook for our standards-based grading (and to think they claim it’s the “next level in classroom technology”- ha!). Learning logs to the rescue! Like this:
Getting to grips with project based learning One of the things that I love to start my classes with is a ‘mission statement’ of what we will achieve by the end of the day. By doing this, we can then use our coursebook materials as a means of reaching that end goal, rather than the book itself being the focus. For example, instead of stating that ‘by the end of today, we will have finished pages 11, 12 and 13’, I say ‘by the end of today, we will have learned about the education systems of different countries, made comparisons and presented our findings to our classmates.’ For quite a while I felt quite pleased with myself for having come up with a motivating way of going about teaching; that is until I realized that I was basically implementing a Project-based Learning approach. So, what are the tenets of Project-based Learning? Project-based Learning centers on a challenge or one driving question or challenge. So, let’s now look at how this might occur… 1. The objectives for my day’s lessons are written on the board. 1. 2.
Impact of Technology on Education Technology is a gift of God. After the gift of life it is perhaps the greatest of God's gifts. It is the mother of civilizations, of arts and of sciences. - Freeman Dyson Technology has certainly changed the way we live. Technology's Impact on Education Easy access to informationGreater interest in learningIncreased retention of informationRobust information storageBetter presentation of informationTeaching made interactiveKnowledge sharing made easyTechnology has revolutionized the field of education. Technology is a teaching aid Computers offer an interactive audio-visual medium. Technology has made student life easy Technology aids student expression. It's easier to store information Computers enable better and more robust storage of information. Information is easily accessible The Internet is a huge information base. Technology has eliminated space and time constraints Online education and distance learning have given a new dimension to education and higher learning.
No, I Don’t Personalize Learning Personalized learning. Differentiated learning. Individualization of learning. Three jargon elements that twist any teacher’s grey matter in spectacular motions. There seems to be a continuous debate around the first (“personalized” learning) but I think clarification of terms is always useful before engaging in any argument. A bit of history 1914 – The inception of the concept rests with Helen Parkhurst who was heavily influenced by Maria Montessori and John Dewey’s work when she created the Dalton Plan, plan that was introduced in 1914 and was extended later in several countries across the world (from the U.S. and Australia to Japan and The Netherlands). 1919 – Another step was taken by Carleton W. ProgressiveEducation2012 1920s – William H. 1950-1960 – Benjamin Bloom ‘s model of Mastery Learning (we all know his Taxonomy of Educational Objectives, which he published in 1956) aimed to improve student achievement and to reduce performance gaps by customizing learning experiences.
10 Ways to Teach Innovation Getty By Thom Markham One overriding challenge is now coming to the fore in public consciousness: We need to reinvent just about everything. Whether scientific advances, technology breakthroughs, new political and economic structures, environmental solutions, or an updated code of ethics for 21st century life, everything is in flux—and everything demands innovative, out of the box thinking. The burden of reinvention, of course, falls on today’s generation of students. So it follows that education should focus on fostering innovation by putting curiosity, critical thinking, deep understanding, the rules and tools of inquiry, and creative brainstorming at the center of the curriculum. This is hardly the case, as we know. Move from projects to Project Based Learning. Teach concepts, not facts. Distinguish concepts from critical information. Make skills as important as knowledge. Form teams, not groups. Use thinking tools. Use creativity tools. Reward discovery. Be innovative yourself. Related