Writing Discursive compositions (Secondary level) (Part 5): Introduction of Discursive essay (use of case studies) This is my fifth post on discursive writing. For my first post, please click here. Having discussed the technique of historical development and cause and effect, let’s take a look at writing the introduction using a case study or case studies. This is a more challenging technique since students are expected to not only have prior knowledge of the subject matter in the questions, but they also need to know specific, preferably historical or contemporary understanding of current happenings to do well in their writings.
Higher Education Academy Engineering Subject Centre Approaches to learning describe what students do when they go about learning and why they do it. The basic distinction is between a deep approach to learning, where students are aiming towards understanding, and a surface approach to learning, where they are aiming to reproduce material in a test or exam rather than actually understand it. This theory is explored further in Tool 3 of education theories on learning by Jenni Case (2008).
Are Schools Prepared For Great Teachers? Are Schools Prepared For Great Teachers? by Terry Heick In On The Road, Jack Kerouac describes the “purity” of movement–the juxtaposition of a singular here, and a plural everywhere that create a kind of serenity. This is a purity, and most notably an enthusiasm, that we can learn from as educators. After decades of disagreement and perceived waywardness in education, recent efforts in school improvement have focused less on movement and more on standardization (a sibling of industrialization, but not necessarily a twin). 63 Things Every Student Should Know In A Digital World 63 Things Every Student Should Know In A Digital World by Terry Heick It could be argued—and probably argued well—that what a student fundamentally needs to know today isn’t much different than what Tom Sawyer or Joan of Arc or Alexander the Great needed to know. Communication. Resourcefulness. Creativity.
Six Scaffolding Strategies to Use with Your Students What’s the opposite of scaffolding a lesson? Saying to students, “Read this nine-page science article, write a detailed essay on the topic it explores, and turn it in by Wednesday.” Yikes—no safety net, no parachute, no scaffolding—they’re just left blowing in the wind. Let’s start by agreeing that scaffolding a lesson and differentiating instruction are two different things. Scaffolding is breaking up the learning into chunks and then providing a tool, or structure, with each chunk. When scaffolding reading, for example, you might preview the text and discuss key vocabulary, or chunk the text and then read and discuss as you go.
Snapshot of a Deeper Learning Classroom: Aligning TED Talks to the Four Cs Edutopia is pleased to premiere the first blog in a new series designed to showcase compelling examples of how students are developing 21st century skills through a deeper-level of learning. Through this blog series, we hope to increase awareness and encourage replication of successful models. Chris Anderson, TED curator. (Photo credit: Pierre Omidyar via Wikimedia Commons) As many of my readers know, this year I have been dedicated to using the 21st Century four Cs. The four Cs are a rubric of sorts that help align lessons to more reality-based learning and assessing. Changing What We Teach Changing What We Teach: Shifting From A Curriculum Of Insecurity To A Curriculum Of Wisdom by Terry Heick Increasingly, the idea of computer coding is being pushed to the forefront of “things.”
Mindsets and STudent Agency Deeper learning requires students to think, question, pursue, and create—to take agency and ownership of their learning. When they do, they acquire deeper understanding and skills, and most important, they become more competent learners in and out of school. They become better prepared to succeed in academics, but also in 21st century careers and in life. We can’t force students to develop agency and drive their own learning.
Top 10 Picture Books for the Secondary Classroom As a teacher of future English teachers, I am always trying to open my students’ eyes to the wonder and power of the picture book, both as an art form and as a terrific instructional tool for the secondary classroom. Being students of capital-L literature, my teacher-babies sometimes forget to consider these compact and powerful texts. It’s the best way I know to get numerous, diverse and COMPLETE texts into students’ minds. It’s hard enough to squeeze out the time in the overcrowded middle and high school English curriculum to read young adult and classic novels, but with picture books, you can read the entire work aloud, model the focus you want students to concentrate on, let them explore the craft, have the discussion, and even try it out in their own writing–all in one period!
L Houle's Wiki - NO Registration Necessary Updated April 2016 When working with K-8 students we must be concerned for students' privacy and anonymity. Most Web 2.0 sites require registration or allow teachers to set up class accounts. These extra steps to set up educational accounts takes time that's hard to locate in your busy day. Surely too a majority of us are tired of remembering are own usernames and passwords let alone keeping track of those of our students.
The Inside-Out School: A 21st Century Learning Model The Inside-Out School: A 21st Century Learning Model by Terry Heick As a follow-up to our 9 Characteristics of 21st Century Learning we developed in 2009, we have developed an updated framework, The Inside-Out Learning Model. The goal of the model is simple enough–not pure academic proficiency, but instead authentic self-knowledge, diverse local and global interdependence, adaptive critical thinking, and adaptive media literacy. By design this model emphasizes the role of play, diverse digital and physical media, and a designed interdependence between communities and schools. The attempted personalization of learning occurs through new actuators and new notions of local and global citizenship.