Blended Learning. Getting Grades out of the Way. Patrick Henry Winston “What was class average?” I feel like I have been asked a 1,000 times, and I confess, each time it makes me cringe. It tells me the student is fixated on evaluation, not on the material. It tells me the student is competing with other students, rather than aspiring for a level of knowledge. It tells me the student thinks we grade on a curve, which is prohibited by a sensible MIT rule. And worst of all, it tells me the student is focusing on testable skills that can be taught anywhere, not on absorbing the big ideas that can only be taught at a place that develops big ideas. In the fall of 2006, just after yet another student in 6.034, Introduction to Artificial Intelligence, asked the class-average question, we of the staff decided that we had had enough, and that it was time to start over in a search for a better way of certifying skills. Accordingly, we decided to transform each 0–100 numerical quiz score into an integer from 3 to 5.
Best Practice. Brain-Based Learning. Theories of Learning. Photos du journal - Teaching Tolerance. Teachingchannel. When 'Do You Have Weapons?' Is Heard More Often In Schools Than 'Do You Have Dreams?' In 2012, at the entrance of a West Philadelphia high school, an armed officer asked the poet Denice Frohman if she had a weapon on her. Standing before firearms and metal detectors, Frohman held up her weapon: a book. The officer was unamused.
This March, at the 2014 College Unions Poetry Slam Invitational at the University of Colorado Boulder, Frohman described the encounter in a spoken word performance with fellow poet Dominique Christina. In a video uploaded last week by Button Poetry, you can see the poets' performance, in which Frohman goes on to relate what happened when she stood before a classroom full of students at that same West Philadelphia high school. "I asked them if they have dreams," Frohman recites in the video. The poets attribute the students' struggle to "No Child Left Behind," an educational reform policy often criticized for forcing public school teachers to "teach to the test. " "The wind in my chest stood up. Watch the video above to see their performance. Learner-Centered Instruction. Exprime-toi! (Les descriptions physiques… Exprime-toi! (Je décris les vêtements.)… QuestioningTechniques4674. Instructional Design Models and Theories: Gestalt Theory.
Teaching Blogs. French teaching. 21st Century Learning. Education Needs a Digital-Age Upgrade. Teaching Creativity – The Case for Mind Mapping. If thinking is about making connections between pieces of information, then creative thinking is making the connections that no one else has seen. However, when we tell students to find relationships between seemingly disparate ideas, we often get blank stares—why? According to thinkers like Ken Robinson, it’s because our education system kills creativity. From the moment they lift a pen, students are taught to think linearly. They read books from start to finish, left to right and top to bottom. It is no wonder that students can’t make connections between ideas when they reach college. We have strong evidence that Da Vinci, Descartes, Darwin and virtually every other iconic thinker traversed disciplines and distant plains of inquiry to reach powerful insights. Teaching Mind Mapping? I believe they can, particularly if they get access to helpful technology.
And students value this too. Image from ConceptDraw Mind Map Web Page Can the tools we use to teach lead to creative thinking? 70 Tools And 4 Reasons To Make Your Own Infographics. Infographics are everywhere. Some love them. Some hate them. But however you feel, it’s fun to learn a little bit in a short period of time. Most are made so you can quickly grasp the key concepts behind them. That’s a key thing to keep in mind if you want to make your own infographics .
Why Should Classrooms Use Infographics Before we dive into the list, let’s talk about WHY you might want to make an infographic: 1) you run a blog or website that you want to display visually-engaging information and grab the attention of your readers. 2) you want to grab the attention of students by boiling down theories and content into key concepts that can inspire more in-depth learning. 3) you’re a student who wants to show off your understanding of concepts by analyzing, digesting, and then remixing it all into an elegant infographic. 4) you’re a teacher who wants to get students engaged and doing new projects.
What Makes A Good Infographic? Tools To Make Your Own Infographics. Critical Thinking. Teaching as Inquiry. Web goodies. GreatTEDTalks. Super Resources. Introducing Glogster Glogster [31UGEB] Glogs: a Timeline Tool: and More Ideas: great example of a Glog: Book “How to Use Glogster” (141 pages.) Things to think about: What makes a good poster? Other Possible Tools: Are you Curious? Engage: Meet RoVen. Explore: In small teams, drive the rover and calculate the distance traveled in a particular amount of time. Elaborate: Using Create A Graph, develop a digital graph of data to display results.
Evaluate: Gallery walk. Search Result: back to school activities. Classroom Freebies Too: Classroom Management Idea. Our first grade team met with our kindergarten teachers for a sharing session. They had just attended a Nellie Edge seminar and came back with a wealth of ideas. This one's such a simple classroom management idea, but I think it's so USEFUL. Have students leave a "reserved" sign to save a place or materials they are using. This works well at center time, math time, or any other time when students are using materials and temporarily leave an area. I created Reserve My Spot! Signs just for these occasions. Download the packet HERE. Teaching Strategies.
Teaching. Education - Teaching and Learning Resources. Positive teaching/ classroom management. Teaching Research / Ideas / Strategies. French Curriculum. 10 Minutes to Make – Impact – Priceless (The ease/reward of a unit slideshow) | Language Sensei. As Foreign Language teachers we are continually focussing on teaching in ‘context’. It is the link between the ‘what’ and the ‘why’ that really helps to deepen both the learning (and the will to learn) within our students. One of the ways that I have started to experiment with setting context is through visuals – visuals from the target language country. It started, as many of my things do, with a one-off kind of thing – almost a fluke as it were.
I was leading into seasonal activities – and wanted to incorporate both those that are popular here, and in Japan (my Target Language – TL). How was I to hook them – to set them up for what they were going to delve into? I have clip-art – lots of it – but I wanted more relevancy – more reality. So I hit the search engine – and looked for images – images of Japanese people doing, experiencing some of the activities that I knew were going to come up from my students – and also things specific to Japan. Colleen.