-
Adjusting to the Room | The Principal of Change
- How could I organize the learning for the day for a group without actually meeting the group?
- The first thing that I do is give some kind of content that I am going to share. It is important to start with some content, even if it is something that some people “know in the room”.
- After content is given, what I do is try to give a “reflection break”, where I actually give time to share their ideas on a simple google form, and also connect with people in the room.
- I usually give people 25-30 minutes to take time to reflect but to also connect with others in the room informally.
- Connecting with people in the room ensures that even if the presentation isn’t meeting the needs of some, the people in the room can fill those voids.
- “What is one big question you have moving forward regarding today?” The opportunity for participants to share a question, helps me to shape the rest of the day based on the people of the room and their thoughts.
- the first 1-2 hours have a plan, and after that, we are going with the needs of the people in the room.
- First of all, to be able to “go with the room”, you have to know your content area in a very deep manner and be able to push learning on the fly, but on the opposite end of the spectrum, you also have to be comfortable with not knowing everything and learning from the room.
- it is great to be able to co-create the day with participants,
-
-
Hangouts on Air: Connecting Teachers With Content Experts | Edutopia
How to use Google Hangouts and record the sessions.
- Hangouts on Air have increased in popularity due to their ability to broadcast live discussions publicly on YouTube.
- Up to ten people can participate in a Hangout on Air, but the number of viewers who can watch the live Hangout is unlimited.
-
Friday, May 29, 2015
Educational Resources & Tech Tools 05/30/2015
Wednesday, May 20, 2015
Educational Resources & Tech Tools 05/21/2015
-
Thriving in the Homestretch | Edutopia
Thriving at the end of the year.
-
15 Amazing Sites With Breathtaking Free Stock Photos - BootstrapBay
-
Many of these photographs are free from copyright restrictions or licensed under creative commons public domain dedication. This means you can copy, modify, distribute and perform the work, even for commercial purposes, all without asking permission.
However, some photos may require attribution. We’ve done our best to identify which license they fall under but we still advise you to do your own research and determine how these images can be used.
-
Monday, May 18, 2015
Educational Resources & Tech Tools 05/19/2015
-
When Kids Engage In “Making,” Are They Learning Anything? « Annie Murphy Paul
Two approaches to making- direct instruction and independent learning. Both have psychological studies backing them.
- In all, self-directed maker activities may have students expending a lot of time and effort—and scarce cognitive resources—on activities that don’t help them learn.
- cognitive load researchers caution that learning and creating are distinct undertakings, each of which competes with the other for limited mental reserves.
- The best way to ensure learning, these researchers maintain, is to provide direct instruction: clear, straightforward explanation, offered before any making has begun.
-
Kapur has found that presenting problems in this seemingly backwards order helps those students learn more deeply and flexibly than subjects who receive direct instruction. Indeed, the teams that generated the greatest number of suboptimal solutions—or failed—learned the most from the exercise.
- Learners pay especially close attention when the instructor reveals the correct solution, because they have now thought deeply about the problem but have failed themselves to come up with the correct solution.
- Some tasks, like those concerning basic knowledge or skills, are better suited to direct instruction.
- We should tell student makers exactly how to perform straightforward tasks, so that they can devote cognitive resources to more complex operations.
- By applying cognitive load theory to making, we can “unbundle” learning and creating—at least at first—so as to reduce cognitive overload.
- Instead of asking learners to learn and make at the same time, these two activities can be separated and then pursued sequentially.
- Once students begin making, we can carefully scaffold their mental activity, allowing them to explore and make choices but always within a framework that supports accurate and effective learning. The scaffolding lightens learners’ cognitive load until they can take over more mental tasks themselves.
- Fixed stations have “low barriers to entry,” says Fleming; students can walk into the library and immediately engage in the activities set up there, without any instruction or guidance. Fleming’s fixed stations include LEGOs and a take-apart technology area, where students can disassemble old computers and other machines to investigate how they work.
- Flexible stations, by contrast, are periodically changed, and they involve much more structured guidance from Fleming, who might lead students step by step through an activity, modeling what to do as she goes.
- “Before I ordered a single piece of equipment [for the maker space], I did a thorough survey of students’ existing interests,” says Fleming. “I also looked for ways that the maker space could supplement areas in which the academic curriculum was thin, or make available to all students activities that had previously been open to only a select group.”
-
Thursday, May 14, 2015
Educational Resources & Tech Tools 05/15/2015
-
A Gold Mine of #EdTech Resources | Getting Smart
Video creation, timelines, screencasting, presentation tools, photo editing, miscellaneous gadgets, comics, flip teaching tools.
Wednesday, May 13, 2015
Educational Resources & Tech Tools 05/14/2015
-
How to Determine Website Credibility
Good graphic on website credibility.
-
Implicit Association Test: Take a Test
Understand your implicit bias through one of these tests. Don't worry, everyone is biased.
Monday, May 11, 2015
Educational Resources & Tech Tools 05/12/2015
-
Maker Movement: Let Them Build it & They’ll Learn! |
Make your own Globe Theatre
-
Tons of maker projects here.
-
Clip-on Hydroponic Wall Garden
How to build a hydroponic wall garden.
-
"CURIOSITY HACKED EDUCATOR WORKSHOP JUNE 15TH - 17TH OR JUNE 29TH - JULY 1ST ($30) Educators can spend three days with us, learning about our approach to creating/supporting a more learner-centered classroom through mentorship, hands-on making, and hacking to integrate skill building into existing curriculum. Participants will be gaining new skills and get training on equipment to enhance their own visions as well as those of their students. This workshop is free (thanks to a generous grant) and CH will offer a Professional Development certificate, space is limited. Fee confirms your seat and lunch included. Register!"
-
Google Classroom Celebrates One Year Anniversary With New Features for Teachers | EdSurge News
How did @Google Classroom Celebrate Its 1 Year Birthday With Features for Teachers? #edtech http://t.co/2ZE4aAPHAO http://t.co/YarbvpgiAc
Friday, May 8, 2015
Educational Resources & Tech Tools 05/09/2015
-
Integrated PBL Projects: A Full-Course Meal! | Edutopia
Part three in a series on PBL.
-
Getting Started With Project-Based Learning (Hint: Don't Go Crazy) | Edutopia
A primer on PBL.
-
Integration Strategies for PBL | Edutopia
This is the second article in a series on PBL.
Tuesday, May 5, 2015
Educational Resources & Tech Tools 05/06/2015
-
Making Room for Making | Edutopia
Considerations for establishing a makerspace.
-
- A sensitivity to the designed dimension of objects and systems,
- The second part of the sentence mentions both the inclination and the capacity to make (or remake) things.
- students often fail to develop the habits of mind we as educators aim to inculcate, not because they cannot do something, and not because they don’t want to, but mainly because they do not notice opportunities to do so. In other words,they lack a sensitivityto notice opportunities to do things.
- the most salientbenefits of maker-centered learning for young people have to do with developing a sense of self and a sense of community that empower them to engage with and shape the designed dimension of their world.
-
-
A First Peek at Agency by Design’s Emerging Findings | Agency by Design
- Our work is guided by three questions: How do maker educators and leaders in the field think about the benefits and outcomes of maker-centered learning experiences? What are some of the key characteristics of environments in which maker-centered learning thrives? What kinds of educational interventions can we develop that support thoughtful reflection around maker-centered learning and the made dimensions of our world?
-
-
Canva Design School — Teaching Materials
Workshops on the principles of graphic design.
Monday, May 4, 2015
Educational Resources & Tech Tools 05/05/2015
-
The Four Negative Sides of Technology | Edudemic
Less physical activity Safety & privacy at risk Tech changes the way children feel Tech changes the way children think
-
Every Teacher’s Guide to Assessment | Edudemic
This is an article that addresses how different assessments can be used and defines the various types of assessments. It is extremely concrete.
-
Nouns vs. Verbs and Other Studies about Teaching Children Moral Behaviors - Dr Robert Brooks
Subscribe to:
Posts (Atom)