Several professionals are involved in the instructional design field. However, do you know the full range of what an instructional designer do? A large group of ASU Instructional Designers and Technologists were asked to tell about the work they do!
Modern learning is more about discovery. It’s not so much waiting as doing, says Will Richardson. Learners should be empowered to continue learning and to use their interests to fuel projects that they care about.
"We don’t need school to be better, we need schools to be really, really different,” he said.
Richardson’s three ideas for changing the way society thinks about learning that have nothing to do with student achievement on test scores.
Grant Lichtman..."Schools need to teach students to be self-evolving, so they can adapt to change as it comes.That means that schools need to become self-evolving institutions themselves, embracing change and preparing kids for their future, not looking back at the past. His challenge to all educators: stop talking about it; start doing it."
As more and more students interact digitally–with content, one another, and various communities–the concept of digital citizenship becomes increasingly important.
Which begs the question: what is digital citizenship?
Later this week, we’re going to have a more in-depth look at the characteristics of digital citizenship, but the infographic below I ran across on educatorstechnology.com last week takes a more student-friendly approach by defining digital citizenship in terms of its actions and habits: using, sifting, mastering, creating–the literal actions that ultimately define the tone of a student’s interactions with their digital environments.
This makes it useful not just as a visual for teacher understanding, but for students to discuss, internalize, and apply themselves. In fact, hanging it in the classroom, computer labs, media centers, and other highly-visible places might make sense as well: the rules of the world of digital networks and social media.
The Learning and Technology Policy Framework (2013) describes Alberta Education's vision for the role of technology in education and establishes a set of values to guide decision-makers at all levels, from government to school boards to classrooms.
No matter what the subject being taught in my classroom, I have the same goal: create expert learners. When I use the term "expert learners," I am referring to the intentional way I develop students to understand how they ...
“Andrew Miller at Edutopia summarizes the wonderful tools and resources he found at the annual ISTE convention in Texas. These resources (which are all free) help educators craft meaningful game-based learning experiences for the classroom. I am really looking forward to exploring the Educade for potential learning activities and games for future instruction.”
In “Thirteen Ways of Looking At A Blackbird,” poet Wallace Stevens takes something familiar—an ordinary black bird—and by looking at it from many different perspectives, makes us think about it in new ways.
With apologies to Stevens, we’re going to take the same premise, but change the subject by considering eight ways of looking at intelligence—eight perspectives provided by the science of learning. A few words about that term: The science of learning is a relatively new discipline born of an agglomeration of fields: cognitive science, psychology, philosophy, neuroscience. Its project is to apply the methods of science to human endeavors—teaching and learning—that have for centuries been mostly treated as an art.
In the fall of 2006, Clarence R. Edwards Middle School ("the Edwards" as it is known locally within Boston Public Schools) became one of the first schools in the state of Massachusetts to implement the Expanded Learning Time (ELT) Initiative (1). The reasons why were simple: we were not making Adequate Yearly Progress (AYP) and we wanted to make significant academic gains with our students. As it turned out, making our school day longer was one of the best things we could have done to help reform our school model and improve student outcomes. Our statewide exam scores, student enrollment, daily student attendance rate, community and family engagement, and time for team teaching/collaboration all improved as a result of ELT.
Good questions are at the heart of good inquiry. They should be higher-order, rich, worthy, essential and/or fertile. They are often open-ended (have no right or wrong answer) but are backed by subsidiary questions which are usually closed. Get the initial question right and the rest of the inquiry flows well.
Young children and those new to inquiry will need help in framing the initial question or problem. The ultimate aim is for them to be able to frame their own questions for inquiry but initially they will need teacher guidance to do this.