In this video from the PD Online course Differentiated Instruction: Creating an Environment That Supports Learning, Carol Ann Tomlinson offers tips for setting up a classroom for more effective instruction.
Been thinking about this for some time. As an educator for children with special needs, I have been an advocate for a free "appropriate" public education for my students. This concept applies to ALL students, IMO, and we need to ALL students get one.
I'd like to invite you to try something. Stop reading for a moment and think back to a time when you were immersed in a deep learning experience. Maybe you're remembering a time when you figured out how to solve a problem? It might have been a time when you had little choice but to persevere. Changing a tire in order to continue a trip? Or maybe a time when you didn't give up until you mastered a new skill? A home project or a new video game? Now, consider what different qualities made this learning memorable.Deep learning often happens when learners encounter experiences that challenge them to figure something out, explore new information, and create a product. (Does this match the memory you just recalled?) According to Jal Mehta: "Learning is fundamentally an act of vulnerability. It is an acknowledgement that what one knows is not sufficient, and that new information and new thinking about that information is needed".
I used to think that when students were disengaged it was their own fault, and while sometimes that is still true, I have found in my years of teaching that a lot of the fault lies with me as the teacher. Yet, realizing that I may be the cause of my students disengagement is hard to swallow. It certainly has not done wonders to my self-esteem, and yet, there is something liberating about realizing that while I am a part of the problem, that also means that I can fix it.
THINK BACK TO when you learned how to ride a bike. You probably didn’t master this skill by listening to a series of riveting lectures on bike riding. Instead, you tried it out for yourself, made mistakes, fell down a few times, picked yourself back up, and tried again. When mastering an activity, there’s no substitute for the interaction and feedback that comes from practice.
What if classroom learning was a little more active? Would university instruction be more effective if students spent some of their class time on active forms of learning like activities, discussions, or group work, instead of spending all of their class time listening?
Some of you are lucky. You got into college knowing exactly what piques your interest. You know what you're good at. You know your personality type and where it will flourish. Most of us aren't like you.
To hear Taylor County Schools Assistant Superintendent Charles Higdon tell it, students shouldn’t be allowed to drop out of school—at least not without a fight. “We have implemented a ‘zero dropout’ policy that does not allow students to drop out of our district,” he said. But rather than imprisoning students in front-facing classrooms, the rural Kentucky district is instead trying to entice at-risk, and even low-risk, st
“ While the world debates things like “Is it STEM or STEAM?” or “Where do I post the list of standards I’m teaching?” we’re missing precious moments. Moments kids will never get back. Moments where they could be dreaming, growing, being curious, creating, and most of all? Learning. School should be a place where kids are running to get in and not wanting to leave when it’s over. Kids should leave school with more ideas than they bring with them in the morning.”
Via John Evans
“By telling their stories through multimedia, students develop skills in critical thinking, writing, research, and collaboration, as well as owning their learning and effecting change.”
Via Nik Peachey
Tom Perran's insight:
Great how-to guide for helping students share their world with others!
It’s Time For Personalized Learning In Education by Michael Horn, Executive Director of Education at Innosight Institute and co-author of Disrupting Class In March, Tom Loveless, a fellow at the Brookings Institution, took an outdated swipe at the...
How do you personalize learning? First you need to know what personalized learning is. Here is a new site that provides resources, research, models, examples, and stories. This page provides a toolkit that can help your organization begin personalizing learning to meet the needs of all learners.
Check out the chart that compares Personalization, Differentiation, and Indivdiualization. You can download the chart and a report that explains the details of the chart. The Three Stages of Personalized Learning Environments can help you determine where you are in personalizing learning.
Universal Design for Learning (UDL) provides the framework in personalizing learning for all learners. UDL also guides the design of the Personal Learner Profile[TM]. It provides the UDL lens to select the appropriate tools for the Personal Learning Backpack[TM]. UDL guides how Personalized Learning meets the Common Core.
Whether it’s Minecraft or duct tape wallets, the childhood passions that seem like fads, if not totally unproductive, can alternatively be seen as mediums for experiencing the virtuous cycle of curiosity: discovering, trying, failing and growing. At DIY, we’ve created a way for kids to explore hundreds of skills and to understand the ways in which they can be creative through them. Often, the skills are unconventional, and almost always the results are surprising. I don’t think it’s important that kids use the skills they learn on DIY for the rest of their lives. What’s important is that kids develop the muscle to be fearless learners so that they are never stuck with the skills they have. Only this will prepare them for a world where change is accelerating and depending on a single skill to provide a lifetime career is becoming impossible.
“ Last Saturday I reviewed Analyze My Writing. That post proved to be one of the most popular posts of the week. It also prompted a bunch of questions from readers looking for other tools like it. Here are some more good tools that students can use to analyze their own writing.”
Via John Evans
Tom Perran's insight:
The next logical step in helping students take control of their own learning!
“Editor’s note: The following is an excerpt from Student-Generated Reading Questions: Diagnosing Student Thinking with Diverse Formative Assessments, Biochemistry and Molecular Biology Education, 42 (1), 29-38. The Teaching Professor Blog recently named it to its list of top pedagogical articles. As instructors, we make a myriad of assumptions about the knowledge students bring to our courses. These assumptions influence how we plan for courses, what information we decide to cover, and how we e”
Via L. García Aretio, juandoming
Tom Perran's insight:
This looks like an excellent way to assess student understanding.
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