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iLearned vs. iLearning: Differentiated portfolio assessment with the iPad?

iLearned vs. iLearning: Differentiated portfolio assessment with the iPad? | Differentiation in Distributed Learning | Scoop.it
Differentiated learning is at the heart of my teaching philosophy. I believe teachers need to make a conscious effort to embrace all learning styles in their instruction, and to embed these learnin...
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Differentiation in Distributed Learning
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Twenty terrible reasons for lecturing

The dominant teaching method in many Universities is still lecturing. and the ratio of lectures to all other teaching methods can be as high as 2:1 and occasionally no teaching method other than lecturing is used at all.

Is this reliance on lecturing an effective way for Universities to achieve the educational objectives they set themselves? Is this reliance on lecturing an efficient use of the lecturer's time and energy and of students' time and energy? Does it give students a rich and rewarding educational experience?

Cheryl Frose's insight:

If this position is research supported in post-secondary, can it be effective in K-12?

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Left Vs Right Brain in Which Side are Teachers ? ~ Educational Technology and Mobile Learning

Left Vs Right Brain in Which Side are Teachers ? ~ Educational Technology and Mobile Learning | Differentiation in Distributed Learning | Scoop.it

The human brain is a mysterious entity that scientists have been exploring for decades particulalry since the 1950s. Among the early pioneers in brain study were scientists Michael Gazzaniga and Roger Sperry whose hemispheric experiments paved the way for some amazing discoveries in cognitive science.However, now with the advance of technology it becomes way easier to study the brain than ever before , Howard Gardner and Daniel Goleman are the guys to turn to for some recent researches in this field.


I know we are teachers and not cognitive scientists but I think that a basic knowledge about our brain, how it works, and how it develops could help us understand our kids and students learning behaviours and therefore cater more effectively to their learning needs. Just very briefly,here are some very interesting brain facts I found on Jump Start, the original article has more facts but I selected just the most interesting

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Bloom's revised Taxonomy with verbs!

Bloom's revised Taxonomy with verbs! | Differentiation in Distributed Learning | Scoop.it
  Need some extra verbs? Here you go!           ~Mia

Via Marta Torán
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Teri Sullivan's curator insight, June 12, 12:47 PM

I like the Owl theme with the verbs!

Félix Santamaria's curator insight, June 12, 5:27 PM

A vueltas con la taxonomía de Bloom. Original (que no genial) infografía.

Enrique Robles's curator insight, June 13, 10:36 AM

very good

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Addressing Our Needs: Maslow Comes to Life for Educators and Students | Edutopia

Addressing Our Needs: Maslow Comes to Life for Educators and Students | Edutopia | Differentiation in Distributed Learning | Scoop.it

In the mid-1950s, humanistic psychologist Abraham Maslow created a theory of basic, psychological and self-fulfillment needs that motivate individuals to move consciously or subconsciously through levels or tiers based on our inner and outer satisfaction of those met or unmet needs. As a parent and educator, I find this theory eternally relevant for students and adults, especially in our classrooms.

 

After studying it over the past couple of years, my graduate and undergraduate students have decided that every classroom should display a wall-sized diagram of the pyramid, as students and teachers alike place pins and post-its on the varying tiers based on their own feelings, behaviors and needs. What do actual brain-compatible strategies look like on this pyramid?


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Rob Hatfield, M.Ed.'s curator insight, February 27, 5:58 PM

This theory was adapted into my Masters degree research along with metacognitive learning strategies. I also touched on other areas of internal and external motivational factors in language learning. 

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How Do We Create Rich Learning Opportunities for All Students? | TeachThought

How Do We Create Rich Learning Opportunities for All Students?  | TeachThought | Differentiation in Distributed Learning | Scoop.it

So what defines deeper learning? This group has identified six competencies: mastering content, critical thinking, effective written and oral communication, collaboration, learning how to learn, and developing academic mindsets.


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Rob Hatfield, M.Ed.'s curator insight, February 28, 6:44 PM

When it comes to 21st century authentic integrated learning environments, all stakeholders must be able to develop goals and objectives, but allow the creative learning experience to become "messy" for deeper learning to occur.

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UDL for All Learners

UDL for All Learners | Differentiation in Distributed Learning | Scoop.it
Universal Design for Learning from CAST is for all learners and how it maximizes learning for all learners to become expert learners..

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Kathleen McClaskey's curator insight, March 10, 3:48 PM

UDL is the framework for personalized learning. We found this very helpful for the teachers we are working with to personalize learning. UDL made sense for all learners. If you look at the three principles from the learner’s point of view, it is all about access and how they process information, how they engage with the content and use what they learn, and how they express what they know and understand. To personalize learning, we recommend using these three terms: access, engage, and express to help teachers wrap their hands around the design of their curriculum and learning environment. 

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27 Simple Ways To Check For Understanding

27 Simple Ways To Check For Understanding | Differentiation in Distributed Learning | Scoop.it

Checking for understanding is the foundation of teaching.

Whether you’re using formative assessment for data to personalize learning within a unit, or more summative data to refine a curriculum map, the ability to quickly and easily check for understanding is a critical part of what you do.

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How To Teach Critical Thinking Using Bloom's Taxonomy - Edudemic

How To Teach Critical Thinking Using Bloom's Taxonomy - Edudemic | Differentiation in Distributed Learning | Scoop.it
You can now easily integrate Bloom's Taxonomy into the teaching of critical thinking skills in your classroom using a fabulously simple chart!

Via David Mainwood / EFL SMARTblog, Dennis T OConnor
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Dovid's curator insight, October 1, 2013 9:12 PM

Bloom's Taxonomy simplified for developing thinking skills!

Rudolf Kabutz's curator insight, October 3, 2013 12:30 PM

Thanks, dear Fabienne, this is really insightful.

In teaching one might want to progressively move from one level to the next, yet I would expect that one could work on all levels simultaneously.

How much more would children learn when they ask their 3-year-old, "What do you think ..."

Cassandra's curator insight, October 11, 2013 11:57 AM

Good information for teaching or treatment plans.

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Home | Students at the Center

Home | Students at the Center | Differentiation in Distributed Learning | Scoop.it

Student-centered approaches to learning respond to each student’s needs and interests, making use of new tools for doing so.

Critical and distinct elements of student-centered approaches to learning challenge the current schooling and education paradigm:

Embracing the adolescent’s experience and learning theory as the starting point of education;Harnessing the full range of learning experiences at all times of the day, week, and year;Expanding and reshaping the role of the educator; andDetermining progression based upon mastery.
Cheryl Frose's insight:

Excellent resource.

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10 Assessments You Can Perform In 90 Seconds

10 Assessments You Can Perform In 90 Seconds | Differentiation in Distributed Learning | Scoop.it

Good assessment is frequent assessment.

Any assessment is designed to provide a snapshot of student understand—the more snapshots, the more complete the full picture of knowledge.

On its best day, an assessment will be 100% effective, telling you exactly what a student understands. More commonly, the return will be significantly lower as the wording of questions, the student’s sense of self-efficacy, or other factors diminish their assessment performance. It sounds obvious, but a student is a human being with an entire universe of personal problems, distraction, and related challenges in recalling the information in the form the assessment demands.

This makes a strong argument for frequent assessment, as it can be too easy to over-react and “remediate” students who may be banging against the limits of the assessment’s design rather than their own understanding. Rather than re-teaching, sometimes all that is necessary is re-measuring.

It is a huge burden (for both teachers and students) to design, write, complete, grade, and absorb the data into an instructional design sequence on a consistent basis. So why not frequent, simple assessments?

Cheryl Frose's insight:

Exit Cards, Self-Checks...by any name, frequent assessment is also useful!

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UDL Curriculum Self-Check: Learn About Universal Design for Learning (UDL)

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A vast UDL library from the originators: CAST

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ASCD Express 8.11 - Building Skills for Independent Learning

ASCD Express 8.11 - Building Skills for Independent Learning | Differentiation in Distributed Learning | Scoop.it

Students must be at the center of learning, but making this happen is no simple task. Learners accustomed to sitting passively while their teachers dole out knowledge may initially be unready to take on more active roles in the classroom.

We cannot simply throw students in the deep end of the learning pool and expect them to swim. Educators must teach the noncognitive or "soft" skills that are the foundation of independent learning.

We suggest three strengths teachers should seek to develop in their students so that they can assume more responsibility as learners: self-regulation, persistence, and collaboration.

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Response: Student Engagement "Requires A Conversation"

Response: Student Engagement "Requires A Conversation" | Differentiation in Distributed Learning | Scoop.it
An award-winning English and Social Studies teacher at Luther Burbank High School in Sacramento, Calif., Larry Ferlazzo is the author of Helping Students Motivate Themselves: Practical Answers To Classroom Challenges, The ESL/ELL Teacher's Survival...

Student engagement is the sometimes found and often elusive Holy Grail for many of us teachers. I'm taking advantage of the opportunity offered by Cindy's question to make this topic into a two-part series, with Part Two focusing on the concept of "flow."

Today's Part One post offers some very helpful guest responses from educators Mark Barnes, Dr. Jeffrey Zoul, Heather Wolpert-Gawron, and Marsha Ratzel (plus multiple comments from readers).

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To Improve Student Performance, Start Thinking Like a Coach

To Improve Student Performance, Start Thinking Like a Coach | Differentiation in Distributed Learning | Scoop.it
I have a confession to make. I was wrong. You see, I once thought that teaching was lecturing, and I thought that because that is how my graduate mentors taught me to teach.

But I was wrong. Studies have shown that lecturing has little to do with teaching. A University of Maryland study found that right after a physics lecture, almost none of the students could answer the question: “What was the lecture you just heard about?” Another physics professor simply asked students about the material that he had presented only 15 minutes earlier, and he found that only ten percent showed any sign of remembering it (Freedman, 2012).
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Virtual Learning Network: UDL links and resources

Virtual Learning Network: UDL links and resources | Differentiation in Distributed Learning | Scoop.it
And from the VLN Universal Design for Learning group - more fab resources #UDL #hackyrclass http://t.co/zIe2vikvjM

Via Jane Strunck
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5 Assessment Strategies Every Teacher Should Know

5 Assessment Strategies Every Teacher Should Know | Differentiation in Distributed Learning | Scoop.it
5 Assessment Strategies Every Teacher Should Know

 

Most teachers and current textbooks offer varied approaches to the material to be learned so the teaching can be brain-compatible with the varied student learning styles. It is only logical that respect for these individual learning styles be incorporated into assessment forms.


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Rob Hatfield, M.Ed.'s curator insight, February 11, 6:48 PM

These teaching and learning assessment strategies can be adapted to fit within your learning environment.

Juan Legarda's curator insight, February 12, 6:22 PM

Learning Styles and Assessment:

Kirsten Macaulay's curator insight, February 13, 5:28 AM

Option 1: Open-Book & Take-Home Tests

 

Option 2: Student-Made Tests

 

How My Students Create And Study For Their Own Exams

This is the process I use for student-created math final exams in my classroom. Your process may differ depending on grade level, content area, or other local concerns.

I give the structure for the tests students are required to create such as, “Include 15 calculations and 5 word problems with 2 from each of the 10 subsections of the chapter”I make a copy of each test and change the numbers, but not the structure of the equations. They knew I would do this and that the numbers will be different than the ones they usedStudents are assigned homework to make practice tests on their own, using the template of the test they created and changing the numbers themselvesIn class, for further review, students exchange their practice tests with partners for study and to the confirm accuracy of their answers (as I don’t have an answer key to all of their self-created tests)

Option 3: The Complexity & Diversity Of Project-Based Learning

Option 4: Written Response–Or Rather, The Pre-Writing

Option 5: Ask A Question


Great article.

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Hattie's Index Of Teaching & Learning Strategies: 39 Effect Sizes In Ascending Order | TeachThought

Hattie's Index Of Teaching & Learning Strategies: 39 Effect Sizes In Ascending Order | TeachThought | Differentiation in Distributed Learning | Scoop.it
Hattie's Index Of Teaching & Learning Strategies: 39 Effect Sizes In Ascending Order

 

Statistically speaking, the strength of the relationship between two variables. John Hattie, Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, says ‘effect sizes’ are the best way of answering the question ‘what has the greatest influence on student learning?’

 

Effect Size Applied


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Rob Hatfield, M.Ed.'s curator insight, February 25, 7:06 PM

This is Interesting research and perspective on learning strategies, but unsure of it's usefulness to situation, environment and culture.

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Do Students Really Have Different Learning Styles? | MindShift

Do Students Really Have Different Learning Styles? | MindShift | Differentiation in Distributed Learning | Scoop.it

The “learning style” that teachers and parents should focus on is the universal learning style of the human mind.


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Rob Hatfield, M.Ed.'s curator insight, April 5, 7:37 PM

The main reason is that it is all integrated blended learning. Metacognitive learning strategies are one of the universal learning styles of the mind.

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Examples 1.1 | National Center On Universal Design for Learning

Examples 1.1 | National Center On Universal Design for Learning | Differentiation in Distributed Learning | Scoop.it
RT @MisterMinor: Universal Design for Learning: Here are some great resources. http://t.co/KH6QWlGmGf #TCRWP

Via Jane Strunck
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Jane Strunck's curator insight, October 30, 2013 12:40 PM

UDL checkpoint:  options for ways information is presented

Jane Strunck's curator insight, November 15, 2013 9:36 PM

Multiple Means of Representation, Checkpoint 1:1

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It's not about what we teach, it's about what they learn. - Piktochart Infographics

It's not about what we teach, it's about what they learn. - Piktochart Infographics | Differentiation in Distributed Learning | Scoop.it
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UDL: Creating a Learning Environment that Challenges and Engages All Students

UDL: Creating a Learning Environment that Challenges and Engages All Students | Differentiation in Distributed Learning | Scoop.it

The Iris Center: http://iris.peabody.vanderbilt.edu/module/udl/


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Kathleen McClaskey's curator insight, September 15, 2013 10:32 AM

In this module, The IRIS Center walks you through the five steps to create a learning environment that challenges and engages all learners.

 

"This module examines the three principles of Universal Design for Learning (UDL) and discusses how to apply these principles to the four curricular components (i.e., goals, instructional materials, instructional methods, and assessments)."

Rob Hatfield, M.Ed.'s curator insight, September 15, 2013 8:33 PM

World class teaching resource center!

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Curricular Opportunities in the Digital Age Universal Design for Learning Edition

Curricular Opportunities in the Digital Age Universal Design for Learning Edition | Differentiation in Distributed Learning | Scoop.it

This article was first published as part of a project focused on building the knowledge base for student-centered approaches to learning. The article emphasizes the limiting nature of print and the need to embrace technology to create more student-centered opportunities for learning, To illustrate the point, we decided to create a digital version of the article in an accessible format and apply the UDL principles to transform the static, print article into an interactive, learning experience. As you read in this UDL environment, you experience exactly the kind of “student-centered learning in the digital age” that the article promotes.

Cheryl Frose's insight:

Actually experience the UDL principles in this 'article' Interesting!

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UDL Studio: Deepening response to literature

UDL Studio: Deepening response to literature | Differentiation in Distributed Learning | Scoop.it
UDL Studio, a free digital tool (funded largely by the Carnegie foundation) has recently been released by CAST. UDL studio is underpinned by the principles of Universal Design for Learning . UDL studio is underpinned by the principles of Universal Design for Learning . UDL Studio  joins other successful digital tools created by CAST. See for example my blog post on LEA Meets Book Builder.UDL Studioenables anyone to create media-rich resources, to actively engage and motivate students, and to respond flexibly to the needs of each learner; thereby ensuring quality and equality in access to learning for all.

UDL Studio offers templates to scaffold you or your students as you create content using multimodal elements, such as text, image¸ video, audio, and animation. You can explore the project library to view previous projects created by UDL studio users...

We really like the tips and resources page which asks you to reflect carefully on how the use of the digital tool enhances children’s understanding of text; enriches the reading experience; and represents information in an engaging manner.

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Teaching UDL Lesson Planning

Teaching UDL Lesson Planning | Differentiation in Distributed Learning | Scoop.it

The following lesson is part of a larger unit on using Universal Design for Learning (UDL) principles when designing classroom curriculum. This lesson focuses on the various components of a lesson plan and the UDL supports, options and strategies included in each part of the lesson in order to create barrier-free learning. At the end of this lesson educators will be able to list and plan for the essential components of a lesson, identify and eliminate barriers in a lesson and implement a successful UDL lesson.

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ASCD Express 8.11 - Developing Self-Regulating Learners: The Critical Role of Feedback

ASCD Express 8.11 - Developing Self-Regulating Learners: The Critical Role of Feedback | Differentiation in Distributed Learning | Scoop.it

All teachers wish for their students to become engaged, successful, and enthusiastic learners, and teachers often make observations such as this: I want students to take responsibility for their own learning. I want my students to be active learners.

Teachers and researchers alike recognize that students who can monitor and regulate their own learning are more effective learners (Butler & Winne, 1995). Yet teachers may not know how to help their students learn to take charge of their own learning process.

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