Marie Norman, PhD "...there are a number of small mistakes that can shorten the shelf-life of video unnecessarily, limit its reusability, and compel you to re-record sooner than you’d like. I know because I’ve made virtually all these mistakes myself!
Design thinking is an approach to learning that includes considering real-world problems, research, analysis, conceiving original ideas, lots of experimentation, and sometimes building things by hand. The projects teach students how to make a stable product, use tools, think about the needs of another, solve challenges, overcome setbacks and stay motivated on a long-term problem. The projects also teach students to build on the ideas of others, vet sources, generate questions, deeply analyze topics, and think creatively and analytically. Many of those same qualities are goals of the Common Core State Standards. (What Does ‘Design Thinking’ Look Like in School?)
I use the following activities to introduce elementary students to the design thinking process. The ultimate goal is for the learners to work on their own, self-selected problems in which they will apply the design thinking.
Introducing the general design process to elementary student occurs through showing the following video about the engineering process:
There are various types of student inquiry. How many of them do you know? Thanks to a post I found on Twitter, you’re about to know about all of them. I watch social media closely and it’s my job to share some of the hot topics on Twitter, Facebook, Pinterest, and other outlets that teachers, principals, students, and parents are contributing.
The different levels of student inquiry are about what a teacher does versus what a student does when guiding a lesson plan, project, or other school activity. Shelly Terrell posted an infographic on her Twitter account that explains the different types of student inquiry. The infographic was created by Trevor Mackenzie.
"The states are colored red or blue to indicate whether a majority of their voters voted for the Republican candidate, Donald Trump, or the Democratic candidate, Hillary Clinton, respectively. There is significantly more red on a traditional election maps than there is blue, but that is in some ways misleading: the election was much closer than you might think from the balance of colors, and in fact Clinton won slightly more votes than Trump overall. The explanation for this apparent paradox, as pointed out by many people, is that the map fails to take account of the population distribution. It fails to allow for the fact that the population of the red states is on average significantly lower than that of the blue ones.
We can correct for this by making use of a cartogram, a map in which the sizes of states are rescaled according to their population. That is, states are drawn with size proportional not to their acreage but to the number of their inhabitants, states with more people appearing larger than states with fewer, regardless of their actual area on the ground. On such a map, for example, the state of Rhode Island, with its 1.1 million inhabitants, would appear about twice the size of Wyoming, which has half a million, even though Wyoming has 60 times the acreage of Rhode Island."
All Aboard is rising to the challenge identified in the national Digital Roadmap of building our ‘digital capacity,’ not just in terms of infrastructure, but also in terms of people, their skills, their levels of confidence and their ability to critique and challenge pre-conceptions.
View Live Cameras All Across the Planet (for free) Last year I had the good fortune to take a vacation in Ireland and Italy with my family (that’s a picture of the Forum in Rome above … it was seriously mind...
Via Vicki Moro, Stephania Savva, Ph.D, Jim Lerman
Placing devices in the hands of students can transform their experience in the classroom. Easily accessible content consumption and content creation tools change the way that we think about helping students meet learning goals. As a former 1:1 iPad teacher, my thinking about technology integration has changed over the past several years. Moving up the ladder of SAMR and getting students moving with portable devices are just two areas where I've shifted my initial thinking about technology tools in educational settings.
A 1:1 learning environment is a powerful sight. All students with access to their very own device can alter the way that we've always thought about classroom instruction. Students can work through individualized curriculum on their own device and search to find answers to their questions. Although the personalization of a student experience in a 1:1 environment is powerful, it's important that students don't lose those necessary moments of collaboration and critical thinking that come from working together with their peers.
Discussion forums have been around a long time but I have found few schools who teach them. Sites like Reddit and most technical support sites use this threaded discussion format. But it is easy to teach using wikispaces. Here’s the video I use to teach my students how to use discussion forums properly.
Rapidly changing technology continues to make its mark on K-12 learning. The recently-released New Media Consortium Horizon Report details six up-and-coming technologies in the next five years for K-12 classrooms. Let’s take a closer look.
It is astonishing to me that we rarely talk about imagination in education.
At the same time, I do have a sense why this is the case: from at least Plato’s time, we’ve associated imagination with the irrational; imagination is “fantasy” and “make believe.”
Imagination is misunderstood.
Many teachers equate “imagination” with early learning. This couldn’t be farther from the truth. Others assume discussion of imagination in education refers to an arts-infused curriculum. Again: not true. Others consider imagination as a “frill”—who has time for “flights of fancy” when the contact we have with students is so limited and curricular demands are so great? The idea that imagination is at odds with rigorous, academic learning is a dangerous misconception.
These beliefs are deeply rooted and, I think, why many teachers don’t spend focused pedagogical time thinking about how to engage their students’ imaginations in learning.
And herein lies a great contradiction.
I have never actually met anyone who believes that being imaginative is a useless quality or that the imagination is a useless feature of the human mind. In reality, we constantly seem to acknowledge its importance. We want it for our kids—we admire it in others.
"In my last EdSurge article, “Computer Science Goes Beyond Coding,” I wrote about the difference between coding and computer science, to help us understand what we mean by phrases like “Teach kids to code” and “Computer science for all.”
In that article and in many other articles, there is another term that appears often: “Computational thinking.” Well, what is Computational Thinking (CT), and how does it differ from Coding and Computer Science—especially when it comes to classroom practice and instruction?""
Over the last two years, Google has taken its popular applications and outfitted them for the classroom. While many schools and districts continue to use existing learning management systems, such as Blackboard, Canvas, Moodle and Schoology, Google’s Classroom platform is increasingly catching te
"You know what STEM is right? Science, technology, engineering and math. These are skills that kids really need to have a nice handle on- both boys and girls. We incorporate STEM into our homeschooling as much as possible.
Let me show you how we took the parts from an old broken toy and turned it into a motorized coloring machine. My kids call this coloring of the future!"
Ahead of the official launch of our Resource Library‘s Professional Development category in fall 2016, we are excited to offer a preview of three professional development modules around maker education. Each module is centered around a video and contains prompts to consider and comment on in the Professional Development section of our online Google+ community and on Twitter with #makered and @MakerEdOrg.
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