Learning, the real learning, happens… When you are intentional about learning When you are driven by an intrinsic need to advance and not only by external triggers and rewards. When you ask more questions to get to the WHY of things (and then to what and how) When you carry an open frame of mind
Learning, the real learning, happens… When you are intentional about learning When you are driven by an intrinsic need to advance and not only by external triggers and rewards. When you ask more questions to get to the WHY of things (and then to what and how) When you carry an open frame of mind...
I get caught up in things. Informercials. New gadgets. New shades of Sharpie. Every kid I’ve ever taught has said, “You say EVERYTHING is your “favorite thing.” It’s true. Life? It’s my favorite. I grew up, but my internal excitement level has stayed at a five year old’s level. So, I’ll just preface this post with that. I will also say that I’ve held off on writing this. Long enough to figure out if this whole “maker movement” was another “thing I love,” or more. It’s more. So much more.
The results of the project have been published in a form of a magazine "Designing the future classroom" Nº2, available in five languages. The articles include stories from teachers and project partners, as well as a preview to the iTEC school pilot results and training activities, including the Future Classroom Scenarios course.
"Apart from all theories and taxonomies behind, Instructional Design is a creative process. While designing new things you need not only knowledge about rules, frameworks, and best practices, but also sparks of inspiration which will lead you to innovative solutions. Here is how to be inspired by Learning Battle Cards maps."
Recently, I had the unfortunate experience of dealing with criticism. I was told (not to my face) by a visitor to our school that our library makerspace is not a “real makerspace”. This same person stated that our woodshop is a “real makerspace” because it has power tools. She even suggested that I “do some research” on what makerspaces actually are.
Feeling personally insulted aside, what bothers me most about this statement is the concept that some makerspaces are more valid than others and that a makerspace is solely defined by the tools it contains. I do agree that our woodshop is a makerspace, even though we don’t call it that. Our woodshop is awesome, and I’m so glad that we have a space where students can learn how to use saws, drills and other tools to build awesome projects as part of their curriculum. Yes, that is a makerspace.
But is my space any less of a makerspace simply because it doesn’t have power tools? Because it doesn’t have a 3D printer? Because my students build with LEGOs, K’nex and cardboard?
Today we released the first beta of Edorble, a 3D virtual world where teachers and students can come together to talk, browse the web, and explore. We couldn’t be more excited. Go ahead and claim a world at www.edorble.com
These are project options and ideas for students working in our "Maker Studio." In STEM class students alternate working in the Maker Studio and learning in our STEM "Learning Lab." Maker Studio projects are also available for students in our after-school Maker's Club.
"The use of game mechanics to increase learners’ motivation is not a new concept, but this year gamification is set to come of age, moving away from being viewed as a gimmick to becoming a real contender as one of the key techniques used to motivate and engage learners. We can all expect to see gamification become more practical, more integrated, more fun and more common so we want to share why it’s so exciting!"
"Smartphones, iPads, TVs, computers, videogames. Technology is omnipresent, especially for young students. They just can’t get enough; one 2013 study found that college students check their digital devices for non-class purposes 11 times per day on average, and 80 percent of them admitted that the technology was distracting them from class. This has some educators and scientists concerned: Are students distracted because their brains are hard-wired for it after a lifetime of screens? Is there a cultural or behavioral element to the fixation that has infiltrated the classroom?"
Posted on October 16, 2014 by Saga Briggs Imagine for a moment that all human beings had the same IQ, but that some of us knew how to tap into it better than others. How would we approach education differently?
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