|Current selected tag: engagement. Clear.|
Your new post is loading...
Your new post is loading...
"So you want to create a digital magazine for your students but still did not find the right web tools to do so. Well now you can . we have just finished reviewing some great web services that you can use with your students to create and publish highly customizable magazines and newspapers for your class."
All new to me! ; )
Via Tom D'Amico (@TDOttawa)
Blended learning means offering a combination of face-to-face and online learning opportunities to learners. Blending these learning opportunities can contribute to personalizing learning. However, blended learning is not the only approach that personalizes learning. Personalizing learning starts with the learner. This means that learners have a stake in their learning by taking responsibility for their learning. When they own and drive their learning, they are more motivated to want to learn. In a learning environment that starts with the learner, teacher and learner roles change.
The research at the Students at the Center (studentsatthecenter.org) wrote nine reports on student-centered learning. Eric Toshalls, Ed.D., and Michael Nakkula, Ed.D. in one report, wrote the research on “Learning Theory: Motivation, Engagement and Student Voice” that described:
The Trifecta of Student Centered Learning
Motivation - Without motivation, there is no push to learn
“For students to create a new knowledge, to succeed academically, and to develop into healthy adults, they require each of these experiences.” -Toshalls and Nakkula
Universal Design for Learning (UDL)
Via Kathleen McClaskey, Nancy White
In recent years, researchers have formed a strong consensus on the importance of engaged learning in schools and classrooms. This consensus, together with a recognition of the changing needs of the 21st century, has stimulated the development of specific indicators of engaged learning. Jones, Valdez, Nowakowski, and Rasmussen (1994) developed the indicators described below. These indicators of engaged learning can act as a "compass" for reform instruction, helping educators chart an instructional course and maintain an orientation based on a vision of engaged learning and what it looks like in the classroom and community.
This has been a very busy fall with many requests for our process to build sustainable personalized learning environments for the Race to the Top - District proposals. On top of that, we are leading webinars, participating in panels, speaking in keynote addresses, doing workshops, creating eCourses, setting up Communities of Practice (CoP), interviewing thought leaders, and important research on motivation, engagement, and voice. This means we continue to create new resources, refine the process, and personalize our services to meet your needs.
Roles change for teachers and learners when personalizing learning in all three stages. Moving to Stage One where learners have a voice and choice takes time, a shared vision, and a Community of Practice (CoP) supporting each other. This chart above provides how roles change for teachers and learners in Stage One.
The research by Tashalis and Nakkula on Motivation, Engagement, and Student Voice from Students at the Center provides a great rationale for learners who have a voice in how they learn and are more motivated and engaged in the learning process. This is about learners having a stake in their learning. We highly recommend reading this research if you plan to personalize learning for your learners.
Sign-up to receive future newsletters at www.personalizelearning.com (right side bar).
Via Kathleen McClaskey