When we become obsessed with measurement, with coherence, with standardization, we inevitably reduce the experience to those things that can be measured, and often those things are small, and not particularly meaningful when it comes to a life lived.
Think about the compromises we must make for the sake of assessment, assignments that are safe, that require students to make the moves we can measure and quantify, but which also come with low probability of mind blowing.
Jackie Gerstein proposes an experiential flipped classroom learning model where she believes there a great opportunity to change the predominant didactic model of education that is especially prevalent in upper elementary through graduate school education.
"UDL is a strategy, a process that provides opportunities for all students, not just those with special needs (but I believe all learners have special needs), to be successful learners. This is the same goal for the flipped classroom model designed as an experiential learning cycle.
This model has experiential learning at the core of the learning process with the content videos supporting the learning rather than being the core or primary instructional piece. Experiential learning is the process of making meaning from direct experience.. Simply put, experiential learning is learning from experience. Experiential learning can be a highly effective educational method[ It engages the learner at a more personal level by addressing the needs and wants of the individual. For experiential learning to be truly effective, it should employ the whole learning wheel, from goal setting, to experimenting and observing, to reviewing, and finally action planning. This complete process allows one to learn new skills, new attitudes or even entirely new ways of thinking. (http://en.wikipedia.org/wiki/Experiential_learning)"
Thank you Jackie for your insight in creating this model where all learners can experience success!
Rigor is a fundamental piece of any learning experience.
It is also among the most troublesome due to its subjectivity. What does it mean? What are its characteristics? Rigorous for whom? And more importantly, how can you use to promote understanding?
Barbara Blackburn, author of “Rigor is not a 4-Letter Word,” shared 5 “myths” concerning rigor, and they are indicative of the common misconceptions: that difficult, dry, academic, sink-or-swim learning is inherently rigorous.
* What if we focused our energy not on test scores and rankings but on engaging students in their work?
* What if their work was more than facts and formulas as presented in books, but relevant to the world they see?
* What if rather than trying to teach them problem solving, we actually encouraged them to take on problems that needed solving?
* Rather than teaching them a science curriculum, what if we opened the door for them to do science?
Challenge-based learning puts that world in center focus, and surfaces the essential relevance of their core subjects at the same time, as the six remarkable case studies we present make powerfully clear.
This week, the GE Foundation released a solutions-driven white paper, titled "The Skills Gap and the New Economy: Implications for Low-Income Students," that outlines strategic steps needed to help low-income students succeed in college and career.
Through what I call “self-organized learning environments.” This is when a semi-chaotic group of learners with no supervision are asked a big question, then go find the answer. Kids have a natural curiosity—they always want to know ‘why?’ So if you can learn science in the process of answering big questions, they remember that information.
In this article, I highlight the dynamic diversity of unconventional, experiential learning providers and related exemplars, who promote fairly personalized instruction, who do not merely instruct online, and who are not degree-granting programs or institutions. These exemplars — the majority related to entrepreneurship — are by no means comprehensive. I caught up with these folks recently.
During one of our first visits to an iPad school, students told us that their favorite use of the tablet was for note taking. They had an app that enabled them to leave their paper notebooks at home and organize their notes in one place. We're not opposed to gains in productivity, but if all tablet computers do is replace notebooks with notebook apps, we're unlikely to look back on the United States' investment in tablets with much enthusiasm.
Getting computing devices into schools is relatively easy; changing classroom practice with technology is really, really hard. Over the past century, radio, television, video cassette recorders, desktop computers, laptop computers, handheld devices, tablets, and cell phones have all been heralded as potentially transformative classroom tools (Cuban, 1986, 2003). With every generation of computing technology, a small group of educators has been able to use new tools in transformative ways, but on the whole, classroom practices have proven stubbornly resistant to change. Consider this thought experiment: If you could take all the money that schools invested in computer labs in the 1980s and 1990s, would you spend that money again on those labs?
Edgar Dale (1900-1985) was an American educator who is best known for developing “Dale’s Cone of Experience” (the cone above) and for his work on how to incorporate audio-visual materials into the classroom learning experience. The image above was photocopied directly from his book, Audio-visual methods in teaching (from the 1969 edition).
You’ll note that Dale included no numbers in his cone. He also warned his readers not to take the cone too literally.
Unfortunately, someone somewhere decided to add the misleading numbers.
The learning industry also has responsibilities.
Educational institutions must ensure that validated information is more likely to be conveyed to their students, within the bounds of academic freedom…of course.Educational institutions must teach their students how to be good consumers of “research,” “data,” and information (more generally).Trade organizations must provide better introductory education for their members; more myth-busting articles, blog posts, videos, etc.; and push a stronger evidence-based-practice agenda.Researchers have to partner with research translators more often to get research-based information to real-world practitioners.
Kim Flintoff's insight:
As evidence-based practitioners, all teachers are now charged with considering the implications for teaching and learning. Many of us have assumed the validity of the memes that have been circulating.
As teachers we often claim to be informed but I suspect most of us are more trusting than critical when we are offered information in professional development settings. And few of us conduct our own studies.
I’d rather not get into the business of erecting fences and proclaiming who is in and who is out. However, it is important to correct misinformation and expose marketing claims masquerading as pedagogical philosophy, so that thoughtful teachers can make wise choices as we plan for the upcoming academic year.
Following are six common misconceptions about the flipped classroom, and my attempts to correct them based on peer-reviewed research and several years’ experience flipping my own classes.
Like a jazz dance performance, active learning combines doing, movement and impromptu variety in a way that gets students and faculty up and out of their usual positions in the classroom. The room and its technology trappings become the stage and props for encouraging the unexpected to unfold.
The goal of active learning is to create a space that can become the catalyst for change, noted Lennie Scott-Webber, director of education environments for Steelcase and former head of the Department of Interior Design & Fashion at Radford University (VA). "When you open the door to a space, does it give you permission to act differently other than to be behaviorally conditioned to 'sit and git' or 'stand and deliver'? If the space doesn't give permission to change, then it's too easy to revert back to what we know."
Gone are the days when kids would get in trouble for passing notes in class. Today’s youngsters are much more sophisticated, technologically speaking, than those who grew up in the days of flip phones and CD players — let alone those whose only access to a phone growing up was a spin-dial one. This means there’s a lot more texting, tweeting, and Facebooking on smartphones in your average high school or college classroom than ever before.
Does this also mean that kids today are way more distracted by the bombardment of information reaching them via their tablets and iPhones? A new study out of the National Communication Association wanted to find out whether increased smartphone and social media use in class impacted student learning — and what they found was that it had both negative and positive effects.
In the study, researchers analyzed kids who were using phones in class to respond to text messages — both relevant and irrelevant to the class material. They measured the type of messages and the frequency of them, and found that students who were texting about the material actually scored higher on multiple choice tests about the subject than those who were texting about non-class related things.
Like every other skill – from playing the piano to factoring polynomials to reasoning about the likely causes of historical events – learning how to learn requires practice. Learners need opportunities to plan out their own learning and select their own study strategies and learning resources. Learners need opportunities to monitor and evaluate the effectiveness of the strategies and resources they’ve selected in support of their own learning. Learners need to experience – and reflect on – a range of successes and failures in regulating their own learning in order to understand what works for them, and how they should approach the next learning task they encounter in school or life.
nicely designed whiteboardDeekit is a shared whiteboard that enables online editing using any kind of content, be it drawing, text, image, anything. A whiteboard that is available anytime, anywhere on any device.
A policy expert and author explains why using technology to leverage new forms of teaching excites both teachers and students.
Today's classrooms are outfitted with the latest technologies, but too often the teaching methods don't take full advantage of the options these tools afford. Flipping the classroom — inverting the time spent on lecturing and homework — can create new inroads for learning by leveraging the technology used in classrooms and at home, says Kathleen Fulton, an author and president of Fulton Creative Consulting."
Building on Dewey’s work , David Kolb conceptualized an experiential learning theory composed of four cyclical stages: activity and practice, review and reflections, theories and concepts, applications and case studies. Reality Works has this wonderful free visual with more insights on Kolb’s theory together with some interesting nuggets on what experiential learning is all about.
Thanks to ===> http://www.educatorstechnology.com/2015/04/experiential-learning-visually.html <=== for proposing this great infographic.
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