Interesting that this inforgraphic chose to put thinking "outside of the box" inside boxes, but in general the idea is important for us to remember. When facilitating a class encourage buy in from the students, encourage them to exercise their minds and be creative!
The one thing that almost everyone can agree on is that multiple languages are important. My grandparents all spoke at least 4 langauges and they were not overly educated - it is the price of functioning in a multi-ethnic world and isn't it wonderful? The how is what we need to focus on - how to fund, how to teach effectively, how to integrate technology effectively...
With all these apps and the possibilities they offer, it can be easy to overlook the obvious. Most modern mobile device come with a built in video camera application and you can always use this to record and send video message.
Another wonderful example of a use of the flipped classroom - calculus. By allowing for some lectures to be done on an individual basis while students may repeat, slow down, speed up, pause, review, respond and all that while the teacher is free to work individually with students, incrate th larning t h next level, help facilitate their discussions and intersts. The transfer to language study is so evident- imagine not spending hours in the classroom reteaching the grammar topics in foreign language, but instead answering individual pointed questions and facilitating conversations that incorporate those concepts. many of us went the route of no grammar only to see many students need it, particularly the older students. A flipped classroom allows for the possibility of individual progress while not stopping a whole class.
For those using this in history - flipping must free up time and mind space for collaborative thought and projects and some wonderful discussions!
Students enlisted to tutor others, these researchers have found, work harder to understand the material, recall it more accurately and apply it more effectively. In a phenomenon that scientists have dubbed “the protégé effect,” student teachers score higher on tests than pupils who are learning only for their own sake.
The idea of applying "nachos" to a virtual student may be a bit of a stretch for many of this, but virtual pets have worked, so it is worth a try. I know through personal experience how wonderful peer tutoring and the trickle down effect work particularly in language education, this can only enhance it for particular learners.
Color speaks to us - from what the teacher wears in a frontal classroom to what the background color is in a virtual assessment. We want our students to connect and "buy into" what we are teaching, branding is so important. As a side note, note that blue (of blue and white fame) signifies dependability and strength, isn't that what we want our students to see when they think of Hebrew and Israel? Of course, we would love to have all the colors blended in at certain points, be aware of the colors you use across the board - literal and virtual.
The online classroom is a wonderful addition to increasing the range of teaching Hebrew. Of course we know that Prezi does not support Hebrew, but the video options are wonderful allowing the teacher to present to the students and listen to each student individually without it putting pressure on class time.
My daughter has done Tough Mudder twice, she herself is a Millenial, and she kept talking about the teamwork and comeraderie. This may be a true show of what the Millenials can do when they put their mind to something, collaborating together.
"Technology provides teachers with a great way to provide evidence with artifacts of their effective practice. Across the country this has been a priority for schools that are incorporating a teacher evaluation based on the Danielson Framework. The model contains various components organized into the following four domains."
"The trend toward Massive Open Online Courses (MOOCs) has commanded attention from the press, higher education administrators, educators and students around the world. Yet there is tremendous confusion about what MOOCs are and what they can actually deliver to students. This confusion complicates the discussions about them and misleads nearly everyone."
MOOCs are not the be all and end all - they are a wonderful enhancement as stated. I often recommend them to students and my children when they want extra help (I wish there were more for Hebrew). What a great way to pursue an adult passion or enhance your learning, but as he states, it is almost an independent learning environment.
We all need to pursue a passion - wouldn't it be great if it were part of our life everyday? What if we could help others pursue their passions, does that add to our own? Can we encourage others to pursue their passions? enrich their quest for knowledge? I really have been contemplating this for quite a while, just this post helps get me motivated - now to figure out for what passion...
In this environment innovation becomes a commodity, the ability to resourcefully learn becomes the defining foundation of literacy, and the principal goal of formal education is to produce learners. In this environment pedagogies shift from best teaching practices to best learning practices.
As education continues the march toward a student-driven, project-oriented approach that values intelligent solutions to open-ended problems, it won’t be sufficient to focus on the wonderful discoveries and authentic work that result from an...
Inquiry-based learning is so important to motivation, internalized learning and buy-in. With technology it should be a no-brainer to incorporate at least some inquiry-based projects. Although I do not understand how we can create assessments before we understand what the "educated person" looks like, as Markham recommends in the end, the rest of the article brings up some key thinking points and discussion starters.
The two teachers admit when they started flipping their classrooms they put everything into video form. Now, they’ve taken a step back and realized some things shouldn’t be in lecture form, and therefore shouldn’t be videos either. Instead, the two teachers have embraced what they call mastery learning, with an emphasis on students taking control of their own learning. Instructional videos are an optional part of a bigger move towards asynchronous learning.