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What do you feel are the key digital literacy skills that 21st century learners need?

What do you feel are the key digital literacy skills that 21st century learners need? | Leader of Pedagogy | Scoop.it

Digital literacy has become one of the major issues facing educators in this early part of the 21st century. The need to develop students and teachers digital literacies has become increasingly accepted as fact and yet most teachers' and students' understanding of what exactly constitutes a digital literacy still seems to remain quite vague. Even more vague seems to be teachers' understanding of how precisely we go about developing those literacies.


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Bonnie Bracey Sutton's comment, September 9, 2013 1:04 PM
That's my impression too. Thanks.
David Cook's curator insight, August 7, 2014 10:35 PM

The exposure to this 'social quizzing' app was alone worth the read.  You won't be surprised to find out what is the #1 response, and the final response is unintentionally funny to me - it received 0 votes.  

Aurora María's curator insight, April 26, 4:33 PM

añada su visión ...

Leader of Pedagogy
A collection of scoops aimed at understanding and improving teaching pedagogies in education.
Curated by Ness Crouch
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Teaching how to think is just as important as teaching anything else

Teaching how to think is just as important as teaching anything else | Leader of Pedagogy | Scoop.it
A new paper on teaching critical thinking skills in science has pointed out, yet again, the value of giving students experiences that go beyond simple recall or learned procedures.
Ness Crouch's insight:

Critical and creative thinking are really important! Teaching children how to think this way requires different of teaching. This is not something that most teacher training programs really focuses on. 

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Global Words

Global Words | Leader of Pedagogy | Scoop.it
The fifteen units of work in Global Words have been produced by World Vision Australia and the Primary English Teaching Association Australia (PETAA) to i...
Ness Crouch's insight:

A lovely resource to help teach geography. 

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Mark E. Deschaine, PhD's curator insight, August 5, 8:17 AM

A lovely resource to help teach geography. 

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Visible Thinking

Visible Thinking | Leader of Pedagogy | Scoop.it

Via Catherine Smyth
Ness Crouch's insight:

Here is a treasure trove of research-based strategies, protocols and routines to foster thinking and understanding.

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Catherine Smyth's curator insight, March 13, 12:08 AM

Here is a treasure trove of research-based strategies, protocols and routines to foster thinking and understanding.

Mark E. Deschaine, PhD's curator insight, August 4, 7:23 AM

Here is a treasure trove of research-based strategies, protocols and routines to foster thinking and understanding.

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Four Lenses: Evaluation Resources - Teaching and Learning - The University of Sydney

Four Lenses: Evaluation Resources - Teaching and Learning - The University of Sydney | Leader of Pedagogy | Scoop.it

Via Catherine Smyth
Ness Crouch's insight:

Drawn from Brookfield's four lenses of critical reflection, this website provides a selection of reflective exercises and tools to support teaching.

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Catherine Smyth's curator insight, March 22, 2013 12:23 AM

Drawn from Brookfield's four lenses of critical reflection, this website provides a selection of reflective exercises and tools to support teaching.

Rescooped by Ness Crouch from Teaching history with ICT
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Hovis - Go On Lad (2008, UK)

Considered to be one of the best British adverts ever made, and uploaded in HD, unlike the other uploads. Created by Rattling Stick with post production by T...

Via Catherine Smyth
Ness Crouch's insight:

This ad is a historical narrative which captures change and continuity, significance, cause and effect very nicely.

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Christine Gray's curator insight, July 28, 2013 10:49 PM

So many possibilities -create timelines with dipity.com

Catherine Smyth's curator insight, September 12, 2014 1:59 AM

This ad is a historical narrative which captures change and continuity, significance, cause and effect very nicely.

Rescooped by Ness Crouch from Teaching history with ICT
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QR Codes in the Classroom

QR Codes in the Classroom | Leader of Pedagogy | Scoop.it
Quick response (QR) codes are easy to create and have many uses in the classroom. With the posting of a QR code, you can lead students to information by just using their computer's or mobile device's...

Via Catherine Smyth
Ness Crouch's insight:

There are many affordances for QR codes in history. Pose an historical inquiry question and get students to gather clues (evidence) using primary sources embedded with a QR code at a museum, local community, school etc. Or, get primary students to create their own QR codes for artefacts. This could engage students in historical inquiry and the analysis and use of primary and secondary sources.

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Catherine Smyth's curator insight, May 7, 10:46 PM

There are many affordances for QR codes in history. Pose an historical inquiry question and get students to gather clues (evidence) using primary sources embedded with a QR code at a museum, local community, school etc. Or, get primary students to create their own QR codes for artefacts. This could engage students in historical inquiry and the analysis and use of primary and secondary sources.

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VoiceThread - About - Digital Library

VoiceThread - About - Digital Library | Leader of Pedagogy | Scoop.it

The 5th Grade teacher on this website uses 'Voicethread' with historical photographs. Click on the video "Ellis Island" to see how primary students build a historical narrative around a visual image. Voice thread transforms media into collaborative spaces with video, voice, and text commenting.

 

Don't underestimate the importance of historical language in developing historical understanding. Provide opportunities for students to expand their historical vocabulary and to use language for a variety of purposes.

Young students need explicit instructions for when and how to use conventions of language.

 

Husbands (1996) identifies different types of historical language including:

1. The language of the past (e.g. convict, First Fleet, monarchy, revolution)

2. The language of historical time (century, period, modern, decade)

3. The language of historical processes (cause, chronology, similarity, difference)

4. The language of historical description and analysis (revolution, monarchy, democracy)

 

Use 'Word Walls' or word charts to help students keep track of information and terminology that is used in a Unit of Work and keep adding new words.

 

 


Via Catherine Smyth
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Education Creations's curator insight, June 5, 2014 9:05 PM

Use Voicethread and historical photographs to create digital historical narratives.  Much more engaging than the written version.

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Louder than One Voice – 50 years of the Indigenous vote and its importance

Louder than One Voice – 50 years of the Indigenous vote and its importance | Leader of Pedagogy | Scoop.it

Via Justine Yip, Catherine Smyth
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Justine Yip's curator insight, March 28, 5:34 AM

This website reflects on human rights in Australia and the long struggle of Australia's indigenous peoples. It contains images of artwork commissioned by the Indigenous Electoral Participation Program (IEPP) used to encourage Indigenous people to enrol to vote for the 50th anniversary of the indigenous vote (2012). A link is also provided to the Australian Electoral Commission's Louder Than One Voice video. 

 

Commemorating 50 years since indigenous Australians were given the right to vote at federal elections (1962 - 2012), Louder Than One Voice documents through interviews the struggle of Australia's indigenous peoples to be recognised by the government. Targeted at Indigenous Australians, it stresses the importance of having indigenous voices heard through the vote and how voting will make changes for future generations and benefit Australia as a nation. 

 

 

View 'Louder Than One Voice' on YouTube: https://www.youtube.com/watch?v=B4Xu207eC70&nbsp

 

These sources are appropriate and "sensitive and adequate" in their treatment of Aboriginal peoples and Torres Strait Islanders and their relation and role in the electoral process and governmental issues (Queensland Curriculum and Assessment Authority, 2007, p. 1.). ATSI perspectives are clearly evident, a cross-curriculum priority of the Australian National Curriculum (ACARA, 2015), which enables students to investigate electoral issues from an indigenous viewpoint and draws attention to governmental issues ATSI peoples still face (Kleeman, 2012, pp. 24-28).

 

These perspectives allow students to "learn about, acknowledge and value the cultures of Aboriginal peoples and Torres Strait Islanders" (NCB, 2009, p.15 in Stevens and McDonald, 201, p. 387). By embedding indigenous perspectives, the sources are also striving towards reconciliation and "recognising, acknowledging and redressing existing racism...for the benefit of all Australians" (Stevens & McDonald, 2011, pp. 387-388).

 

 

A literacy activity  could include:

- Students write a hypothetical letter from the viewpoint of an Australian Indigenous person to their local government representative, highlighting issues they face such as poverty and a lack of education. This could show how citizen participation can contribute to the wider community and the importance of citizens having their voices heard at a governmental level.

 

 

 

References:

 

Australian Curriculum Assessment and Reporting Authority, (2015), Aboriginal and Torres Strait Islander Histories and Cultures, Retrieved 29 March 2015 from  

http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Aboriginal-and-Torres-Strait-Islander-histories-and-cultures

 

Australian Electoral Commission, (2012), Louder than One Voice, Retrieved 28 March 2015 from  https://www.youtube.com/watch?v=B4Xu207eC70&nbsp

 

Kleeman, G (2012). Towards a more inclusive curriculum: The perspectives of Aboriginal and Torres Strait islander peoples in geography curriculum documents. Geographical Education, 25(1), pp. 24-28.

 

Stevens, V & McDonald, H, (2011), Incorporating Aboriginal perspectives and Torres Strait Islander perspectives in SOSE. In Gilbert, R & Hoepper, B (Eds) Teaching Society and Environment (pp. 324-347), Melbourne: CENGAGE Learning

 
Queensland Curriculum and Assessment Authority, (2007), Aboriginal and Torres Strait Islander perspectives: Selecting and evaluating resources. Retrieved 28 March 2015 from https://www.qcaa.qld.edu.au/downloads/approach/indigenous_g008_0712.pdf

 

Right Now Inc. (2012), Louder than One Voice – 50 years for Indigenous vote, Retrieved 28 March 2015 from http://rightnow.org.au/artwork/louder-than-one-voice-50-years-for-indigenous-vote/

 

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Writing history narratives (in PETAA Paper 196 — The critical conversation about text:Joint construction)

Writing history narratives (in PETAA Paper 196 — The critical conversation about text:Joint construction) | Leader of Pedagogy | Scoop.it

Via Catherine Smyth
Ness Crouch's insight:

Critical conversations help students move from spoken-like to more written-like texts. This article highlights the importance of conversations between teachers and students in constructing joint texts. Scroll down to see the implications of the critical conversations approach for helping students construct historical narratives.

 

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Catherine Smyth's curator insight, February 8, 8:14 PM

Critical conversations help students move from spoken-like to more written-like texts. This article highlights the importance of conversations between teachers and students in constructing joint texts. Scroll down to see the implications of the critical conversations approach for helping students construct historical narratives.


Maree Whiteley's curator insight, February 25, 3:32 AM

This article highlights the importance of conversations between teachers and students in constructing joint texts.

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History curated digital resources for the Australian Curriculum

History curated digital resources for the Australian Curriculum | Leader of Pedagogy | Scoop.it
Description of the page

Via Catherine Smyth
Ness Crouch's insight:

A wonderful list of digital resources aligned to specific topics and year levels in the Australian Curriculum: History.

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Catherine Smyth's curator insight, May 15, 12:34 AM

A wonderful list of digital resources aligned to specific topics and year levels in the Australian Curriculum: History.

Rescooped by Ness Crouch from 21st Century Learning and Teaching
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A Parent's Guide to Cybersecurity [pdf] | eSkills

Learn more:

 

http://gustmees.wordpress.com/2014/11/04/how-can-education-help-to-lower-cybercrime/

 

http://gustmees.wordpress.com/2012/10/11/learning-basics-of-cyber-security-by-easy-to-follow-steps/

 

http://gustmees.wordpress.com/2012/11/29/cyber-hygiene-ict-hygiene-for-population-education-and-business/

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=A+Parent%27s+Guide+to+Cybersecurity

 


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Suvi Salo's curator insight, November 16, 2014 5:55 PM

This gives you clear advice (in positive manner).

HazelC's comment, November 16, 2014 11:06 PM
This is a great resource. This month we are focusing on Internet safety and cyber bullying!
Christine Kennerd's curator insight, November 17, 2014 3:27 PM

Great resource for parents

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University of Central Florida: Teaching Online Pedagogical Repository

University of Central Florida: Teaching Online Pedagogical Repository | Leader of Pedagogy | Scoop.it

The University of Central Florida's (UCF) Center for Distributed Learning (CDL) offers the Teaching Online Pedagogical Repository (TOPR) as a public resource for faculty and instructional designers interested in online and blended teaching strategies. Each entry describes a strategy drawn from the pedagogical practice of online/blended teaching faculty, depicts this strategy with artifacts from actual courses, and is aligned with findings from research or professional practice literature.


Via Dennis T OConnor
Ness Crouch's insight:

This will be useful

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David Baker's curator insight, November 11, 2014 11:38 AM

Many resources here that may augment our efforts to provide a variety of professional learning options for teachers in the St. Vrain district.. 

Dennis Swender's curator insight, November 11, 2014 3:52 PM

A novel approach in education:  Collecting and disseminating empirical evidence to justify beliefs and ideas in contrast with making or supporting decisions based on hearsay, anecdotes, and/or past experiences.

Paula King, Ph.D.'s curator insight, November 12, 2014 11:28 AM

I have not used this but will check it out. 

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The six common components of good-quality teaching

The six common components of good-quality teaching | Leader of Pedagogy | Scoop.it

Six good practices

The research we reviewed suggests there are six common components that are signatures of good-quality teaching:

- Content knowledge 


- Quality of instruction


- Teaching climate 


- Classroom management


- Teacher beliefs 


- Professional behaviours 

 

Learn more:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Rise+of+the+Professional+Educator

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Great+Teachers

 

http://gustmees.wordpress.com/2014/07/10/education-collaboration-and-coaching-the-future/

 

http://gustmees.wordpress.com/2013/05/25/so-whats-the-change-for-teachers-in-21st-century-education/

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=mindset

 

 

 


Via Gust MEES
Ness Crouch's insight:

I certainly have to agree but could I add more? The only addition I think I would make would be having learners as the centre of all of the above. ;)

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Ivon Prefontaine's curator insight, November 10, 2014 11:57 AM

Good teaching and pedagogy is all about relating to the students and curricula. It is invitational work that allows teachers and students to meet in spaces between each other.

 

@ivon_ehd1

SMARTERTEACHER's curator insight, November 12, 2014 1:00 PM

I like the list but would prefer that Content not be the first thing to show up.  There are a great many people who know content, but could not teach their way out of a paper bag. 

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8 Strategies Robert Marzano & John Hattie Agree On

8 Strategies Robert Marzano & John Hattie Agree On | Leader of Pedagogy | Scoop.it
Discover what Robert Marzano and John Hattie, two of the most prominent educational gurus, agree on in this easy-to-read article.
Ness Crouch's insight:

Great article showing alignment between to greats of the evidenced based research community.

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Using Primary Sources - Teachers | Teacher Resources - Library of Congress

Ness Crouch's insight:

Great resource for analysing primary Sources

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Mark E. Deschaine, PhD's curator insight, August 4, 7:21 AM

Great resource for analysing primary Sources

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Ten Reflective Questions to Ask at the End of Class - Brilliant or Insane

Ten Reflective Questions to Ask at the End of Class - Brilliant or Insane | Leader of Pedagogy | Scoop.it
Use these ten reflective questions at the end of class to help learners deepen their understandings of themselves and their work.

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Digital Story-Telling Guide


Via Catherine Smyth
Ness Crouch's insight:

A practical guide for constructing digital stories.

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Catherine Smyth's curator insight, October 20, 2014 3:21 AM

A practical guide for constructing digital stories.

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Dipity - Find, Create, and Embed Interactive Timelines

Dipity - Find, Create, and Embed Interactive Timelines | Leader of Pedagogy | Scoop.it
Create an interactive, visually engaging timeline in minutes. Use dynamic visualization tools to display photos, videos, news and blogs in chronological order.

Via Catherine Smyth
Ness Crouch's insight:

Timelines are a way to organise historical information. However, dates alone do not allow students to vlsualise the time being referred to. Dipity is a useful tool to help students associate their visual images of history with the corresponding dates. Timelines should be comparative to help students see what life was life for a range of people at a given time.

Understanding historical time includes two important aspects: 1) chronology which is being able to order moments in time; and 2) being able to match moments in time to specific dates. Research suggests children find it easier to sequence historical pictures than assign dates or names to historical periods (Barton, 1994,2002; Barton and Levstik, 1996).

As children get older, they become better at ordering historical pictures on the basis of clues in technology, fashion and social roles. Primary children know what dates sound like and usually know what the current year is, but they find it difficult to associate periods in history with specific years.

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Catherine Smyth's curator insight, May 21, 2013 12:37 AM

Timelines are a way to organise historical information. However, dates alone do not allow students to vlsualise the time being referred to. Dipity is a useful tool to help students associate their visual images of history with the corresponding dates. Timelines should be comparative to help students see what life was life for a range of people at a given time.

Understanding historical time includes two important aspects: 1) chronology which is being able to order moments in time; and 2) being able to match moments in time to specific dates. Research suggests children find it easier to sequence historical pictures than assign dates or names to historical periods (Barton, 1994,2002; Barton and Levstik, 1996).

As children get older, they become better at ordering historical pictures on the basis of clues in technology, fashion and social roles. Primary children know what dates sound like and usually know what the current year is, but they find it difficult to associate periods in history with specific years.

Petrina Hentschke's curator insight, July 17, 2014 7:26 PM

Timeline

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Digital Storytelling - How to Create a Digital Story


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Project-based learning: essential questions and authentic tasks

Project-based learning: essential questions and authentic tasks | Leader of Pedagogy | Scoop.it
Essential questions and authentic tasks work together in a project-based learning environment

Via Catherine Smyth
Ness Crouch's insight:

Some nice ideas for a problem-based approach to learning about Migration. Drive the inquiry with an effective and essential question and design authentic tasks to deepen understanding.

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Catherine Smyth's curator insight, March 17, 8:53 PM

Some nice ideas for a problem-based approach to learning about Migration. Drive the inquiry with an effective and essential question and design authentic tasks to deepen understanding.

Catherine Smyth's curator insight, March 17, 8:57 PM

Drive historical inquiry with effective questions and design authentic assessment tasks when teaching history in the primary school.


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Chinese Migration and the Gold Rush

Chinese Migration and the Gold Rush | Leader of Pedagogy | Scoop.it
The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony. (ACHHK096)

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How Students Learn: History in the Classroom

How Students Learn: History in the Classroom | Leader of Pedagogy | Scoop.it

Decades of educational and cognitive research has found that there are 3 fundamental principles of learning. These 3 principles should underpin the  approach we take in teaching history in the primary classroom:

 

1. Students come to the classroom with preconceptions about how the world works. We need to engage primary students' initial understanding.

2. To develop competence in historical inquiry, students must a) have a deep foundation of factual knowledge; b) understand facts and ideas in the context of a conceptual framework, and c) organise knowledge in ways that facilitate retrieval and application.

3. A metacognitive (reflective) approach helps students learn to take control and monitor their learning

 

This book builds on this research and explores how these principles can be applied in teaching history in the primary classroom.

I highly recommend this book.


Via Catherine Smyth
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Selin Gelinci's curator insight, October 27, 2013 5:46 AM

In my opinion this book can be a helpful as it can help me build my knowledge in the area of history. With knowledge comes power; if i feel confident enough with the subject i will be more comfortable with teaching it to my future students. As a student It would be a beneficial resource as it links to other principles such as the 3 fundamental that are mentioned. Knowing how childern acknowledge and learn the concept of 'history' is quite interesting. 

Jemma Tanner's curator insight, October 29, 2013 7:21 AM

As soon as I saw this I knew I'd found my last scoop. These simple three steps will help me greatly when teaching Humanities. Going even further, the book 'How Students Learn' is also very useful as it provides an overview of the best ways to teach history in the classroom. Obviously one of the most important things when teaching is teaching with understanding, and that has been emphasised in all three steps. I think I'd use this frequently in my teaching because by having these steps I would be able to keep focused on the end result (gives me continual guidance). I also know it's from a reliable resource - Catherine Smyth being an experienced primary educator herself.

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Online Learning Must Be Collaborative and Social

Online Learning Must Be Collaborative and Social | Leader of Pedagogy | Scoop.it

"An annual report by The Open University said the current key challenge for education specialists is to engage thousands of learners in productive discussions while learning in a collaborative, online environment."


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Empowerment's curator insight, February 23, 6:50 AM

There is a strong trend of discovery in learning organizations

 

Richard Samson's curator insight, February 23, 7:58 AM

OU ahead of the curve!

Willem Kuypers's curator insight, February 24, 3:34 PM

C'est toujours intéressant de suivre l'Open University dans ses opinions sur la formation.

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20 Ways to Provide Effective Feedback to Your Students ~ Educational Technology and Mobile Learning

20 Ways to Provide Effective Feedback to Your Students ~ Educational Technology and Mobile Learning | Leader of Pedagogy | Scoop.it

Via Dr. Susan Bainbridge
Ness Crouch's insight:

Feedback is so important!! Great ideas here.

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Helen Teague's curator insight, November 13, 2014 1:32 PM

from a scoop by Susan Bainbridge

Pamela Perry King's curator insight, November 14, 2014 10:45 AM

Compliment, Correct, Compliment. Focus on the skill.

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Kids prefer maths when you let them figure out the answer for themselves

Kids prefer maths when you let them figure out the answer for themselves | Leader of Pedagogy | Scoop.it

Interesting article. There is a big shift in thinking happening when Rather than having teachers instruct students on solution methods, many students prefer to work out solutions by themselves or by working with other students.

Ness Crouch's insight:

This is a great article. There is a big shift in thinking happening when it comes to mathematics education. This article clearly explains the shift. 

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