Remember merit badges? The reward for kids who master new skills has been rebooted—for their teachers.
So-called “micro-credentials” work a lot like scouting badges. Teachers complete a specific activity to develop a critical competency for their role, and earn a micro-credential based on showing mastery of the skill. They can collect micro-credentials to document growing expertise and share their accomplishments in the classroom.
This targeted training is in stark contrast to traditional, strikingly ineffective teacher professional development (PD). With its focus on seat time—awarding credit for showing up to workshops, conferences, or classes—formal PD has ignored whether teachers actually learn new skills, apply them, and improve student outcomes. And with its reliance on generalized, off-the-shelf programs, most formal PD does not target the specific skills or expertise an individual teacher may need to improve her practice.
Have you ever been on a course where the trainer went through his material so quickly that you barely learned a thing? Or maybe the content was so complex that it went completely over your head?
In this article, we'll look at Cognitive Load Theory (CLT). This takes a scientific approach to the design of learning materials, so that they present information at a pace and at a level of complexity that the learner can fully understand.
§As an instructional designer, you want to create courses that make a difference to your audience’s lives. You want to create courses that inspire them, that change mindsets and drive performance. In short, you want to create courses that are effective and hit the mark, every time. Now here’s the challenge. Your learners are adults with previous knowledge and fixed ideas about what works for them. They are busy and stressed-out folks who hate wasting time. They want learning experiences that help them meet their needs and achieve their goals. This said, to facilitate learning and be an effective Instructional Designer, you MUST understand how adults learn best. When creating any type of e-learning course, it is important to base the design on a good understanding of adult learning theory.
When it comes to the learning styles in L&D, experts believe that courses should be tailored and more relevant to the aims and objectives of the organisation rather than generic, blanket approaches that do not reflect the performance concerns of the business. This can be achieved by combining traditional techniques with the development of e-learning. Digital learning models are undoubtedly on the rise and L&D needs to move with the times if it wants to engage its learners; however, it is important to ensure that adequate levels of knowledge and confidence are in place before investing lots of money into the latest tech. Recruiting Times, Recruiter News, HR News, Recruitment Supplier Directory, Recruitment Courses, HR Courses. The key challenge that L&D professionals will face is changing the mindset of the employees.Learning and development (L&D) is often seen as a box-ticking exercise within the business sector - RECRUITING TIMES.
Fundamentally, all human beings learn in similar ways. The idea that people may learn better depending on their own particular visual, auditory or kinesthetic preferences is one of the greatest myths in neuroscience. It was called a "neuromyth" by Paul Howard-Jones, a professor of neuroscience and education at Bristol University, in a 2014 paper. A concept characterized, according to Howard-Jones, by the misunderstanding, misreading or misquoting of scientific facts. - Another example of strong and persistent neuromyth is the one pretending that, in general, people would only use 10% of their brain. However, the learning styles myth seems to be the king: “Perhaps the most popular and influential myth is that a student learns most effectively when they are taught in their preferred learning style,” wrote Howard-Jones. Despite the fact that this theory is unfounded, a lot of papers in current research literature advocate to follow it. A regrettable situation that undermines the statute of education as a research field and probably has a negative effect on students.
In the now-famous “marshmallow” experiments, researchers at Stanford tested preschoolers’ self-control and ability to delay gratification by sitting them in a room alone with a tempting treat and measuring how long they were able to wait.
Years later, those kids who resisted temptation the longest also tended to have the highest academic achievement. In fact, their ability to delay eating the marshmallow was a better predictor of their future academic success than their IQ scores.
Further research has shown that self-control also correlates highly with greater stress tolerance and concentration abilities, as well as increased empathy, better emotion regulation, and social competence. This is true across the age spectrum: From preschoolers to teenagers, kids who can regulate their own feelings and behavior are better able to stay focused on their goals and maintain positive connections with others.
Essentially, self-control underlies both academic achievement and interpersonal finesse, both of which contribute to success in life.
Do you know that sinking feeling when you look at what you’ve created and think your work totally sucks? When you’re learning a new skill, you need to realize that giving yourself permission to be terrible—for a while—will eventually foster better learning.
Take a look at this question: How do modern novels represent the characteristics of humanity?
If you were tasked with answering it, what would your first step be? Would you scribble down your thoughts — or would you Google it?
Terry Heick, a former English teacher in Kentucky, had a surprising revelation when his eighth- and ninth-grade students quickly turned to Google.
“What they would do is they would start Googling the question, ‘How does a novel represent humanity?’ ” Heick says. “That was a real eye-opener to me.”
For those of us who grew up with search engines, especially Google, at our fingertips — looking at all of you millennials and post-millennials — this might seem intuitive. We grew up having our questions instantly answered as long as we had access to the Internet.
Now, with the advent of personal assistants like Siri and Google Now that aim to serve up information before you even know you need it, you don’t even need to type the questions. Just say the words and you’ll have your answer.
But with so much information easily available, does it make us smarter? Compared to the generations before who had to adapt to the Internet, how are those who grew up using the Internet — the so-called “Google generation” — different?
I had the pleasure once again to work together with Richard Wells from New Zealand. He recently reworked his website from iPadwells.com to eduwells.com. Give it a look if you haven't checked it out lately!
2016 has arrived and iPad pedagogy has moved a long way in 6 years. Having iPads in your classroom is no longer about which exciting apps you can all use but more about empowering your students to discover and share their own iPad solutions for every situation. This requires collaboration between peers and a flexible mindset held by all in the room, including the teacher. It’s about building on new habits held by young people to connect, create and share their learning. It’s also about keeping in-touch with new developments to ensure our young people are ready for a rapidly changing world. Think less about teaching delivery or a “one-app-fits-all” model, and more about 21st century habits, and the development of an innovative mindset. (See this book for more details on this)
A podcast is a topic-specific digital stream of audio files (in some cases, video or PDF also) that can be downloaded to a computer or a wide variety of media devices. They are funny, entertaining, educational, often short, and rarely boring. They can cover news, current events, history, or pretty much anything the creator would like. When you subscribe, each new episode is automatically downloaded to your device, to be played at your convenience. You can play the entire stream or select an individual episode as part of your technology in the classroom arsenal. Here’s how to use technology in the classroom podcasts to enhance your class.
Discussion around the topic of group learning is of interest to many students and teachers. In a group learning situation, many learners are involved in a project together. The enthusiasts of this style of learning may be inclined to say The more the merrier, implying that many students can enjoy working together. However, if the situation is not managed carefully, the proverb could easily read Two is company but three’s a crowd, implying that two can work well together, but once you bring in a third there could be some conflict.
Every learner would like to benefit from a wide range of learning opportunities. The true aim of education is not just to remember facts. There are many areas of individual development that can grow out of the group learning situation. The real S-C-O-P-E of learning can be understood using an acronym to break down and understand the various developmental skills.
I was invited along to DFID last week for a discussion on how organizations learn. There was an impressive turnout
of senior civil serpents – the issue has clearly got their attention. Which is great because I came away with the impression that they (and Oxfam for that matter) have a long way to go to really become a ‘learning organization’.
So please make allowances in what follows for all the warm, cuddly areas of mutual agreement – I’m going to focus on the areas of disagreement, which are inevitably the most thought-provoking.
To mean anything, learning requires a change both in ideas and behaviours. So what were the theories of change that underpinned the approaches to learning in the room? I found it hard to pin down exactly – they seemed mostly tacit – but a lot of what I heard reminded me of the discussion at Twaweza a couple of years ago. For many present, the tacit theory of change seems to be ‘knowledge → learning → changed behaviours → changed outcomes’. Yeah right.
What we realized at Twaweza was that ‘it’s all in the arrows’. You need to unpack the assumptions and think about what needs to be in place for that theory of change to have any chance of resembling what happens in practice.
The topic of inclusion in the province's schools brings forth many different opinions. But for the Newfoundland and Labrador Association for Community Living, the importance of inclusion goes beyond the classroom.
Despite multiple studies showing the benefits, many people don’t know this learning trick.
Mixing up your learning can lead to massive gains, a new study of academic performance reveals. For years now ‘interleaving’ has been a secret largely confined to researchers. Interleaving means practising or learning different skills in quick succession. When interleaving, tennis players might practice forehands, backhands and volleys altogether.
The Immersive Learning Facility in UQ’s Advanced Engineering Building can accurately simulate multiple engineering scenarios, including high-risk scenarios such as a slope failure in an open-cut mine or a roof collapse in an underground mine.
No one knows that better than Jim Clark, a veteran science teacher who also coached high school basketball for part of his career. Clark isn’t surprised many of his former players stay in touch with him — he still talks to his old high school coach too. “I think if you talk to most coaches they’ll say they stay in touch with a bunch of their guys,” Clark said. “It’s kind of unfortunate that coaching is different from the classroom. Sometimes I think it should be more of the same. When you push kids outside their comfort zone and they realize that it’s made them better, kids appreciate that.
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