How does new media facilitate and support deep learning? Resources gathered here have a distinct "research into practice" flavour. (I'm trying to take "curation" seriously; I add to this resource very slowly.)
Few people have ever had the depth of understanding of George Polya about teaching, learning and pedagogy; especially as it applies to mathematics.
"I wish to talk to you about the teaching of mathematics in the primary school. In fact my talk will consist of two parts. In the first part I will talk about the aims of teaching mathematics in the primary school. And in the second part, how to teach it."
Integrating Mathematics and Pedagogy (IMAP) is a federally funded (IERI), 3-year project designed to integrate information about children's thinking about mathematics into mathematics content courses for college students intending to become elementary school teachers.
The IMAP researchers will study how students' participation in a Mathematics Early Field Experience (MEFE) affects their beliefs about mathematics and its teaching and learning as well as their mathematics content learning.
Darren Kuropatwa's insight:
Interesting connections between students ideas about and (mis)understandings of mathematics. For informative for instruction vis a vis "Starting from where the student is".
"Use student-centered teaching strategies that nurture students' literacy and critical thinking skills within a respectful classroom climate. The strategies suggested here can be used with students of all ages with any academic content."
Robin Good: Mobento is a hub of curated educational video clips integrating a special search engine capable of finding any word spoken inside the video collection and of visualizing where the words were spoken on a timeline.
From the official site: "This is a library and a library has librarians. That’s us. We’ll be rigorous in only uploading high quality, fascinating videos from established academic institutions and learning organizations."
It may sound like I'm selling snake oil, but I actually do have one trick that, at no cost, can transform your classroom or public speaking event, whether a seminar or a lecture, whether for 8 year olds or doctoral students, CEOs or senior citizens. You can try this tomorrow, and turn the biggest lecture into an interactive, collaborative experience without so much as an investment even in clickers or a projector. I've used it in most of the 55+ presentations I've given this year for my book Now You See It and I've used it in my classes. Here is the expensive version. It requires the swank new technology called "index cards"
The Journal of Interactive Technology and Pedagogy (JITP CUNY) is an interdisciplinary academic journal whose mission is to promote open scholarly discourse around critical and creative uses of digital technology in teaching, learning, and research.
Under a learning-centered approach, the instructor retains “control” of the classroom, but thought is regularly given to: (a) how well students will learn the material presented, and (b) the variety of pedagogically sound methods that may be employed to help the students better understand the core information to be learned.
There is now strong empirical evidence that active involvement in the learning process is vitally important in two areas: (a) for the mastery of skills, such as critical thinking and problem-solving and (b) for contributing to the student’s likelihood of persisting to program completion (Braxton, Jones, Hirschy, & Hartkey, 2008; Prince, 2004). Below are a few strategies that can be used by faculty in a wide variety of courses.
Harvard's great teachers speaking about what matters most to them - teaching and learning in the classroom and on campus.
Harvard University students speaking about what it means to be taught by world-class faculty, their own contributions to this project, full-length lectures and seminars in the classroom, students and teachers engaging in performances and discussions, and so much more.
Cognitive psychology has much to contribute to our understanding of the best ways to pro- mote learning and memory in the college classroom. However, cognitive theory has evolved considerably in recent decades, and it is important for instructors to have an up-to-date under- standing of these theories, particularly those—such as memory theories—that bear directly on how students absorb new information. This article offers a non-technical overview of major theoretical ideas on memory, geared to instructors who want to optimize their teaching to take advantage of the way human memory works. Relevant theories of short-term and working memory are reviewed, with particular attention to how these have been refined and changed in recent years. Long-term memory is also discussed, with emphasis on the concept that human memory is an adaptation shaped by natural selection, an idea that instructors can use to create more memorable learning experiences. Lastly, the article presents a set of predictions regard- ing future trends in teaching-related cognitive theory; these include an increasing emphasis on the role of attention in memory, new understanding of the limitations of working memory, de-emphasis on perceptual learning styles and increased emphasis on frequent testing.
Each two-page How To sheet includes an introduction to a teaching and learning topic, best practices and ideas, supporting research, and references. Included below are also one page guides to a variety of teaching topics.
A useful guide, with video exemplars, for teachers thinking about how to meaninguflly use technology to support teaching & learning in the classroom.
The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal directed (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells.
What is in each cell?
Within each cell of the Matrix one will find two lessons plans with a short video of the lesson. Each lesson is designed to show the integration of technology in instruction and classrooms as well as the Arizona Educational Technology Standards.
Examples Find out how other Duke faculty use technology in their teaching in our examples section.
Assessment Assessment frequently refers to the measurement of individual student learning outcomes or the effectiveness of a teaching strategy. Get tools, ideas, and strategies for supporting your assessment and evaluation needs.
Teaching Strategies What strategies work best when introducing technologies into class activities? These quick guides help with sorting through the choices and options faced when planning a class activity, pointing to strategies and resources that can be useful to reach instructional goals in your course.
Instructional methods are used by teachers to create learning environments and to specify the nature of the activity in which the teacher and learner will be involved during the lesson. While particular methods are often associated with certain strategies, some methods may by found within a variety of strategies. A sampling of instructional methods with accompanying explanations are presented in this website.
Who's better at teaching difficult physics to a class of more than 250 college students: the highly rated veteran professor using time-tested lecturing, or the inexperienced graduate students interacting with kids via devices that look like TV remotes? The answer could rattle ivy on college walls.
A study by a Nobel Prize-winning physicist, now a science adviser to President Barack Obama, suggests that how you teach is more important than who does the teaching. He found that in nearly identical classes, Canadian college students learned a lot more from teaching assistants using interactive tools than they did from a veteran professor giving a traditional lecture. The students who had to engage interactively using the TV remote-like devices scored about twice as high on a test compared to those who heard the normal lecture, according to a study published Thursday in the journal Science. The interactive method had almost no lecturing. It involved short, small-group discussions, in-class "clicker" quizzes, demonstrations and question-answer sessions. The teachers got real-time graphic feedback on what the students were learning and what they weren't getting.
Hybrid Pedagogy is an academic and networked journal on teaching and technology that combines the strands of critical and digital pedagogy to arrive at the best social and civil uses of technology and digital media in the classroom.
You'll need to understand French to learn from this story. It'll be worth your time.
Depuis quelques semaines, un gros buzz sur le web consiste en cette expérience de «pourriture» du web mise en place par un enseignant Francais. J’ai lu plusieurs réactions et commentaires. Certains sont d’accord avec cet enseignant alors que d’autres sont tout simplement indignés par son comportement.
Je crois qu’il y a deux éléments à considérer ici.
Originally, I intended to include a worksheet activity where rational expressions and geometry are combined. This did not work out as we did not have time. I feel as though this "running out of time" phenomenon is going to be a common theme as my teaching career progresses. However, I showed the substitute my activity, she loved it, and she told me she is going to assign it for homework over the weekend so that I can collect it on Monday and see how the students do. Check it out:
(Free online collection of essays on effective math instruction.)
Literacy Strategies for Improving Mathematics Instruction by Joan M. Kenney, Euthecia Hancewicz, Loretta Heuer, Diana Metsisto and Cynthia L. Tuttle
Preface Chapter 1. Mathematics as Language— by Joan M. Kenney Chapter 2. Reading in the Mathematics Classroom— by Diana Metsisto Chapter 3. Writing in the Mathematics Classroom— by Cynthia L. Tuttle Chapter 4. Graphic Representation in the Mathematics Classroom— by Loretta Heuer Chapter 5. Discourse in the Mathematics Classroom— by Euthecia Hancewicz Chapter 6. Creating Mathematical Metis— by Joan M. Kenney
memory matters, even for those of us teaching the most complex cognitive skills we can imagine. Given its importance to our work in higher education, I sought help from Miller, first of all, in thinking about how her research might apply to the design and presentation of college courses.
"The mind isn't a sponge that absorbs whatever disjointed information we happen to pick up through our senses," she said. "Rather, we acquire information from the environment that we (a) understand, and (b) care about. It follows that when we design our courses, we should start by asking ourselves how we will capture and direct students' attention, and then plan how we will frame the information in a meaningful, interpretable way. This is different from the traditional approach of starting with the material to be covered and how we plan to spread it out over the course of the semester."