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.)
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.
The ideas in this 100 year old book by John Dewey, now available for free online, are still fresh today. There's something disturbing about that.
"The following pages embody an endeavor to detect and state the ideas implied in a democratic society and to apply these ideas to the problems of the enterprise of education. The discussion includes an indication of the constructive aims and methods of public education as seen from this point of view, and a critical estimate of the theories of knowing and moral development which were formulated in earlier social conditions, but which still operate, in societies nominally democratic, to hamper the adequate realization of the democratic ideal. As will appear from the book itself, the philosophy stated in this book connects the growth of democracy with the development of the experimental method in the sciences, evolutionary ideas in the biological sciences, and the industrial reorganization, and is concerned to point out the changes in subject matter and method of education indicated by these developments."
Why don't even the brightest students truly grasp simple science concepts? These video programs pick up on the questions asked in the Private Universe documentary and further explore how children learn. Based on recent research, as well as the pioneering work of Piaget and others, Minds of Our Own shows that many of the things we assume about how children learn are simply not true. For educators and parents, these programs bring new insight to debates about education reform.
Duke is captivating, and he makes a clear argument that students don't learn what we think we teach because they're too busy learning what we're actually teaching, which is, often, that precision is more important than understanding and that grades matter. The solution, he argues, is to teach, over and over, the things that we actually want our students to remember after the semester is over. And, that we should not defer learning about "The Good Stuff" until after they've suffered through boring prerequisites. Instead, we should teach the good stuff first and teach what we really enjoy.
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."
Learning lurches between extremes: the formal v informal, didactic v discover , self-paced v social, teaching v learning. But is there a bridge between these extremes, something that cleverly combines teaching and learning? Over the years, starting with Judith Harris’s brilliant (and shocking) work on peer pressure, then Eric Mazur’s work at Harvard but also through several presentations at a recent JISC E-assessment conference, I’ve been smitten by peer learning. The idea is to encourage learners to learn from each other. Compelling arguments?
(Ed. Note: This might be how to make the assignment talk back.)
We learned several things about Bermuda that Abby hadn't found in her initial search for "10 facts", including that they catch rainwater from their roofs for all of their fresh water, that girls like playing "netball," and that each house is only allowed to own one car. She also got to see what the roofs and houses looked like, and what Shannon and his wife (and their house) looked and sounded like. Ultimately Abby combined this new information with what she already had, came up with her 10 facts, and we printed out the Google Doc to staple to the homework worksheet. (Yes, I know, but sometimes it's just easier to print and staple than perhaps cause problems by asking to turn it in electronically. She also made a blog post.)
So, which is Abby more likely to remember, the facts she found from a couple of websites, or the 15 minute conversation with Shannon and his wife? (After we hung up we were talking about collecting the rainwater for all their water needs and Abby said, "Wow, they must get a lot of rain." I'm thinking that has more of an impact than reading their annual rainfall in inches.) Which one gave her a better feel for what it was like to live in Bermuda? Which is more likely to encourage her to be curious about the world around her?
What assignments of your own could perhaps be revisited? How can you help connect your students to the wider world around them?
A statement of a learning objective contains a verb (an action) and an object (usually a noun). The verb generally refers to [actions associated with] the intended cognitive process. The object generally describes the knowledge students are expected to acquire or construct. (Anderson and Krathwohl, 2001, pp. 4–5) The cognitive process dimension represents a continuum of increasing cognitive complexity—from remember to create. Anderson and Krathwohl identify 19 specific cognitive processes that further clarify the bounds of the six categories (Table 1).
Sharing your scoops to your social media accounts is a must to distribute your curated content. Not only will it drive traffic and leads through your content, but it will help show your expertise with your followers.
How to integrate my topics' content to my website?
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Creating engaging newsletters with your curated content is really easy.