As teachers, we’re all trying to better understand how people learn–not now they’re taught in terms of teaching strategies, but more so learning strategies–only not really strategies. Learning actions, or cognitive actions. Strategies for learning.
Self-directed and social learning will undoubtedly be at the core of any sort of future learning–both near and far future. But to improve learning in both self-directed and teacher-centered learning environments, it can be illuminating to look past the activities, projects, and courses to try to see what sort of brain-level actions learners are performing. Like push-ups, wind sprints, and weight training are physical actions that help train an athlete’s body, what kind of cognitive actions train a learner’s mind?
This essay proposes five models of innovation in higher education that expand our "Ideas of the University," envisioning educational start-ups in the spirit of entrepreneurial experimentation. The author seeks to realize each of these feasible utopias as a way to disrupt higher education.
Innovation in education can look like lots of things, like incorporating new technology or teaching methods, going on field trips, rejecting social norms, partnering with the local community. It can be a floating school in an impoverished region, like the one in Lagos, Nigeria. Or it can be a school that's blind to gender, like Egalia, in Stockholm, Sweden.
Professional development can come from a variety of sources–conversation, books, blogs, social media, YouTube, and more–courses, for example. Nanocourses, more specifically.
What’s most appealing about these courses is the low time-investment necessary, combined with the visual elements–examples, models, and other explanations to support what’s being explained. All but two of the following courses for teachers are 5 hours or less in length, and can supplement your reading and school-based PD usefully.
Also note, though we have gone in and hand-picked these courses for relevance and even instructors (Monica Burns, who has published on both TeachThought and edutopia, is among the instructors), these are also affiliate links, which means we get a small percentage of any purchase you might make. To keep this from happening, you can simply go directly to udemy.com and search for the specific course.
"GLEN ROCK, N.J. — In a class full of aspiring engineers, the big bad wolf had to do more than just huff and puff to blow down the three little pigs’ house.
First graders at Coleman Elementary School in Glen Rock, N.J. The district teaches 10 to 15 hours a year of engineering from kindergarten through fifth grade.
To start, he needed to get past a voice-activated security gate, find a hidden door and negotiate a few other traps in a house that a pair of kindergartners here imagined for the pigs — and then pieced together from index cards, paper cups, wood sticks and pipe cleaners.
“Excellent engineering,” their teacher, Mary Morrow, told them one day early this month."
Modern classrooms are teeming with students of varying interests, backgrounds, abilities and learning needs. As educators, it’s important to understand the nuanced differences between the terms personalized, differentiated and individualized learning in order to best meet their needs.
As Chief Content Officer of a learning company, people frequently ask me: “Won’t all of your content eventually be free? After all, when technology enters the market, free is right behind it.” Then they’ll point to something like the music industry, where annual revenues have declined more than $20 billion from their peak over a decade…
Public school libraries have always served an admirable purpose in education. In an indirect way, K-12 libraries have given students support in learning endeavors and been a go-to spot for information...
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