All teachers know a certain type of student: the hibernator. This is the student who walks in and immediately puts down his his or her head, making it very clear they do not want to have anything to do with you, your lesson, or his classmates.
"Of the many eLearning theories that influence the practice, three of them are used by professionals on a daily basis...Practice and theory actually goes hand in hand. This is true not only in instructional design but in any other field or discipline. Theory, far from crippling your practice, will actually help you improve the quality of your eLearning material. While a learning theory won't answer all of your design problems, it offers clarity throughout your process and directs you toward finding solutions."
When I think of change that needs to happen in Education, my immediate thought goes toward student autonomy. To be autonomous as a student is to be able to independently manage the freedom one has in the classroom, while maintaining a harmonious relationship with the teacher.
For a student to be autonomous, a student must realize:
They have a voiceTheir voice mattersIt will be heardIt will make a difference
Treballem utilitzant la Planificació Multinivell i les Intel·ligències Múltiples a l’aula Noemí Munné Reig & Montserrat Pons Balcells 29 Autores: Noemí Munné Reig Montserrat Pons Balcells Professora: Meritxell Cano Universitat de Lleida Lleida, 20 d’abril de 2012 PROJECTE DEL CURS D’INTEL·LIGÈNCIES MÚLTIPLES TREBALLEM UTILITZANT LA PLANIFICACIÓ MULTINIVELL I LES INTEL·LIGÈNCIES MÚLTIPLES A L’AULA.
Vanesa Juarez's insight:
Un bon exemple de planificació multinivell i d'Intel·ligències múltiples.
The different levels of Bloom’s Taxonomy leading from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS) and the possible digital activities that could promote their development.
To ensure productive group work, teachers must communicate expectations, strategically build groups, structure activities, scaffold work with a supportive classroom culture, and stress individual accountability.
It’s hard to blame students for wanting to type notes instead of write them out longhand. Think of how much quicker you can type an e-mail than write a letter: Digital note-taking is simply easier. A paper published online in the journal Psychological Science last month, however, suggests that longhand may actually hold an advantage when it comes to the most important reason we take notes—that is, to help us remember what we’ve heard. What Pam Mueller of Princeton University and Daniel Oppenheimer of UCLA’s Anderson School of Management observed is an illuminating example of what psychologists call “desirable difficulty”—the fact that sometimes, obstacles that frustrate us actually help us learn.
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