Get Started for FREE
Sign up with Facebook Sign up with X
I don't have a Facebook or a X account
 Your new post is loading...
Your new post is loading...
Scoop.it!
"Julie Grimm, a teacher at Salem Avenue Elementary School in Hagerstown, Maryland, was concerned that many of her 2nd grade students failed to become engaged in their research projects. She found herself spending lots of time trying to provide the right research framework... Then Julie made one simple shift that disrupted her typical classroom practice and led to a more dynamic learning environment." 
No comment yet.
Sign up to comment
Scoop.it!
Beth Dichter's insight:
This issue of the UKED magazine has one article that you should check out. They surveyed teachers and asked ideas they had found on Twitter and implemented in their classroom. The top 25 are shared in this article, and many include a link to additional resources. There are many that you will know, but there are a few that were new to me (at least, the acronyms the used were). Below is a list of five of the ideas, which they refer to as pedagogies. Check out the link to see a larger version of the image above as well as additional information on each.(And this article starts on page 19 in the magazine.) * FiSH feedback (which stands for Friendly, Informative, Specific and Honest feedback) * DIRT feedback (which stands for Dedicated Improvement and Reflection Time) * Virtual Global Exchanges * Takeaway Homework
Janet McQueen's curator insight,
December 10, 2014 4:32 PM
A resource of ideas that teachers have found implemented in their classrooms. With useful links provided. |
Scoop.it!
"I recently visited Thetford Academy in Vermont (one of the few and interesting public-private academies in New England) where they have a formal and explicit commitment to “experiential learning.” So, the leaders of the school asked me to visit classes that were doing experiential learning and to talk with staff at day’s end about it."
Beth Dichter's insight:
In this post Grant Wiggins discusses that experiential learning does not equal minds on learning. One can learn from their hands, but not engage their mind. He notes (and this is quoted from the post): Many projects, problems, situations, and field trips do not yield lasting and transferable learning because too little attention is given to the meta-cognitive and idea-building work that turns a single experience into insight and later application. How can we help our students engage their minds? Wiggins provides three examples of a series of questions that may help you come up with questions that you could use with your students. Below is the set of questions that he asks students when he visits classrooms:
For the back story on these questions (and to see the others) click through to the post.
Charles Nyakito's curator insight,
December 13, 2014 1:27 AM
For sure when using the experiential method of teaching and learning, the teacher must emphasize what areas of the teaching/learning process the learners must master and transfer or otherwise the learners might simply take the learning for granted. 
John G Mandziuk's curator insight,
April 7, 2015 3:26 PM
We must link learning to student passions to make hands on minds on. |
Learn about the power of question formulation in this post. The information comes from the Right Question Institute, and provides a great overview of how to teach your students to ask good questions. The post is split into the following sections:
* The Power of Question Formulation
* Question Formulation in Practice (which includes)
- Step 1: The teacher designs a question focus
- Step 2: Students produce questions
- Step 3: Students work with open-ended and close-ended questions
- Step 4: Students prioritize questions
- Step 5: Teacher and students discuss next steps for using the questions
- Step 6: Students reflect
* A Catalyst for Deeper Learning
* A Small but Significant Shift
There are also some examples of the question formulation technique from classroom teachers.