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Scoop.it!
If I could ensure that kids come away from science class with one thing only, it wouldn’t be a set of facts. It would be an attitude—something that the late physicist Richard Feynman called “scientific integrity,” the willingness to bend over backward to examine reasons your pet theories about the... 
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Scoop.it!
What can we do in the classroom to help our students to become engaged in their work, to be fully involved? This post is a follow-up to one written in June 2011, and provides a "variety of strategies and approaches" you may try to help move students from being on-task to being engaged. To whet your appetite, here are the first two.
* Ask questions that don't have right or wrong answers. Seek student opinions, allow argumentation, encourage persuasion, and teach students how to disagree and debate in a positive way.
* Strike a balance between praise and feedback. Grant Wiggins, co-author of Understanding by Design points out that praise, "Keeps me in the game, but doesn't help me get any better." While praise may encourage effort, specific feedback is necessary in order to truly learn and grow.
To read the article from June 2011, which has seven strategies/approaches: http://ascd.typepad.com/blog/2011/06/on-task-doesnt-mean-engaged.html ;
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Scoop.it!
A good eLearning course requires the right combination of learning events. But what are these exactly?
Beth Dichter's insight:
Although this infographic is geared to eLearning courses the same types of learning events should also be found in the classroom that is face2face. The eight learning events discussed are: * Imitation * Reception * Guidance * Exploration * Experimentation * Creation * Self-Reflection * Debate or Animation Does your classroom incorporate these learning events? Do you have strengths in some areas asn weaknesses in others? Do your students demonstrate strengths or weaknesses that might suggest different activities? eLearning is something that many forecast as happening in public schools over the next 3 to 5 to 10 years. Considering these eLearning events today may prepare us to be better teachers tomorrow.
Sue Alexander's curator insight,
April 3, 2014 10:23 AM
eLearn or in the classroom, as we look for ways to engage with content, these events give us choices in the type of transfer we expect in a lesson. Valuable resource in my UbD journey. 
David Baker's curator insight,
April 3, 2014 11:36 AM
The infographic is a good summary but the blog is even better as a description. |
Have you heard about the concept of a paradigm shift? This happens when new information comes in that does not fit what we expected. Unfortunately in many cases we choose not to see this lack of fit, and ignore the information. This post looks at this type of issue but suggests that you have students look it as "surprises" and notes that "we need to actively look for signs that our assumptions are wrong..."
How can we do this? Try creating a "Surprise Journal" with your students. Based on one teacher who has done this consider having your students (and you) look for moments of "surprise." Have them respond to two questions:
* Why was this surprising?
* And what does that tell me about myself?
This teacher has collected over 1,000 moments of surprise and shares a few of them in this post.
Here is his statement about how it changed his classroom culture (quoted from the post):
“In the class culture, acknowledgement that you are mistaken about something has become dubbed a ‘moment of surprise’ (followed by a student scrambling to retrieve their journal to record it),” he wrote to me. “As this is much more value-neutral than ‘I screwed up,’ the atmosphere surrounding the topic is less stressful than in previous years.”