I
found myself becoming increasingly frustrated in the classroom, less
tolerant, less friendly, and worst of all, sarcastic. As a result, I
became utterly exhausted. Something needed to change. I needed to take a
step back and reflect on what was happening. Why had things changed?
Where had the love gone?
Had the students changed, or was it me?
It was of course me. And it all came down to planning. My lessons were
boring, and so students were naturally disconnected more often. Their
attention waned easily, and inevitably, their behavior deteriorated. As I
looked back over my planning, I saw a lot of attention given to
addressing outcomes, but a distinct lack of focus on deep learning.
I
decided to invest some time into designing a new lesson plan template,
forcing me to explicitly incorporate into my planning elements that I
know work, which engage students, and satisfy epistemology inherent in
me, which is reflected in the image above. Each lesson must incorporate
several strategies that I’ve used to recharge my teaching:
Constructivism
Movement
Collaboration
Differentiation
Constructivism: Who’s Making Meaning?
Does
the learning activity encourage independent learning? Does it allow
students to find the knowledge themselves, or am I giving it to them?
Does it let them build upon existing knowledge by making connections?
Does it involve some sort of inquiry, or problem where questions
naturally and continually emerge, which leads to learning?
For
me, constructivism is key to a successful learning environment. Students
have a natural disposition to inquire, and lessons need to provide such
opportunities. My teaching of late was lacking this. Rather, students
were going through the motions, receiving information and being expected
to apply it. The depth in the learning was missing because the students
hadn’t fought for it themselves. They hadn’t discovered it for
themselves; and so their connection to it was superficial.
In my
planning now I ensure I am not only designing activities that promote
independent thought, but that I also ask pertinent questions that
initiate deep thinking. I also allow space for the likelihood of the
lesson diverging from the track, realizing that that is the nature of
constructivism. I think this is incredibly important: to honour that
students’ interests will demand some veering from the path.
This
doesn’t mean that the intended outcome can’t be reached. It just means
that more time must be factored in, and the teacher must be skilled in
promoting connections to bring it back to the original intention. The
result is a deeper learning experience, as students have been engaged,
and will have more ownership of their progress.
It’s about quality rather than quantity.
Interactivity: Do Students Move? Interact? With What, And Why?
To get students inquisitive, there needs to be suitable stimulus.
Interactivity
is characterized by several elements, from the delivery method of the
information, to the relevance of the learning. Explicitly planning for a
variety of delivery is imperative. Everybody knows VAK, but so often I
under-rate the importance of kineasthetic elements to an activity. And I
don’t believe that writing is a sufficient kineasthetic activity.
Students need to be physically active at some point in the lesson,
whether it be moving around the room consulting other tables’ work, or
adding ideas to a common board.
Even better is if students can
learn about something through the body. For example, the other day in
the Frankenstein unit I am teaching, to explore the idea of
superficiality I had the students create and act out a short scene
exploring the consequences of superficiality in a teen’s life. Yes it
was messier than if I had just given them information, but every student
now deeply understands the theme, as they learnt from their own and
then their peers’ performances. This has now facilitated a deeper
engagement in the text. Of course it’s a lot easier, and manageable, to
ignore kineasthetic learning, but for so many students, it it is at the
expense of engagement.
The learning at some point also needs to
be relevant to the students. This can be achieved either through a
thematic EQ (emotional intelligence) activity, a task based on
interests, or a connection to a real world skill or application. I don’t
care what anybody says: present students with boring resources, and the
lesson will be poor.
Cooperation: Is There Collaboration?
Learning from peers is powerful, and helps strengthen constructivist experiences.
Often,
students will seek their partner’s help to know what to do in a task,
or to check if their learning is actually what was asked of them.
Viewing a lesson back via video shows just how often this actually
happens in a lesson, albeit surreptitiously, and rather than it being
quashed, citing disruption as the rationale, let it flourish. Often,
teachers try to quell such instances, demanding quiet, and individual
learning, but by insisting on this at all times, valuable opportunities
are foregone.
Students having opportunities to view others’ work
from around the room is also effective. It’s one thing to know what the
teacher is thinking, but knowing what their peers are thinking will
spark greater stimulus as they relate, compete, challenge, and reshape
their thinking – and deepen the learning experience. Social media is so
pervasive in students’ lives because it satisfies these very elements.
The massively untapped power of learning via social media will soon
become a thing of the past, as teachers will begin to gain further
access to existing platforms, and as new platforms aimed specifically at
addressing safety for students and schools emerge.
Also, it is
important to be aware of participation in class discussions. Lately,
while some excellent conversations have occurred in my class, only the 5
or 6 participating in the discussion were engaged. The rest were not,
and thus not learning. Asking questions and then getting students to
discuss their thoughts with their partners, and then the table,
encourages everyone to think, before the findings are offered to the
class discussion. Kagan presents some very useful thinking and
strategies in this area.
Differentiation: Just Enough, Just In Time, Just For Me
I
focus on two aspects of this. Firstly, and obviously, is there a range
of expectations in the task? Am I catering for all abilities,
scaffolding certain tasks and providing increased challenge on demand?
Have I consciously placed students on tables to maximize cooperative
learning and to both push and support each other? Secondly, am I
allowing and prompting variation in how students demonstrate their
knowledge and understanding, or is everything written?
As an
English teacher it can seem an overwhelming task to get students’
writing skills to the level required for exam success. However, when we
only focus on such output, we deny students chances to deepen their
engagement in the learning, and ironically, impede the development of
the writing as students lose interest and connection with the subject.
It takes a brave teacher to swim against the tide of teaching to the
test, to trust that deeper engagement and a more well-rounded student
will pay off in the long run (or swim).
But like you, in the name of progressive education, I will continue to do so.
Reflecting On My Own Journey
In hindsight, this last point was actually a significant reason for my disconnection over the last month.
I
lost my spark for teaching momentarily. I lost sight of why I bother to
spend 50 odd hours a week doing it. The learning was becoming
prescriptive, narrow, sterile and shallow. My new lesson plan template
however forces me to be more conscious of the things I value in my
teaching. The template encourages deeper learning, deeper engagement,
and inevitably, deeper satisfaction. Even in the last few lessons where
I’ve been using it, I feel re-energized, and refreshed. I am indeed back
in business.
One of education’s primary goals is to groom the next generation of little humans to succeed in the “real world.”
Yes,
there are mounds of curricula they must master in a wide breadth of
subjects, but education does not begin and end with a textbook or test.
Other skills must be honed, too, not the least of which is how to get
along with their peers and work well with others. This is not something
that can be cultivated through rote memorization or with strategically
placed posters.
Students must be engaged and cooperation must be
practiced, and often. The following team-building games can promote
cooperation and communication, help establish a positive classroom
environment and — most importantly — provide a fun, much-needed reprieve
from routine.
10 Team-Building Games That Promote Collaborative Critical Thinking 1. If You Build it…
This
team-building game is flexible. Simply divide students into teams and
give them equal amounts of a certain material, like pipe cleaners,
blocks, or even dried spaghetti and marshmallows. Then, give them
something to construct. The challenge can be variable (think: Which team
can build the tallest, structurally-sound castle? Which team can build a
castle the fastest?).
You can recycle this activity throughout the year by adapting the challenge or materials to specific content areas.
Skills: Communication; problem-solving
2. Save the Egg
This
activity can get messy and may be suitable for older children who can
follow safety guidelines when working with raw eggs. Teams must work
together to find a way to “save” the egg (Humpty Dumpty for elementary
school students?) — in this case an egg dropped from a specific height.
That could involve finding the perfect soft landing, or creating a
device that guides the egg safely to the ground. Let their creativity
work here.
Skills: Problem-solving, creative collaboration
3. Zoom
Zoom
is a classic classroom cooperative game that never seems to go out of
style. Simply form students into a circle and give each a unique picture
of an object, animal or whatever else suits your fancy. You begin a
story that incorporates whatever happens to be on your assigned photo.
The next student continues the story, incorporating their photo, and so
on.
Skills: Communication; creative collaboration
4. Minefield
Another
classic team-building game. Arrange some sort of obstacle course and
divide students into teams. Students take turns navigating the “mine
field” while blindfolded, with only their teammates to guide them. You
can also require students to only use certain words or clues to make it
challenging or content-area specific.
Skills: Communication; trust
5. The Worst-Case Scenario
Fabricate
a scenario in which students would need to work together and solve
problems to succeed, like being stranded on a deserted island or getting
lost at sea. Ask them to work together to concoct a solution that
ensures everyone arrives safely. You might ask them to come up with a
list of 10 must-have items that would help them most, or a creative
passage to safety. Encourage them to vote — everyone must agree to the
final solution.
Skills: Communication, problem-solving
6. A Shrinking Vessel
This
game requires a good deal of strategy in addition to team work. Its
rules are deceptively simple: The entire group must find a way to occupy
a space that shrinks over time, until they are packed creatively like
sardines. You can form the boundary with a rope, a tarp or blanket being
folded over or small traffic cones. (Skills: Problem-solving; teamwork)
7. Go for Gold
This
game is similar to the “If you build it” game: Teams have a common
objective, but instead of each one having the same materials, they have
access to a whole cache of materials. For instance, the goal might be to
create a contraption with pipes, rubber tubing and pieces of cardboard
that can carry a marble from point A to point B in a certain number of
steps, using only gravity.
Many
children (and grown-ups) enjoy a good mystery, so why not design one
that must be solved cooperatively? Give each student a numbered clue. In
order to solve the mystery — say, the case of the missing mascot —
children must work together to solve the clues in order. The “case”
might require them to move from one area of the room to the next,
uncovering more clues.
Skills: Problem-solving, communication
9. 4-Way Tug-of-War That
playground classic is still a hit — not to mention inexpensive and
simple to execute. For a unique variation, set up a multi-directional
game by tying ropes in such a way that three or four teams tug at once.
Some teams might choose to work together to eliminate the other groups
before going head-to-head.
Skills: Team work; sportsmanship
10. Keep it Real
This
open-ended concept is simple and serves as an excellent segue into
problem-based learning. Challenge students to identify and cooperatively
solve a real problem in their schools or communities. You may set the
parameters, including a time limit, materials and physical boundaries.
Skills: Problem-solving; communication
While
education technology is a basic and crucial component of the 21st
century classroom, educators must still ensure that students are
engaging with each other in meaningful ways. Team-building exercises are
a great way to do this, and because of this, they will never go out of
style.
Aimee Hosler is a writer and mother of two living in
Virginia. She specializes in a number of topics, but is particularly
passionate about education and workplace news and trends. She hold a
B.S. in Journalism from California Polytechnic State University in San
Luis Obispo and is a contributor to several websites including
OnlineSchools.com; 10 Team-Building Games For Kids, Teenagers, or Adults
The Challenge Of Personalizing Learning In Real Time by aghuzt
The
conversation on the need to use student achievement data in education
is fast-tracking its importance in today’s classrooms. But with so much
data now directed at school leaders, teachers and students – how do you
make sense of it all?
First and foremost, it is imperative that
every data point has a face – it is not about the number but about
students and their performance. Student data can only be useful if the
right environment is created with procedures that create conversations
where data is informative, useful and put into practice. For students to
grow and for teachers to personalize instruction – data must constantly
be formative and meaningful.
Here in Clarke County School
District of Athens, Georgia, we are taking steps to truly integrate our
digital learning initiatives with are common planning process using
data. We are forging ahead with designing a new model that relies on
using data for real-time progress monitoring that results in a true
personalized learning environment – no more pre and post test analysis.
This
is a major focus for us, and our district leaders and teachers use new
innovative technology such as Waggle from Triumph Learning to help make
it happen. Waggle is a digital learning platform that monitors student
performance based on practice. Students are presented with a variety of
questions for the subjects of math and English and must continually be
successful (the practice) to be able to move forward. When they continue
to get questions right over time, then they progress to the next stage.
When they answer a question incorrectly, they are able to try again,
and are offered hints and customized feedback to help them find the path
to the right answer.
In this program, seeking the right answer
is a critical skill that is developed. The idea here is to move past
simply telling students if they are right or wrong. Educators now
present them with opportunities that demonstrate the benefits of putting
in the work to increase their understanding of the subjects they are
tasked to learn. Learning how to find answers – productive struggle –
becomes equally important as giving the right answer.
Our new
personalized learning model is moving towards real-time formation. If
educators can create tools that monitor students on an ongoing basis
around proficiency, then administrators like myself don’t have to worry
about the time and focus put on them pre- and post-test. We now can plan
and assess students by monitor growth and progress.
One of the
biggest obstacles with traditional testing methods is that there isn’t
an opportunity to effectively intervene with struggling students until
the results of a test are available. Implementing tools that utilize
real-time formative data helps educators identify students who need more
help mastering the skills that are being taught and to use personalized
interventions to get them where they need to be.
On the other
end of the spectrum, it can also alert educators when students aren’t
being challenged. Students who complete work quickly and accurately have
likely already mastered the skills being presented to them. This
provides the educator with an opportunity to advance students and keep
them engaged by offering them more challenging work.
As I said,
the main goal of formative learning is to help students grow, and when
learning isn’t personalized it makes it that much harder for students to
do that. Students can’t grow when they are discouraged to the point of
giving up or sailing through schoolwork without putting any effort into
it. That’s what makes the productive struggle found in this system such
an effective part of the strategies found in formative learning
environments. Students are able to learn at a pace that helps them
retain knowledge and skills that can build into the next stage of their
academic growth.
Using real time performance information for
planning and monitoring leads to the best alignment of the learning
expectations to students’ personalized needs. And developing the
qualities of determination and endurance to seek the right answer is the
most powerful skill we can provide our students. I am excited to bring
together this process with our partnership with Triumph Learning as
Waggle is being designed for the next generation of learners.
Dr.
Philip Lanoue has worked for the Clarke County School District since
2009 and was an administrator for the Cobb County School District before
that. Under Lanoue’s leadership, Clarke County became a Title I
Distinguished District and received a number of other statewide honors.
He was chosen as Georgia Superintendent of the Year in December and the
American Association of School Administrators’ 2015 National
Superintendent of the Year.
The
sandbox is a place of creativity, cognitive “ease,” and social
interaction. There may be some room for this type of thinking in a
classroom
Syvlia Duckworth’s drawings are becoming a favorite of
ours, due to her playful approach to illustration, and the variety of
ideas she covers in the drawings. She recently illustrated some of our
content —12 Rules of Great Teaching and the Characteristics Of Effective
Technology Users In The Classroom.
In this drawing, she takes
some of Angela Maeirs‘ ideas on communal interactions and unifies them
under the idea of a “Sandbox Manifesto.” Embedded in this thinking are a
lot of the ideas that we promote consistently at TeachThought, from
learning through play, to student-centeredness, to interdependence, and
“messiness.”
These are the characteristics of a playground, where
reduced formality and increased focused on enthusiasm and togetherness
yield a tone of possibility. There is potential, then, in bringing these
characteristics to your classroom as well. Some may not translate
directly, depending on what you teach (content, grade level, etc.), but
if you squint a little, you’ll see the connection.
We’ve included
some examples for each below to jumpstart your thinking, but
note–bringing a “sandbox” approach to your classroom is as much a matter
of tone and purpose as it is tips and strategies. Without the right
frame of mind, you can check every box and still miss the point.
As
a teacher, if you’re not being playful and creative and innovative,
you’re just “doing what you’re told,” and risk conditioning your
students to think the same way.
Bring A Sandbox Approach To Your Class
1. Sharing is caring
Help students make their thinking visible. Share skills and resources in project-based learning.
2. Mess is good
Use inquiry-based learning, where there is no standardized beginning and ending point.
3. Imagination is your greatest asset
Design thinking in projects, creative writing, or non-creative writing that might benefit from creative thinking.
4. Sand is for filling buckets
Use
the resources around you to create something new–a digital photography
portfolio to create an eBook for children, for example.
5. Hugs help and smiles always matter
There
is a tone and atmosphere to exceptional learning circumstances, and
people and their emotions have to be at the center of it all.
6. Take it to the community
Use place-based education. Publish work in the local community. Consider problem-based learning solving local challenges.
7. The community means both friends and strangers
Digital
citizenship is about people and their connections, not friends and what
they “prefer.” Create projects that require students to work together
with those that may not be their first choice, and then help frame that
work so both can be comfortable and successful. Also, help students
“think globally” by realizing the way they impact total strangers in a
scenario-based learning project, for example.
8. You have one job–be remarkable!
In
a “Sandbox approach,” the goal isn’t to prove you have “mastered” the
standard, but that you’ve let your truest “Self” shine through. Imagine
how this one alone could change a classroom! A digital video project
where the big idea is to illuminate the part of themselves no one seems
to see!
9. You are the master of your fate and the captain of your soul
Help
students take control of their own learning–self-directed learning, for
example, or a Maker Education project where the work can’t survive
without them and their cleverness and ingenuity.
10. Play is the work. Play on purpose. Live the manifesto
Yes,
we can learn through play–but it’s also true that play can be the goal,
not just the means. Playfulness with an idea, theory, tool, or group is
the sign of a mind at ease, in control, and thinking creatively. Play
is both a cause and an effect of great learning! Help students use
ongoing and personal platforms–blogs, businesses, learning simulations,
video games and more–to make play a habit.
25 Random Thoughts About Teaching & Learningby danaghustThe picture? It's Spring, and I missed the sun.On to the random thoughts ... That #makered is as much a tone as it is a trend. Every school and district needs a "Chief Change Officer." That "screen time" may be an under-studied phenomenon worthy of some research. Meerkat That is pretty amazing-and has stunning potential. That in terms of function, it is not markedly different from Google+
Hangouts or Skype, but Because it ties to twitter and forces you to
record and share live and is not prefaced with "Google," it seems more
interesting.
That learning starts with the student, not a standard or folder. That this is hard to actuate in a class of 32. That how we plan and teach today makes it pretty much impossible. And that this-if both true in any sense, and communally understood-means we're producing mediocrity on purpose.
That so many #edtech developers with decent ideas do not understand the need for visibility, testing, feedback, and ecosystem. Marketing, too. (And that "boot strap" and "start-up" mislead a lot of folks into pushing forward with bad ideas.)
That edtech is focused almost exclusively on automating and digitizing the existing classroom. That unlike the lower end of Bloom's Taxonomy, the lower end of the samr the model is not a great place to be.
That there is nothing wrong with memorization.
That Apple's Apple Watch event was more awkward than usual, and that
Reviews their 18 carat gold Apple Watch should, once and for all,
deflate the argument Apple is for Education.
That mobile learning is already here, and if we can not design with it in mind, we're already behind.
That education buzzwords diminish because of Reviews their understanding reductive effect. Easier to talk "1: 1" than it is learning models Realize that 1: 1 potential. That this is not limited to # edtech-the term "best practice" has done this for years.
That there is more attention on and enthusiasm for progressive, 21st century learning than ever before.
That one can perceive a shift from Apple to Google in the preferred
edtech brand, but that Microsoft is still killing both in terms of
usage.
That it's not as simple as "What's best for the kids." Unsustainable approaches to education are, well, unsustainable. For everyone.
That parents need help understanding education. That the fact that they do not is the fault of education.
That fault does not really matter.
That in 2015, anyone can create almost anything, for any reason, with anyone.
That the best answer is not always the most popular. That in fact, they're Often inversely proportional.
That precedes the common language shared vision, the which precedes mutual progress.
Believes that what a teacher school "is for" will Dictate the tone and terms of Reviews their teaching. That this is somewhat adjustable, but not entirely accessible Because it's at the belief level of a person.
That simulations are not only potent, but Often too simply conceived. What would a simulator racism look like, for example? What would it allow students to toy with? What constructs would it allow students to feel free in testing, shedding, and / or clutching to?
That teaching should not be an endurance contest; learning should not be a "grind."
That you'll know it when you see it.
That you're pretty spectacular for doing what you do, improving every
day, and choosing to take an active role in something bigger than
yourself.
That learning can be addictive-should be addictive. Get it right, and you can not get enough.
Snapshots Of Understanding? 10 Smart Tools For Digital Exit Slips by Ryan Schaaf, Assistant Professor of Technology, Notre Dame of Maryland University Do they get it? After an instructional lesson is over, educators are left with a classroom full of students looking at them. Did my students get the lesson? Are there any ideas, concepts or skills they are still unsure of? Do my students have any misconceptions about the lesson and its content? Do I have to review anything tomorrow? These are just a few of the questions of reflective educators are left to contemplate after the bell has rung. In
truth, many of reflective Reviews These questions are left asking
Themselves educators can be addressed if they use an exit ticket. Exit Tickets are a simple, quick and insightful oftentimes formative assessment methods employed close to the end of a lesson. It is a simple task that requires learners to answer a few questions
or perform tasks Certain explored during the learning process. The format of an exit ticket varies. Educators can use a variety of question / activity types. There
are multiple choice, true or false, short written response, matching,
cloze (fill in the blank) and surveys or polls to name but a few. In
terms of classroom implementation, exit Tickets should be short,
Concise and engage learners in a review of the skills, concepts and
experiences explored during the lesson. They are Also ideal for continuing the learning into the next class -
many educators begins with the exit of Tickets from the previous lesson
to activate students' previous knowledge. In
the age of digital learning, exit Tickets are no longer confined to
small slips of paper collected by educators as students leave Reviews
their classrooms (Although this method is still fine). There are numerous digital tools at the disposal of educators to
collect this valuable performance of the data from their students. Here are ten digital exit slip tools to choose from. Snapshots Of Understanding? 10 Smart Tools For Digital Exit Slips
Google Forms Educators can set up exit Tickets with varying question types and submit requests to Participate via email or sharable link. Recent upgrades now allow questions to include images and You Tube links. All of participants will have Reviews their responses populate a single spreadsheet. Educators will be Able to review every single exit ticket on the same document.
SocrativeSocrative
lets educators assess Reviews their students with educational
activities on tablets, laptops or smartphones (ideal for BYOD
environments). Through the use of real time questioning, educators and students
alike can visualize the Data to the make decisions about upcoming
learning.
Plickers While using Plicker cards, students are Able to provide answers to Reviews their teacher's questions. The educator can use a smart phone or tablet to capture student responses and the app collects and reports the data.
Twitter Ideal
for older students, educators can ask students to post a 140 character
summary of today's lesson and allow the discussion to transpire after
the class has ended Officially.
The Changing Role Of The Teacher-in Personalised Learning Environments by Amy Moynihan, Ph.D. Candidate at The University of Virginia via Hanover ResearchToday's students are studying and learning differently - a change confirmed by the widespread adoption of digital studying. Our recent study found that 81% of college students use mobile devices
(such as smartphones and tablets) to study, the second most popular
device category behind laptops and up 40 percent in usage since 2013. Further, research validates the use of mobile technology in education. In
fact, our same study found that 77% of college students feel the use of
adaptive technology helped them improve Reviews their grades. As technology proliferates education, research supports the notion
that overall student achievement will improve as students gain the
ability to learn at their own pace with a variety of teaching styles and
formats available to them. Our
research on college students implications for technology presents many
districts as they prepare students to succeed in their collegiate
careers - where technology is confirmed to play an integral role. As the growth of mobile technology in studying is anticipated to
continue, schools, districts, and institutions need to strategize how to
adapt Reviews their infrastructure, while teachers will want to
Consider ways to incorporate mobile learning into Reviews their
curriculum. Technologically-based tools provide opportunities for students to learn both in and out of the classroom. The
use of technological innovations such as cloud computing, mobile
learning, bring-your-own-device (BYOD) policies, learning analytics,
open content, and remote or virtual laboratories provide flexibility in
the personalization of learning, while learning capabilities Also
expanding beyond the classroom walls. Teaching our Next Generation of Learners: Innovations and Strategies Several representative examples of innovations Reviews These are highlighted below. Learning anywhere: Transforming the action of learning into a 24/7
activity through the widespread adoption of education resources
available via smart phones, tablets, adaptive learning tools, virtual
reality platforms, and video games. ePortfolios: Creating an electronic continuum of work that captures
student performance on traditional types of assessments, as well as
evidence of project-based learning, and the development of 21st century
skills. Gaming to learn: Integrating play-based learning concepts to benefit
cognitive development, increase of students' attention spans, and
improve overall engagement. Research-based technology investments: prioritizing data-driven evaluations of past and future technology investments by
Developing front-and back-end data capture mechanisms to gather
information regarding the impact of technologies on teacher
effectiveness and student achievement; Using Data to Evaluate rigorously technology investments; and Holding vendors accountable for the teaching and learning outcomes they promote. Through
the ability to mimic and improve upon in-person classroom instruction,
adaptive learning platforms provide individualized instruction and
assessment to each student - a feat that would be extremely difficult,
for teachers to Accomplish in a class of 20 or more learners. Adaptive learning platforms provide instruction that is specific to individual students' needs in a cost-effective manner. The
personalized learning loop adaptive platforms adhere to the which the
student uses the data to adjust the content to individuals' specific
needs, assess students to ascertain learning is growth, and then use
this feedback to further inform instruction. Research
shows this Allows Reviews their classroom teachers to devote time to
subjects and students in need of additional attention. Other benefits include the frequent provision of formative evaluation,
effective feedback, concept mapping, and mastery-based learning. The
changing uses of technology require that teachers adapt Reviews their
methods of instruction as a result of student-directed learning. In
response, teachers must shift from being holders and distributors of
knowledge to becoming instructional facilitators who encourage students
to direct Reviews their own learning.
Components of Teachers' Shifting Roles Of comparable importance, though, are the benefits that the implementation of new technologies can have on teachers Themselves. Several tools are explicitly designed to support teachers. Learning
social networks, e-portfolios, and cloud computing platforms allow
teachers to collaborate virtually to discuss best practices Among
teachers. For example, learning analytics might help teachers assess students' instructional needs; teachers may gather instructional content from open content sources; and personal learning networks may help teachers combine and exchange
instructional strategies.While the recent changes to the K-12 education
landscape are primarily technological in nature, successful
implementation of Reviews These tools is dependent upon teachers. Hanover
Research's 2014 trends in K-12 education reiterate this emerging
educational focus not just on technology, but Also on the need to
provide support systems to help teachers adopt and implement technology
within the classroom. This
trends analysis illuminates the rising focus on selecting and
evaluating learning assessment tools to confirm Reviews their impact on
student achievement. It also indicates the increasing need for benchmarking strategies to
provide teachers with Appropriate carve outs for collaboration time and
professional development. As
the Next Generation Movement continues, teachers will continue to play a
critical role in the implementation and success of new and emerging
technologies. The effective application of adaptive technology hinges on the ability
of teachers to adapt to and thrive In These changing times. Learn more about new developments in the Next Generation Learning
movement and trends in EdTech by viewing Hanover's 2014 K-12 Education
Market Leadership Report, or let us know your thoughts in the comments
section below. Amy Moynihan, a Content Manager at Hanover Research, is currently a Ph.D. candidate in Higher Education at The University of Virginia Curry School of Education. Also she holds a M.Ed. in Social Foundations from The University of Virginia Curry School of Education and a BA from Columbia University, majoring in American History. Amy's
work experience includes serving as a Graduate Research Fellow at the
Federal Executive Institute (FEI), the leading leadership development
center in the federal government and Fight Crime: Invest in Kids, a
national bi-partisan nonprofit organization focused on improving the
lives of children , Connect with Amy via email at amoynihan@hanoverresearch.com; The Changing Role Of The Teacher-in Personalised Learning Environments; image attribution pixabay
How the Activity Works Learning Theoryby Steve Wheeler, Associate Professor, Plymouth Institute of EducationThis is number 8 in my series on learning theories. My
intention is to work through the alphabet of psychologists and provide a
brief overview of each theory, and how it can be applied in education. In the last post we Examined the various educational theories of John Dewey Including experiential learning.In this post, we explore the work of Yrjo Engeström on Activity Theory. This
is a simplified interpretation of the theory, so if you wish to learn
more, please refer to the original work of the theorist. Activity
Theory (AT) Originated in Soviet Russia from the work of Vygotsky and
Leont'ev on Cultural Historical psychology and Rubenstein and others on
related neuropsychological perspectives. It is a complex theory, the which draws on a number of disciplines and it has far reaching implications for education. The
Scandinavian school of thought that has developed around Activity
Theory is arguably the most Referred to in the literature and is largely
based on the work of Yrjo Engeström.
How the Activity Works Learning TheoryEarlier
Vygotsky's concept of mediation, the which encompassed learning
alongside others (Zone of Proximal Development) and through interaction
with artifacts, was the basis for Engeström's version of Activity Theory
(known as Scandinavian Activity Theory). Engeström's approach was to explain human thought processes not simply
on the basis of the individual, but in the wider context of the
individual's interactions within the social world through artifacts, and
speci in situations where activities were being produced.In
Activity Theory people (actors) use external tools (eg hammer,
computer, car) and internal tools (eg plans, cognitive maps) to Achieve
Reviews their goals. In the social world there are many artifacts, the which are seen not
only as objects, but Also as things that are embedded within the
culture, with the result that every object has cultural and / or social
significance.Tools
(which can limit or enable) can also be brought to bear on the
mediation of social interaction, and they influence both the behavior of
the actors (Reviews those who use the tools) and Also the social
structure within the which the actors exist (the environment , tools, artifacts). For further reading, here is Engeström's own overview of 3 Generations of Activity Theory development. The first figure shows the Second Generation of AT as it is usually presented in the literature.The first figure is my interpretation in relation to digital presence,
community and identity, while the latter is based on Engeström's work.How It Can Be Applied In EducationTeachers should be aware that everything in the classroom has a cultural and social meaning. The
way children Interact with each other and with the teacher will be
mediated (influenced) by objects such as the whiteboard, furniture,
technology, and even the shape, size and configuration of the room. Also this includes characteristics such as its ambient lighting and noise levels. Learning Occurs within Reviews These Contexts, and usually through specific activities.Teachers
should Ensure Reviews those activities that are relevant and iterative,
incremental providing students with challenges that they can engage
with at a social level, so that the entire community of learners extends
its collective knowledge through the construction of meaning. Teachers
should Also be aware that tools can limit as well as enable social
interaction, so must be applied wisely and appropriately to promote the
most effective learning.
Research-Based? When A Lab Is Not A Classroom by Judy Willis M.D., M.Ed., radteach.com Neuroscience research about the learning brain has guided the development of powerful, individualized learning tools. The
challenge lies in selecting the best edtech tools when commercial
interests invalid use of scientific claims to support Reviews their
products. My previous blog addressed the available "consumer report" sources to guide you to effective edtech tools. Since there are many products not yet evaluated, this post is intended
to offer thinking to help Recognize Deceitful claims and unreliable
experts. As an educator, you can be alert for Several tip offs to probable
false claims or false "authorities." Three of the more common examples
of misleading neuroscience research of edtech products are summarized
below. A Lab Is Not A Classroom This is one of the more pervasive fallacies-of logic and marketing. As with teaching and learning, the transfer is everything. If promoters claim that the product or program is "proven by brain research," their assertions are simply not true. Laboratory neuroscience research can not be proof of what will happen in a classroom or with any one student. Lab
research can only be suggestive beyond the lab, research labs as is
done in very controlled conditions with only one changing variable. The outcomes of Reviews These controlled lab studies can not promise the same outcomes outside the lab walls. The
variables in the real world, such as student age, socioeconomics, class
size, time of day, background knowledge, years of teaching experience,
and so on, are not evaluated in the lab. Lab research, therefore, reports results in the very controlled subject group and testing system. Reviews These results can be very useful in guiding strategies and
products designed to produce Similar benefits as found in the research
lab, but Reviews those results can not be promised. Valid claims do not state that the product is proven by lab research. They appropriately acknowledge that the product design is guided by Interpretations of the laboratory research outcomes. Fun To Believe Some of the myths persist Because they're compelling; they sound credible and can be fun to believe in. Consider
the financial and Socioeconomic costs from the resulting commercial
products falsely claiming neuroscience proof that all learners need what
they offer. An example was the bogus, but Instant confirmation-commercialized, left / right brain neuromyth. Considerable sums were spent by individuals and school districts for
programs claiming to provide "critical activation of both sides of the
brain to Overcome the deficiencies of weak right or left brains
intelligence or holding back student success." There was never any supporting Reviews These claims neuroscience research. Evaluations
of Reviews These products revealed that activities such as crossing the
right hand over to tap Reviews their left shoulder in order to send
brain signals to Strengthen the "weak" side of the brain did nothing at
all. Decades
for Neuroscience has demonstrated that all brain activities requiring
cognition transmits neural signals across the two sides of the brain so
that physical left / right activities are not only completely
unnecessary, but Also useless wastes of time Compared to the benefits of
physical education with aerobic activities using games for exercise and social emotional skill-building. The sad outcome of beliefs in neuromyths, such as Reviews These, goes beyond the economic drain. The
falsehoods they perpetuate undermine valid neuroscience research and
the make educators skeptical of using valuable products that really are
supported by good research. The "next big thing" is Often no thing at all, the which has a
boy-who-cried-wolf effect when truly useful and well-designed platforms,
tools, and thinking emerge. 'Spurious Correlation' Just because two measurements are highly correlated, it does not confirm is a cause and effect relationship. According
to US Census and USDA Data there was consistent correlation of over 99%
between the yearly divorce rate in Maine and the per capita consumption
of margarine. Just because Reviews These two variables tracked each other closely over time, it did not mean that the caused the other one. In other words, correlation does not equal causation. (A great website to explain that statistic and lots more examples to
build student critical analysis is "Spurious Correlations.") Even
if the controlled studies in the lab show benefits learning outcome
measurement in the group using a learning product, that research can not
PROVE that use of the product will Engender learning outcomes in any
individual student improvement in a real school. There are too many variables, as Noted above, that come into play once
research findings are diluted into claims beyond the highly controlled
lab in the ivy tower. Awareness
of Reviews These patterns can help you avoid the frustration of
valueless products and prepare you for making good choices from the
increasingly available and truly effective edtech (and non-edtech)
products, curriculum, and programs.
