Tuesday, November 30, 2010
Monday, November 29, 2010
Wednesday, November 24, 2010
Tuesday, November 23, 2010
Free Technology for Teachers: Three Ways to Cut, Mix, & Mash YouTube Videos
Free Technology for Teachers: Three Ways to Cut, Mix, & Mash YouTube Videos: "Three Ways to Cut, Mix, & Mash YouTube Videos"
Monday, November 22, 2010
Thursday, November 18, 2010
Wednesday, November 17, 2010
Tuesday, November 16, 2010
Monday, November 8, 2010
Tuesday, November 2, 2010
Wednesday, October 27, 2010
Monday, October 25, 2010
Friday, October 22, 2010
Thursday, October 21, 2010
Sec. B. Ch. 2 Pt. 1 - Student Notes
CHAPTER 2
Instruction & Learning
Teacher-Centered
-Deals with planning, delivering, learning and instruction
-Computer as a design tool
-Computer for the design of hard copies
-Computer for projection
Student-Centered
• The computer is an information tool used to create, access, retrieve, manipulate & transmit information.
• Students use the computer on an “as needed” basis
• Students connect with anyone, anywhere, anytime
• Teachers are no longer the only source of information
• Student is the creator, builder, and disseminator of the knowledge. NOT the teacher.
Thanks to Jalisa!
Sec. B. Ch. 1 Pt. 4 - Student Notes
EDIT NOTES- 90% of information at college level is SELF DIRECTED!
Perception-how you view something.
You view: people, your surroundings, the world!
You view with your senses: smell, touch, sight, hearing, taste
Perception is not absolute its relative: changes with every person. Perception about things changes over time with our experiences.
Learning is most concrete when there is a number of connections.
Active learning strategies help kids remember.
Procedural memory a.k.a muscle memory: riding a bike, walking, holding a pencil, tying your shoes, skating, driving a standard vehicle.
BLOOMS TAXONOMY:
1956 - Benjamin Bloom
Knowledge: FACTS
Understanding:
Application:
Analysis:
Synthesis:
Evaluation: ASSESSMENT
From Theory to Application:
~~~ON QUIZ~~~
Appropriate Software:
• Does it meet a curricular needs & goals?
• English/LA-Word Processing, Glogster
• Math-Excel, Notebook software
• Always buy software before your hardware
• No drill and kill
• Constructivist and open ended
Effective Software:
Appeals to many senses Must be toaster technology Must be interesting Lead to permanence Uses the 3 learning modalities - Kinesthetic, Visual, AuditoryThanks to Jalisa!
Sunday, October 17, 2010
Friday, October 15, 2010
Wednesday, October 6, 2010
Tuesday, October 5, 2010
Sunday, October 3, 2010
Thursday, September 30, 2010
Six Keys to Being Excellent at Anything
Here, then, are the six keys to achieving excellence we've found are most effective for our clients:
- Pursue what you love. Passion is an incredible motivator. It fuels focus, resilience, and perseverance.
- Do the hardest work first. We all move instinctively toward pleasure and away from pain. Most great performers, Ericsson and others have found, delay gratification and take on the difficult work of practice in the mornings, before they do anything else. That's when most of us have the most energy and the fewest distractions.
- Practice intensely, without interruption for short periods of no longer than 90 minutes and then take a break. Ninety minutes appears to be the maximum amount of time that we can bring the highest level of focus to any given activity. The evidence is equally strong that great performers practice no more than 4 ½ hours a day.
- Seek expert feedback, in intermittent doses. The simpler and more precise the feedback, the more equipped you are to make adjustments. Too much feedback, too continuously, however, can create cognitive overload, increase anxiety, and interfere with learning.
- Take regular renewal breaks. Relaxing after intense effort not only provides an opportunity to rejuvenate, but also to metabolize and embed learning. It's also during rest that the right hemisphere becomes more dominant, which can lead to creative breakthroughs.
- Ritualize practice. Will and discipline are wildly overrated. As the researcher Roy Baumeisterhas found, none of us have very much of it. The best way to insure you'll take on difficult tasks is to ritualize them — build specific, inviolable times at which you do them, so that over time you do them without having to squander energy thinking about them.
Retrieved from http://blogs.hbr.org/cs/2010/08/six_keys_to.html
Tuesday, September 21, 2010
Sec. B. Ch. 1 Pt. 1 Class Notes
September 20, 2010 EDIT302 B
CHAPTER 1: Constructivism and Behaviour
Constructivism: Interacting with real life experiences to build learning.
-Student centered
-“how we learn in life” (eg. Talking, walking, body awareness, problem solving)
-things children learn without being taught.
-Student centered
-“how we learn in life” (eg. Talking, walking, body awareness, problem solving)
-things children learn without being taught.
Technology is perfect for constructivism, if used properly. It allows the user to learn as they go. The software needs to be open ended to allow for multiple endings and creativity (eg. Glogster, Power Point, Sims, Mind-Mapping, Oregon Trail, video games).
Behaviourism: Teacher-directed approach to learning.
-major criticism: it’s linear
-B.F. Skinner (pg. 6)
-Madeline Hunter (lesson planning and design approach)
-major criticism: it’s linear
-B.F. Skinner (pg. 6)
-Madeline Hunter (lesson planning and design approach)
One third of your instruction should be teacher directed (behaviourist), one third student directed (either constructivism or self directed learning) and one third collaborative (group work).
Behaviourist Constructivist
Teacher-centered Learner-centered
Teacher as expert Teacher as member of learning community
Teacher as dispenser of information Teacher as mentor, coach, and facilitator
Learning as a solitary activity Learning as a social, collaborative endeavour
Assessment primarily through testing Assessment interwoven with teaching
Emphasis on “covering” material Emphasis on discovering and constructing knowledge
Emphasis on short-term memorization Emphasis on application and understanding
Strict adherence to fixed curriculum Pursuit of student questions highly valued
Teacher as expert Teacher as member of learning community
Teacher as dispenser of information Teacher as mentor, coach, and facilitator
Learning as a solitary activity Learning as a social, collaborative endeavour
Assessment primarily through testing Assessment interwoven with teaching
Emphasis on “covering” material Emphasis on discovering and constructing knowledge
Emphasis on short-term memorization Emphasis on application and understanding
Strict adherence to fixed curriculum Pursuit of student questions highly valued
(Chart from page 12 of Forcier book)
*Testing at the end of learning is called “summative”.
*Testing that is interwoven in the learning is “formative”.
*Application and understanding are parts of Bloom’s Taxonomy.
Thanks to Kyley Rumohr for this posting.
Sunday, September 19, 2010
Saturday, September 18, 2010
Thursday, September 16, 2010
Tuesday, September 14, 2010
Sunday, September 5, 2010
Friday, September 3, 2010
Saturday, August 28, 2010
Friday, August 27, 2010
Tuesday, August 17, 2010
Challenge-Based Learning (CBL)
This is so great. All teachers should teach like this.
Visit this link to see the movies and read the stuff from on CBL from Apple's website.
Visit this link to see the movies and read the stuff from on CBL from Apple's website.
Sunday, August 15, 2010
Saturday, August 14, 2010
Monday, August 9, 2010
Sunday, July 18, 2010
Thursday, May 13, 2010
Tuesday, April 13, 2010
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