Already a member? Log in

Sign up with your...

or

Sign Up with your email address

Add Tags

Duplicate Tags

Rename Tags

Share This URL With Others!

Save Link

Sign in

Sign Up with your email address

Sign up

By clicking the button, you agree to the Terms & Conditions.

Forgot Password?

Please enter your username below and press the send button.
A password reset link will be sent to you.

If you are unable to access the email address originally associated with your Delicious account, we recommend creating a new account.

Links 1 through 10 of 10 by Vance Stevens tagged constructivism

Trevor Przyuski - tension between children’s authentic engagement with personally meaningful work and their struggles with traditional school work. ... offers a model of instructional decision making that favors following the “happy accidents” of authentic engagement over sticking with the teacher’s plans. ... the genius of a lesson plan may be in its failure. If a plan prompts students to follow their interests and passions in taking the work in another direction, then its failure can provide more authentic engagement than its success. ..., we need to make students equal partners in the differentiation of their learning. the big question for me is: how do we shift our mindest and planning practices to prepare for the “accidents” of authentic engagement? Even in a classroom rich with opportunities for authentic engagement, students will make discoveries about themselves and their learning that will take them in unanticipated directions.

Share It With Others!

Trevor Przyuski - tension between children’s authentic engagement with personally meaningful work and their struggles with traditional school work. ... offers a model of instructional decision making that favors following the “happy accidents” of authentic engagement over sticking with the teacher’s plans.

... the genius of a lesson plan may be in its failure. If a plan prompts students to follow their interests and passions in taking the work in another direction, then its failure can provide more authentic engagement than its success. ..., we need to make students equal partners in the differentiation of their learning.

the big question for me is: how do we shift our mindest and planning practices to prepare for the “accidents” of authentic engagement? Even in a classroom rich with opportunities for authentic engagement, students will make discoveries about themselves and their learning that will take them in unanticipated directions.

Share It With Others!

This is so cool, network TV format, expert talking heads, helmet headed moderator, excellent talk with experts on brain cognition learning

Share It With Others!

Share It With Others!

I went back to the drawing board, and came up with the concept of a cycle.

I love the fact that there’s no definite beginning or end, which acknowledges the fact that all teachers come to a school with different history and different needs. Not everyone will need to start with “full collaboration” when they come to ISB because they might have already done something like that at a previous school.

I also like the idea that the cycle builds in a support infrastructure for continuing this process indefinitely - once a teacher has been through the process and reaches the mentoring stage, s/he will go on to be a fully collaborative with another teacher who’s ready on their team, and then that teacher will do the same for another member of the team. This way the learning and experience of one teacher turn into the learning and experience of many - especially important in international schools where we tend to have lots of staff turnover.

Share It With Others!

The past decade has seen an explosion of interest among college faculty in the teaching methods variously grouped under the terms 'active learning' and 'cooperative learning'. However, even with this interest, there remains much misunderstanding of and mistrust of the pedagogical "movement" behind the words. The majority of all college faculty still teach their classes in the traditional lecture mode. Some of the criticism and hesitation seems to originate in the idea that techniques of active and cooperative learning are genuine alternatives to, rather than enhancements of, professors' lectures. We provide below a survey of a wide variety of active learning techniques which can be used to supplement rather than replace lectures.

Share It With Others!

Twittered by Doug Symington - allows teachers to connect in part based on comfort with constructivism etc

Share It With Others!

Web 2.0 Workshops for Sudan, postponed until after January 2008
Vance Stevens, CALL and eLearning Specialist

Share It With Others!

Share It With Others!

Share It With Others!