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Twitter / 61WatsonWarrior: #ctedchat What are you? How …
HT @scitechyedu
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“Undergraduate students that join VIP teams earn academic credit for their participation in design/discovery efforts that assist faculty and graduate students with research and development issues in their areas of expertise.”
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The Maker Movement Conquers the Classroom — THE Journal
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“When kids and teachers are given an opportunity to make, to create,” Moran said, “all of a sudden you see people becoming passionate about who they are as learners.”
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22 Things We Do As Educators That Will Embarrass Us In 25 Years
HT @SAISNews #Priceless
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Teachers as Technology Trailblazers: Personalizing PD: It’s About Empowerment; Not Tools
“The magic ingredient for personalized learning isn’t prescriptive content; it’s empowerment.”
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if you’re defining personalized learning as targeted content delivery, you’re missing the mark.
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the process must “begin with the learner.” This means that the learner is integral to creating the goals, tasks, and methods by which learning actually happens.
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The magic ingredient for personalized learning isn’t prescriptive content; it’s empowerment.
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When people decide what they want to learn, individualized ownership creates the magic.
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As we select the tools that will help us grow the capacity of educators, personalized learning should be considered. But rather than pick tools that prescribe the type of learning that should take place, perhaps we should use our resources to truly answer the following question for every teacher: What do you want to learn?
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Elizabeth Gilbert: Success, failure and the drive to keep creating | Video on TED.com
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Conceptual Understanding in Mathematics | Granted, and…
Fabulous Grant Wiggins piece on conceptual understanding in math and why we need to focus more on such an objective in schools.
“Conceptual understanding in mathematics means that students understand which ideas are key (by being helped to draw inferences about those ideas) and that they grasp the heuristic value of those ideas. They are thus better able to use them strategically to solve problems – especially non-routine problems – and avoid common misunderstandings as well as inflexible knowledge and skill.”
Good list of misunderstandings/myths, and an interesting little “test” from Grant.
HT @nicolenmartin
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There is a world of difference between a student who can summon a mnemonic device to expand a product such as (a + b)(x + y) and a student who can explain where the mnemonic comes from.
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By comparing a variety of solution strategies, children build their understanding of the relationship between addition and subtraction.
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Being helped to generalize from one’s specific knowledge is key to genuine understanding.
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Conceptual knowledge refers to an understanding of meaning; knowing that multiplying two negative numbers yields a positive result is not the same thing as understanding why it is true.
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