‘Probably the most serious problem we have identified is the general lack of imagination about the possibilities of technology for meeting the needs of today’s students. We need to move away from the dominant paradigm of the fixed time-and-place classroom (Andrea del Sarto’s ‘silver-grey, placid and perfect art’ in the chapter’s opening quotation) as the default model for university and college teaching, and think of all the other ways we could organize and manage teaching. In particular, we need to think very concretely about what teaching and learning could and should look like in the future. Our reach should exceed our grasp, driven by our assessment of the needs of students in the twenty-first century, and not by the existing institutional requirements that they must fit into.’
There are few things that LMS courses could learn from games design and defeat the cursed scroll of deathly dullness – but hey ‘nice graphic on the header there dude’ kind of activity screams quality does it not. Many LMS courses are there to suit the teacher, the organisation and occasionally the content, not the student. They must battle bravely to overcome crap design, suspect teaching knowledge, ill-thought out assessment demands and use of tools defined by that knowledge and their willingness to learn how to use them. The LMS might be a pillar of technological-wonderment, hey, we’ve put dogs in space, so why not dump content and questions in locked box and call it teaching.
From personal experience of being in LMS course as a student – here are my top 5 things reasons I’d would rather play the Xbox http://bit.ly/mS3ITP
Tell Your Neighbors About Patch Walk into the third grade classroom at Westmark School and you’ll see every student sliding their little fingers across an iPad, Apple’s popular tablet computer. They learn fractions through brightly colored, jungle themed pie charts. They study the periodic table of elements in an interactive, visually rich interface. They ask their iPads how to spell and define words. They practice cursive writing through a tracing app and follow along in their Mr. Popper’s Penguins books as their iPads read the text aloud. It’s all part of Westmark’s iPad pilot program. The private 3rd- through 12th-grade school in Encino, which serves students with “learning differences” such as dyslexia, attention deficit disorder and comprehension difficulties, is using the new technology to cater to students’ educational needs.
http://bit.ly/iFtNE9
Reluctant Disciplinarian: Advice on Classroom Management From a Softy who Became (Eventually) a Successful Teacher
by Gary Rubinstein
As Rubinstein details his transformation from incompetent to successful teacher, he shows what works and what doesn't work when managing a classroom.
From 11 May, 2011, educators around the world have a new online tool that will help them communicate better with their staff and students when it comes to social media. The Facebook For Educators Guide is available for free download in the Facebook Family Safety Center. => http://bit.ly/kkNOcQ
... the increasing importance of informal learning, and the challenge it poses to traditional learning
The powerpoint slides are here => http://bit.ly/lIMYSe
The presentation is here => http://bit.ly/kjmF4h
Computer programs are playing a more active role in language acquisition, and many include features that let English as a Second Language (ESL) students and those learning a foreign language have conversations with their computers ... => http://bit.ly/jZ4kgg
This website is especially for kids. Go on an interactive adventure. Take part in all the activities. Discover what copyright really means. There is a test you can take at the end to see what you really do know! There are six questions with full answers provided on the next page.
=> http://bit.ly/kXLd17
For many there is nothing more relaxing than standing quietly in the yard watering the garden.
The body is relaxed and the mind is serene. Peace lives in the trickling of water onto grateful leaves. Earth darkens and softens as it soaks up the powerful moisture. Liken this to your classroom. You as the educator have sown a handful of seeds; the seeds have fallen onto rich, moist earth and now all you need to do is relax. It is a call for faith! Your only job now is to breathe out and water those seeds! Students will choose to germinate or not to germinate, this is the sublime nature of human free will.
It is not for you to feel pressure at the responsibility of having your students achieve nor is it for you to take credit when they do achieve or surpass your expectations. It is for you to offer the nutrients and encouragement necessary, for you to open up the files of universal information and spread it like fertiliser.
The child is the only one that can grow the seed, they will always make the final decision as to where to place their focus.
You cannot scare or cajole another into focusing in a certain way. Fear tactics lead to a 'I hate you and I hate this but I'll do it anyway ' attitude that filters through into other aspects of their lives. (a marriage for example 'I hate you and I hate this a but I'll do it anyway...') A child will only grow a seed that is pertinent to their existence.
If someone has learned that thinking negatively and growing 'I CAN'T' neurons works for them then they will continue to focus in that way. If they learn that 'giving it a go' works then that is what they will grow. It is too complicated to try and unravel the individual's motivation for choosing certain patterns of thought. It is far more appropriate to step back and allow them space, whilst offering options for clarity of mind and positive decision making. The best thing we can do as parents and educators is to expose the workings of the brain. Make it clear that what we concentrate on will propagate.
If a child creates a neuron cluster for enjoyment in maths they will naturally lean in the direction of thoughts that will expand this cluster making maths more and more enjoyable. If a child dislikes maths they will likely ignore maths entirely which will foster no neural growth in this direction creating a blank when they are asked to attempt a mathematical problem. Alternatively, they may repeat 'I hate maths, it's too hard', this then is how the neurons will grow.
It is next to impossible in a busy classroom to address the individual regarding enjoyment or non enjoyment of any and all subjects we are required to teach.
• We can hold weekly discussions; opening up the possibility for examination of thought patterns.
• We can grace the students with information on neural growth and personal responsibility.
• We can let students know through examples and storytelling that enjoyment can be found in all subjects.
• We can encourage the thought that concentration on any enjoyment that can be found in a disliked subject will foster neural growth for more enjoyable aspects to emerge.
I disliked mathematics as a child but I did like drawing and I did like problem solving. As I noticed how much I enjoyed 'drawing' the shapes of numbers and concentrated on how much I loved solving problems, neural growth occurred in my brain that led away from dislike of maths to a more enthusiastic approach. I began to at least enjoy the problem solving aspect and things became a little clearer for me. My marks also improved somewhat. I never grew to LOVE maths nor was I ever really good at it. BUT I didn't hate it and I didn't dread the misery of a maths lesson anymore.... And that is what is important.
Giving kids the option of happiness and taking the pressure off in the classroom will bring a more balanced energy to all subjects, generally.
Remember too that people respond to each other's energy so if you have a bunch of kids that are giving of sparks and resistance to a particular subject then that is felt by others and general classroom performance is lowered.
Through gaining an understanding of the mechanics of the brain;
• We can learn to recognise our emotions for what they are.
• We can understand that someone else does not need to affect our moment.
• We can learn to accept subjects we normally might despise.
• We can choose to grow strong, positive neural networks and live happy, successful lives.
It is not the educator's responsibility to make kids learn. ALL we need do is sow the seeds and water the garden. AWESOME!
To learn more about growing emotionally intelligent children please visit our beautiful website http://www.theiamprogram.com
If you would like to understand further about body mind and spirit please pop over to http://www.iamspirituality.com
‘Physically active learning’ improves test scores, sharpens concentration
Advocates point to a growing body of research linking physical activity to cognitive ability
Some experts believe that physical learning could pay serious dividends in the classroom.
Tabatha Gayle crab-walked across the classroom last week, racing two other students to a pile of papers listing different diseases, set in the middle of the floor in Ms. Forcucci’s health class.
While her teammates cheered, Tabatha picked up a piece of paper and scuttled it over to the whiteboard, dropping it into one of five pathogen categories lined up there. Then she ran back to the team, laughing.
Amanda Forcucci’s class at Hamden High School in Hamden, Conn., is doing something called “physically active learning” in the classroom. The idea is to get kids up and moving around during regular academic classes to improve their ability to concentrate.
“It’s fun, and moving around actually will help me remember the types of pathogens,” said Tabatha, 15. “Plus it helped me to get out of a bad mood.”
http://bit.ly/lbgQvL
