New Times Demand New Ways of Learning
I was teaching a high school English class when a student quoted her mom, "You learn way more than we had to and so much earlier." Coming from her mother's mind, this was a derogatory statement; my inner response was that this is a positive thing. My mind filled with all the positive changes in education that have changed since I was in high school ( and her mom, I'm sure has lived through even more changes) and how much the world has changed. I didn't answer the student, because of the immense number(s) of items/images/research/etc. that pooled in my head all at once.
The article http://www.ncrel.org/sdrs/edtalk/newtimes.htm, organizes some of these ideas that had pooled in my head.
Some added thoughts/questions that occurred to me as I read the article:
-blogging fits the description of engaged effective learning (operability, organization, engagability, ease of use, functionality) but may not be ubiquitous or equitable (computers only available in a lab, only some students know how to use the process or have access to a computer at home/school, teacher does not know how to use process...)
-Table 1: Indicators of Engaged Learning (pp.3)- I thought it would be useful to read this chart before, during and after developing a new unit in order to become a more postmodern teacher. As I read the chart, the overused word "empowered" came to me. I pictured different scenerios in which I could increase my use of these ideas in my own classroom. I was excited by the potential both for myself and my students.
-"truly collaborative classrooms encourage all students to ask hard questions..." But what if students have already lost the desire to ask questions???!!
-I would like more information on "Socratic dialogue".
-When I form groups it would be helpful to me to explain the purposes of groups differently ie"Groups that include males and females and a mix of cultures, learning styles, abilities, socioeconomic status, and age bring a wealth of knowledge and perspectives to authentis, challenging tasks." (p.6) I find students look at the members of the group and see who has high grades and who has low grades and this affects their interaction, division of labor, expectations, enjoyment....
-Brainstorming not only gets ideas flowing, but also makes learning conditions more equitable - everyone has the same access to information. This is a slight, but important, slant that I hadn't considered.
-Check out this site: http://www.ncrel.org/sdrs/pathways.htm
The article http://www.ncrel.org/sdrs/edtalk/newtimes.htm, organizes some of these ideas that had pooled in my head.
Some added thoughts/questions that occurred to me as I read the article:
-blogging fits the description of engaged effective learning (operability, organization, engagability, ease of use, functionality) but may not be ubiquitous or equitable (computers only available in a lab, only some students know how to use the process or have access to a computer at home/school, teacher does not know how to use process...)
-Table 1: Indicators of Engaged Learning (pp.3)- I thought it would be useful to read this chart before, during and after developing a new unit in order to become a more postmodern teacher. As I read the chart, the overused word "empowered" came to me. I pictured different scenerios in which I could increase my use of these ideas in my own classroom. I was excited by the potential both for myself and my students.
-"truly collaborative classrooms encourage all students to ask hard questions..." But what if students have already lost the desire to ask questions???!!
-I would like more information on "Socratic dialogue".
-When I form groups it would be helpful to me to explain the purposes of groups differently ie"Groups that include males and females and a mix of cultures, learning styles, abilities, socioeconomic status, and age bring a wealth of knowledge and perspectives to authentis, challenging tasks." (p.6) I find students look at the members of the group and see who has high grades and who has low grades and this affects their interaction, division of labor, expectations, enjoyment....
-Brainstorming not only gets ideas flowing, but also makes learning conditions more equitable - everyone has the same access to information. This is a slight, but important, slant that I hadn't considered.
-Check out this site: http://www.ncrel.org/sdrs/pathways.htm
posted by Jeanette Wiens-Peckham at 9:12 AM
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