Archive of ‘Project Based Learning’ category

Inquiry-Based Classroom

10 Tips For Launching An Inquiry-Based Classroom

http://ww2.kqed.org/mindshift/2015/09/21/10-tips-for-launching-an-inquiry-based-classroom/

1. Don’t teach the content standards; help kids find their own path towards the information they need to know.

2. Don’t tell students what they should know; create the structure for them to experience it on their own.

3. Use class time to make connections between pieces of information.

4. Many kids struggle with reading, so hook them with the non-written word.

5. Stop giving struggling kids the most boring version of the work to repeat over and over again.

6. Surprise students.

7. The traditional model of imparting knowledge isn’t working very well, so don’t be afraid to try out inquiry.

8. Find the “bend” in the outcomes and abandon the prescriptive path.

9. Indulge interesting student questions even if it doesn’t fit the pacing guide.

10. Approach the practice of teaching with inquiry and use that meta-practice to improve.

fit game education

The Fit Children of Seinäjoen

http://www.spiegel.de/international/tomorrow/nutrition-how-finland-has-solved-the-problem-of-obese-children-a-1088256.html

My note: the Spiegel article is about obesity and fitness, but I see if very congruent with gamification

But what are the Finns doing right? The answer is multifaceted and likely has something to do with the Finnish mentality, which tends to take an uncomplicated, pragmatic approach to problems.

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More on the Finland phenomenon in this IMS blog:

http://blog.stcloudstate.edu/ims?s=finland+phenomenon

Immersive Education

Immersive Italy and 6th European Immersive Education Summit Host and Dates Announced

http://immersiveeducation.org/news/2016/02/03/immersive-italy-and-6th-european-immersive-education-summit-host-and-dates-announced

The Immersive Education Initiative today announced that Università degli Studi di Padova (the University of Padua) is the official host of the 6th European Immersive Education Summit (EiED 2016). The prestigious academic and technical conference will run in parallel with the inaugural IMMERSIVE ITALY “general public” conference from June 21 through June 23.

More on immersive practices in this IMS blog:

http://blog.stcloudstate.edu/ims/?s=immersive&submit=Search

guide to project-based learning

Teachers guide to project based learning

http://www.educatorstechnology.com/2016/02/project-based-learning-resources-for-teachers.html

Categories
Resources
iPad apps for project-based learning
Android apps for project-based learning
Checklists, visuals, and other resources on project-based learning
Web tools for project-based learning

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more on project-based learning in this IMS blog:

http://blog.stcloudstate.edu/ims/?s=project+based&submit=Search

augmented reality

4 AR tools to build executive function and engagement

https://www.iste.org/explore/articleDetail?articleid=496

Luis Perez and Kendra Grant 7/23/2015
Topics: Assistive and adaptive technologies, Augmented reality, Learning spaces, Mobile learning, Tools

the Universal Design for Learning (UDL) framework, which aims to develop expert learners. In addition to removing barriers and making learning accessible to the widest varied of learners possible, UDL addresses many of the metacognitive and self-efficacy skills associated with becoming an expert learner, including:

Executive functions. These cognitive processes include initiation, goal setting, attention, planning and organization.

Comprehension skills. This skillset encompasses knowledge construction, making connections, developing strategies and monitoring understanding.

Engagement principles. These soft skills include coping, focus, resilience, effort, persistence, self-assessment and reflection.

QR codes

AR apps : two types of AR apps: those for experience and for creation. Experience AR apps, such as Star Walk, are designed to provide the user with an AR experience within a specific content or context. Creation AR apps, such as BlippAR and Aurasma, allow users to create their own AR experiences.

Posters : To support comprehension and metacognitive skills, images related to classroom topics, or posters related to a process could serve as the trigger image.

iBeacons : Beacon technology, such as iBeacon, shares some similarities with QR codes and AR, as it is a way to call up digital content from a specific spot in the physical world. However, unlike QR codes and AR, you do not have to point your device at a code or use a trigger image to call up content with iBeacon. Your device will automatically sync when it is near a beacon, a small device that emits a low-power Bluetooth signal, if you have an iBeacon-enabled app. The beacon then automatically launches digital content, such as a video, audio file or webpage. Beacon technology is well suited for center-based activities, as you can set up the app to trigger instructions for each center, exemplars of what the finished work will look like and/or prompts for the reflection when the center’s activity has been completed.

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More on QR codes in this IMS blog:

http://blog.stcloudstate.edu/ims/?s=qr+codes&submit=Search

NASA space apps challenge

NASA space apps challenge

https://2016.spaceappschallenge.org/

April 22-24
For 48-72 hours across the world, problem solvers like you join us for NASA’s International Space Apps Challenge, one of the largest hackathons in the universe. Empowered by open data, you collaborate with strangers, colleagues, friends, and family to solve perplexing challenges in new and unexpected ways — from designing an interactive space glove to natural language processing to clean water mapping.

poems and storytelling

4 Reasons to Start Class With a Poem Each Day

http://www.edutopia.org/blog/start-class-poem-each-day-brett-vogelsinge

I get a few sideways glances and furrowed brows when I explain our daily opening routine for class.

1. Poems Are Short

2. Poems Are Intense

3. Poems Connect (to Other Reading)

4. Poems Inspire (Writing)

More on digital storytelling in this IMS blog:

http://blog.stcloudstate.edu/ims/?s=digital+storytelling&submit=Search

Persuasion Map

http://www.readwritethink.org/classroom-resources/student-interactives/persuasion-30034.html

The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate. Students begin by determining their goal or thesis. They then identify three reasons to support their argument, and three facts or examples to validate each reason. The map graphic in the upper right-hand corner allows students to move around the map, instead of having to work in a linear fashion. The finished map can be saved, e-mailed, or printed.

virtual tours museums

Palace of Versailles

https://www.google.com/culturalinstitute/collection/palace-of-versailles?projectId=art-project

The National Gallery, London

https://www.google.com/culturalinstitute/collection/the-national-gallery-london?projectId=art-project

Smithsonian American Art Museum – Washington – Freer and Sackler Galleries

http://www.ba-bamail.com/content.aspx?emailid=19785

Van Gogh Museum – Amsterdam

https://www.google.com/culturalinstitute/collection/van-gogh-museum?projectId=art-project

Hermitage Museum – St. Petersburg

https://www.google.com/culturalinstitute/collection/the-state-hermitage-museum?projectId=art-project

Museum Kampa – Prague

https://www.google.com/culturalinstitute/collection/museum-kampa?projectId=art-project

National Gallery of Modern Art – New Delhi

https://www.google.com/culturalinstitute/collection/national-gallery-of-modern-art-ngma-new-delhi?hl=uk&projectId=art-project

Alte Nationalgalerie – Berlin

https://www.google.com/culturalinstitute/collection/alte-nationalgalerie-staatliche-museen-zu-berlin?projectId=art-project

The Israel Museum – Jerusalem

https://www.google.com/culturalinstitute/collection/the-israel-museum-jerusalem

Uffizi – Florence

https://www.google.com/culturalinstitute/collection/uffizi-gallery?projectId=art-project&hl=it

Please have also a similar virtual tour for Alhamra in Granada, Spain and The Hofburg and Belvedere Palace created by Plamen Miltenoff in 2002:

 

 

badges for teachers

start with the teachers, not with the students

OPINION So You Want to Drive Instruction With Digital Badges? Start With the Teachers

https://www.edsurge.com/news/2015-10-31-so-you-want-to-drive-instruction-with-digital-badges-start-with-the-teachers

Participating teachers advance through a series of inquiry-based professional development modules. Teachers are awarded a digital badge for the successful completion of each 10-hour module. To accomplish this, they must complete the following steps: 1) study module content, 2) participate in a focused discussion with peers working on the same module, 3) create an original inquiry-based global lesson plan that incorporates new learning, 4) implement the original lesson plan in the classroom, 5) provide evidence of classroom implementation and 6) reflect on and revise the lesson created.

The final product of every module is a tested, global lesson plan that articulates learning objectives, activities, assessments, and resources for each stage of inquiry. Upon completion, teachers may publish finalized lessons in a resource library where they can be accessed by other educators. As designed, the HISD badging system will be a four-year, 16-badge approach that equates to 160 hours of professional learning for teachers.

five key features that taken together increase significantly the likelihood that the learning experience for a teacher will lead to results in the classroom for students — which, after all, is the point of professional development:

 

  • Badging requires demonstrating understanding and implementation of a target content or skill. 
  • Badging provides recognition and motivation. 
  • Badging allows for knowledge circulation among teachers. 
  • Badging can be tracked and assessed. 
  • Badging is a scalable enterprise. 

 

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