Tagged “Connecting Digital Learners”
Post written by Walter McKenzie
Imagine in your mind, a map of your community. Nothing detailed; just the boundaries and general lay of the land. Got it? Now add in the major areas in your community where people live and work and play. You know, to give yourself some bearings with a few landmarks. Still with me? Good! Now convert this mental image into a heat map. You know, where the hot spots flare up in bright yellows, oranges and reds? Picture in your mind hot spots that indicate places people go to learn new things and practice skills that are important to them. Where are those heat surges? Athletic fields? Dance studios? Book stores? Parks and beaches? Art galleries? Theaters? How about school buildings? No? Why aren’t school building hot spots on anyone's heat map?
Post written by Laura Varlas
At the recent ASCD Annual Conference in Los Angeles, Calif., ASCD Executive Director and CEO Dr. Gene R. Carter convened an international panel of education leaders from Hong Kong, Singapore, and Canada. Although their contexts differ, they share many of the same challenges as U.S. educators, and their global perspective provided a new lens for considering common themes in education. Here were some of the panel's responses.
ASCD continually seeks to provide solutions to the challenges that face educators of all levels. A recent ASCD SmartBrief ED Pulse poll asked readers what their schools and districts are doing to develop the technology skills students need to take the Common Core State Standards assessments.
ASCD continually seeks to provide solutions to the challenges that face educators of all levels. A recent ASCD SmartBrief ED Pulse poll asked readers what advancements in technology could help them be more successful at work, either with students or in their own professional development.
Post written by Matthew J. Weyers
Two years ago, prompted by a blog post that asked, "How many student assignments end up in the recycling bin within minutes of students seeing the grade?," I began thinking about the role of rewards and social interaction in education. The post's question hit close to home, and made me reflect deeply on my current practice. I decided to evaluate my 6th grade language arts and science courses through the lens of two questions: Beyond a letter grade, what motivation do my students have to do well? and, If the primary motivation is extrinsic, how can I make the project more intrinsically motivating? By the end of the school year, I had a three-pronged answer. I had to
- Relinquish a certain level of control and place added responsibility on students.
- Allow students to produce work for an authentic audience (meaning not just for me).
- Give students autonomous opportunities to collaborate on their work.
Here are some of the practices I'm using to hit these three targets.
How do we help each student succeed? One promising way is to personalize learning and put each student at the center of her learning experience. Broader than individualized or differentiated instruction, personalized learning is driven by the learner. Ensuring personalized learning for all students requires a shift in thinking about long-standing education practices, systems and policies, as well as significant changes in the tools and resources. To address students’ abilities, interests, styles, and performance, schools need to rethink curricula, instruction, and technology tools to support giving learners choices and schools flexibility.
It has been described as learning that takes place “anywhere, anytime, and anyplace.” More importantly, personalized learning has the promise to ensure equity, engagement, ownership, and achievement for each child, in each school, and in each community so that she is college, career, and citizenship ready and is prepared for success in our global, knowledge-based society.
ASCD continually seeks to provide solutions to the challenges that face educators of all levels. Recently, the ASCD SmartBrief ED Pulse poll asked readers what topics in education will be most worthy of discussion in 2014.
Whenever I think about personalized learning, I drift toward the ways adults learn. We know what we like, how we remember things, the topics that interest us, and the best ways to absorb new information. It's easy for us. I know I'm a kinesthetic learner so I recall things much better if I'm active. For example, I like to listen to audiobooks and podcasts while I'm running, doing yard work, or driving because I remember a lot more when I associate a passage or new bit of information with what I was doing at the time. But students don't have the years (decades) or experience to know what works for them—they're still going through trial and error and as adults, we need to give them every chance they can get to play around with their own learning.