I watched another report this week about how getting good marks is the main goal of education and students are doing anything to achieve the highest marks possible. This aim was not about being a better learner but about the game of beating the system. When marks, not learning or understanding how to learn, become the ultimate concern,the education system is in trouble.
I enjoy reading about what some schools and teachers are doing to get their students engaged their learning. I love seeing students taking responsibility for their own learning and even more, enjoying the process of learning. These students are giving themselves a good basis for being successful throughout their lives.
I have been reading more about flipped classrooms lately. These classes offer a type of learning that seems to fit the bill about allowing students to take responsibility for their learning.
One article entitled About flipped classrooms from the University of Queensland gives a good description of the roles and expectations of teachers and students in flipped classrooms and the important technologies. They also provided the diagram below about “the Learning opportunities of the flipped classroom (adapted from Gerstein)”. There are also useful links to more information.
I also found the infographic below, from a post “Is a Flipped Classroom Right for You?” by Jennifer Prescott on the We are Teachers site, useful. It would help any teacher work out where they are in relation to “flipped classrooms”. It clearly sets out some of the basic ideas then leaves any reader with enough knowledge to investigate further.
Another great resource about this topic is a post on the coolcatteacher blog, “Preparing your students for flipped learning”, where Jon Bergmann talks with Vicki Davis about this with many examples given.
He explains the difference between flipped classrooms and flipped learning, which is more in-depth pedagogical method. Jon explains how to flip learning in areas without connectivity, how this system improves learning, and raises grades.
There are 2 opposing camps of teachers at my school – those who use rubrics and those that really dislike using them.
I believe there are some very good reasons to use rubrics although they have to be well-written.
This infographic offers an easy way to explain the benefits of using rubrics.
Originally posted on An Ethical Island:
I have recently been shocked at the fact that educators don’t really see the need for a rubric. They either find them too specific or too vague. But, I am not really sure they are seeing the big picture on this one. Rubrics are great for students and teachers.
Here are a few benefits:
What else would you add? How have they helped you?
We challenge our Year 7 and 8 science students to do an investigative study in science and technology. The year 7 boys have to find something to do with the topic “light”, chosen because this year is the International Year of Light.
Members of the library staff have been working with the classes to assist with developing their information literacy skills. It has been going very well and the boys love the idea that the have some choice with their topic.
When we were preparing tips for the boys I came across the Science Buddies site.
This is a great website for teachers and students. Science Buddies is a very useful resource that offers many ideas about science projects. The people behind it are a non-profit making group who are concerned with developing science enrichment tool for young people.
It ranges from helping with the choice a project and a framework for investigations and experiments to an ask an expert forum and a Science Fair Project Guide..
Last week a student had to change his topic and he used the topic selection wizard to help him come up with a new idea. This little tool asks the student a lot of questions about their interests and understandings and capabilities.
Once you give some basic information you start the selection survey
The answers are either yes, sometimes or no. After completing the questions you are offered an annotated list of suggested topics that fit with the answers given.
The recommendations are clearly described with the most relevant coming up first.
There are more then 1,100 project ideas, organised into categories and levels of difficulty.
It is a great way for students to develop their understanding of science through well-designed, scientific experimentation.
This is a great visual to back up my teaching. We had a session last week where I was explaining this information to a year 8 science class as they embarked on a major research project. You know some” get it” but others are still struggle with evaluating a source even if they agree to the reason why. This is clean and concise.
Originally posted on An Ethical Island:
Students often ask how to determine which websites and articles are good sources to cite. My answer is always, “Well, what do you think?” Students need to be able to think on their own. So, if your student offers some questionable sources, ask, “Why did you choose that one?” Try to get the student to think about the who, what, why, and when of the article and website. Let the student use critical thinking to come to a valid conclusion. They might just have a good reason for using the source.