Daily Diigo Links 07/24/2008

  • These are the notes from Westlake’s Student Panel discussion on how they learn best. Great stuff here that we can share with all teachers.

    tags: students2.0, classroom-instruction-that-works, pedagogy, teaching, learning, carolynfoote

  • tags: cellphone, mobile, technology, teaching, connections

  • Great pull from George Siemens.

    tags: elearnspace, history, connections, learning, quote

  • From the article:
    The concern of all these writers and thinkers is that it is precisely these skills that will vanish from the world as we become infantilised cyber-serfs, our entertainments and impulses maintained and controlled by the techno-geek aristocracy. They have all noted – either in themselves or in others – diminishing attention spans, inability to focus, a loss of the meditative mode. “I can’t read War and Peace any more,” confessed one of Carr’s friends. “I’ve lost the ability to do that. Even a blog post of more than three or four paragraphs is too much to absorb. I skim it.

    tags: google, technology, connections, thinking

  • Google launches Knol for the rest of us.

    tags: knol, wiki, research, howto, doityourself

  • Boy is this useful knowledge.

    tags: knol, house, doityourself

  • This is a great post, and great blog about using cell phones as learning tools. Contains a list of sites that couple with flickr mobile.

    tags: mobilephone, cellularphone, flickr, sms, photo, connections

  • Four characteristics shape teaching and learning in an effective differentiated classroom (Tomlinson, 1995a):

    1. Instruction is concept focused and principle driven. All students have the opportunity to explore and apply the key concepts of the subject being studied. All students come to understand the key principles on which the study is based. Such instruction enables struggling learners to grasp and use powerful ideas and, at the same time, encourages advanced learners to expand their understanding and application of the key concepts and principles. Such instruction stresses understanding or sense-making rather than retention and regurgitation of fragmented bits of information. Concept-based and principle-driven instruction invites teachers to provide varied learning options. A “coverage-based” curriculum may cause a teacher to feel compelled to see that all students do the same work. In the former, all students have the opportunity to explore meaningful ideas through a variety of avenues and approaches.

    2. On-going assessment of student readiness and growth are built into the curriculum. Teachers do not assume that all students need a given task or segment of study, but continuously assess student readiness and interest, providing support when students need additional instruction and guidance, and extending student exploration when indications are that a student or group of students is ready to move ahead.

    3. Flexible grouping is consistently used. In a differentiated class, students work in many patterns. Sometimes they work alone, sometimes in pairs, sometimes in groups. Sometimes tasks are readiness-based, sometimes interest-based, sometimes constructed to match learning style, and sometimes a combination of readiness, interest, and learning style. In a differentiated classroom, whole-group instruction may also be used for introducing new ideas, when planning, and for sharing learning outcomes.

    4. Students are active explorers. Teachers guide the exploration. Because varied activities often occur simultaneously in a differentiated classroom, the teacher works more as a guide or facilitator of learning than as a dispenser of information. As in a large family, students must learn to be responsible for their own work. Not only does such student-centeredness give students more ownership of their learning, but it also facilitates the important adolescent learning goal of growing independence in thought, planning, and evaluation. Implicit in such instruction is (1) goal-setting shared by teacher and student based on student readiness, interest, and learning profile, and (2) assessment predicated on student growth and goal attainment.

    tags: di, differentiation, tomlinson

      • It’s these type of lists I think that make accessing the ideas behind what a differentiated classroom looks like. Tomlinson is the expert, yes, but I need to hear from Mrs. Jones who just converted 50% of her lessons to reflect DI practices. We need teacher practitioners to step forward and lead the way here. – post by pjhiggins
  • tags: di, differentiation, instruction

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One thought on “Daily Diigo Links 07/24/2008

  1. Sorry to bother you here, but with Twitter wonky, I can’t DM you and don’t have an e-mail addy for you.

    I’m about done drafting my materials for my standards-based grading workshop and I seem to remember you asking if I would share them. I’m happy to do so, of course, but where would you like me e-mail things?

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