Shift+in+LearningThe+Possibilities



[|Ustream Archive of Presentation]

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=Definitions Related to Passion-based Learning=


 * [|Passion (emotion)]**, feeling very strongly about a subject or person, usually referring to feelings of intense desire and attraction.
 * [|Inquiry-based learning]** describes a range of philosophical, curricular and pedagogical approaches to teaching. Its core premises include the requirement that learning should be based around student questions. Teachers are viewed as facilitators of learning rather than vessels of knowledge. The teachers job in an inquiry learning environment is therefore not to provide knowledge, but instead to help students along the process of discovering knowledge themselves.
 * [|Project based learning]**, or PBL, is a constructivist pedagogy that intends to bring about deep learning by allowing learners to use an inquiry based approach to engage with issues and questions that are rich, real and relevant to their lives. This strategy is well served since the onset of the read/write Web. Teachers have ready made content easily available via the Web and the tools to allow for creative student directed creation of content related to the problems and questions contained in the project being studied.
 * [|Techno-constructivist] are** teachers who integrate technology into the curriculum so that it not only complements instruction but redefines it.
 * [|Autodidacticism]** (also **autodidactism**) is self-education or [|self-directed learning.] An **autodidact**, also known as an **automath**, is a mostly self-taught person, as opposed to learning in a school setting.
 * School 2.0** goes beyond the practical discussion of applying the read/write and collaborative Web technologies in the classroom. It is, instead, a larger discussions of how education, learning, and our physical school spaces can (or should) change because of the changing nature of our social and economic lives brought on by these technologies.

Slideshare
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 * Journal of School Improvement, Volume 3, Issue 1, Spring 2002**

Podcasts of Tom Carroll and Peter Vaill
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**Andrew Churches' Blog**

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 * [|http://www.i-learnt.com**]**

Second Life

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http://projectnml.ning.com/page/what-are-the-new-media
 * New Media Literacies**

[|25 Days to Make a Difference] [|Working Together to Make a Difference]**
 * Laura Stockman

Marzano's []
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 * Other lists of Essential Instructional Activities**

Marzano's Using Technology with Classroom Instruction that Works
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 * Integrating Technology with Marzano**

=**TPCK Model**=
 * This is about getting technology into the classroom. We know from diffusions of innovation literature that this is probably the toughest part. Luckily, there's a new model that helps us think about how to develop technological pedagogical content knowledge. You can learn more about this model at the website: []**

 Last year SIGTE held a webinar featuring Punya Mishra and Matthew Koehler discussing their work with TPACK (Technological, Pedagogical Content Knowledge). Technology Integration in Teaching: The TPACK Framework (webinar archive) [|https://admin.acrobat.com/_ a729309453/p92764644]

=Project Based Learning=

media type="custom" key="3560754" MIT distinguished professor Seymour Papert is among a growing group of scholars who support project-based learning, in which students move from hands-on work to abstract thinking by solving real-world problems.

Project Based Learning
http://abpc.wikispaces.com/Project+Based+Learning http://abpc.wikispaces.com/ABPC+PBL+%26+More http://abpc.wikispaces.com/Transforming+Learning

Lisa Duke's students at First Flight High School in the Outer Banks in NC created this video as part of a service project in her Civics and Economics course curriculum.
media type="youtube" key="EMVbtMrcuPQ&hl=en" height="355" width="425" http://ffh.dare.k12.nc.us/teacher/lisaduke/bridge-project.shtml

To hear directly from her students on how this project impacted them and their learning go to Voicethread.com and search for Bonner Bridge.

Grace Llewellyn
Another enemy is the guilt that blocks your natural curiosity. People who have never gone to school have never developed negative attitudes toward exploring their world. Unfortunately, you probably have. It’s not your fault if you don’t immediately want to run out and watch ladybugs with a magnifying glass. It might take time before your desire to learn surfaces from beneath the layers of guilt – the voices insisting I should learn this, I have to learn that. Give yourself time. Don’t push. You’ll recover.

Albert Einstein
It is a miracle that curiosity survives formal education.

Albert Einstein
It is, in fact, nothing short of a miracle that the modern methods of instruction have not entirely strangled the holy curiosity of inquiry.

Anatole France
The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it afterwards

Dorothy Parker
The cure for boredom is curiosity. There is no cure for curiosity.

=Curriculum and Resources=

Technology Integration Matrix
http://fcit.usf.edu/matrix/index.html http://fcit.usf.edu/matrix/download/indicators.pdf The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below.

=Web2.0 that Works=

= = Developed by [|Stephanie Sandifer] (author of [|Change Agency])

Web2.0 that Works []  NECC Presentation [] Classroom Instruction That Works is a collection of effective strategies culled from a meta-analysis of decades of research on what works in classrooms to improve student learning and increase student achievement. This meta-analysis was conducted by Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock. They combined these effective strategies into nine broad categories and Stephanie correlated them with Web 2.0 tools.
 * [|Identifying Similarities and Differences]


 * [|Summarizing and Note-Taking]


 * [|Reinforcing Effort and Providing Recognition]


 * [|Homework and Practice]


 * [|Nonlinguistic Representation]


 * [|Cooperative Learning]


 * [|Setting Objectives and Providing Feedback]


 * [|Generating and Testing Hypotheses]


 * [|Questions, Cues, and Advance Organizers>]

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 * Andrew Churches work on Bloom's Taxonomy

=Principles for 21st Century Education= Mark Nichols in New Zealand http://www.ifets.info/journals/5_2/discuss_summary_april2002.html
 * 1) **Individualisation** – adaptability to the learning needs of the individual.
 * 2) **Meaningful Interactivity** – providing opportunities for students to apply what they are learning.
 * 3) **Shared Experience** – enabling students (and encouraging them) to learn from one another.
 * 4) **Flexible and Clear Course Design** – preparing the entire course with a view to maximising student control while still providing clear expectations.
 * 5) **Learner Reflection** – encouraging students to mentally engage with course concepts and to consider their progress.
 * 6) **Quality Information** – providing actual content that is accurate and especially designed to facilitate understanding.

Essential Learning Functions- Essential learning with Digital Tools, the Internet and Web 2.0
[|http://reinventingpbl.pbwiki.com/f/Essential+Learning+Functions2.pdf