This Glossary explains influences related to student achievement published in John Hattie’s Visible Learning for teachers (Hattie 2012; 251ff). You can find an older list of influences related to student achievement in Hattie (2009) Visible Learning.
1. Student Self-Reported Grades
2. Piagetian programs
3. Response to intervention
4. Teacher credibility
According to Hattie teacher credibility is vital to learning, and students are very perceptive about knowing which teachers can make a difference. There are four key factors of credibility: trust, competence, dynamism and immediacy. In an interviewHattie puts it like that: “If a teacher is not perceived as credible, the students just turn off.”
Examples for teacher credibility: Earn trust by showing trust towards pupils. Appear highly organised in the presentation of the subject matter. Develop a powerful style of speaking that uses few verbal hesitancies such as “OK” or “you know”. Reduce distance between teachers and students by moving or moving away from barriers (e.g., desk, podiums). Source: cie.asu.edu
5. Providing formative evaluation
6. Micro-teaching
7. Classroom discussion
8. Comprehensive interventions for learning disabled students
This Glossary explains influences related to student achievement published in John Hattie’s Visible Learning for teachers (Hattie 2012; 251ff). You can find an older list of influences related to student achievement in Hattie (2009) Visible Learning.
1. Student Self-Reported Grades
2. Piagetian programs
3. Response to intervention
4. Teacher credibility
According to Hattie teacher credibility is vital to learning, and students are very perceptive about knowing which teachers can make a difference. There are four key factors of credibility: trust, competence, dynamism and immediacy. In an interviewHattie puts it like that: “If a teacher is not perceived as credible, the students just turn off.”
Examples for teacher credibility: Earn trust by showing trust towards pupils. Appear highly organised in the presentation of the subject matter. Develop a powerful style of speaking that uses few verbal hesitancies such as “OK” or “you know”. Reduce distance between teachers and students by moving or moving away from barriers (e.g., desk, podiums). Source: cie.asu.edu
5. Providing formative evaluation
6. Micro-teaching
7. Classroom discussion
8. Comprehensive interventions for learning disabled students
One thing is for sure, social media is here to stay. Never before have people been able to connect, share, and learn from one another as we do now. I can only imagine what might be next! As a result, our students need skills to win at life in a digital world. The ability to use social media to support life goals and possibilities can be a game-changer. I know it has been very powerful for me in my professional life.
One thing is for sure, social media is here to stay. Never before have people been able to connect, share, and learn from one another as we do now. I can only imagine what might be next! As a result, our students need skills to win at life in a digital world. The ability to use social media to support life goals and possibilities can be a game-changer. I know it has been very powerful for me in my professional life.
These are compelling reasons to practice social media in schools as it helps engage parents, the community, and the world. Teaching digital citizenship is another key aspect of responsible use of social media for students and parents!
7 bonnes raisons d'utiliser les médias sociaux dans ses pratiques d'enseignement, pour une expérience d'apprentissage alliant l'engagement, le partage, le lien entre les acteurs de l'apprentissage, l'ouverture au monde et l'exploitation stratégique (après un tri sélectif) de tout ce que le numérique a de mieux à offrir à l’apprenant. Pour une expérience d'apprentissage stimulante, interactive et moderne, oui au multimédia dans l'enseignement !
Although this was published almost 10 years ago, the information found in this article still remains true. With social media continuing to be on the rise, it is time that we embrace it. I really enjoy the idea of utilizing social media to connect with experts rather than depend on textbooks (point #7).
Project work challenges students to think beyond the boundaries of the classroom, helping them develop the skills, behaviors, and confidence necessary for success in the 21st-century. Designing learning environments that help students question, analyze, evaluate, and extrapolate their plans, conclusions, and ideas, leading them to higher–order thinking, requires feedback and evaluation that goes beyond a letter or number grade. The term “authentic assessment” is used to describe assessment that evaluates content knowledge as well as additional skills like creativity, collaboration, problem-solving, and innovation.
Authentic assessment documents the learning that occurs during the project-building process and considers the real-world skills of collaboration, problem solving, decision making, and communication. Since project work requires students to apply knowledge and skills throughout the project-building process, you will have many opportunities to assess work quality, understanding, and participation from the moment students begin working.
Project work challenges students to think beyond the boundaries of the classroom, helping them develop the skills, behaviors, and confidence necessary for success in the 21st-century. Designing learning environments that help students question, analyze, evaluate, and extrapolate their plans, conclusions, and ideas, leading them to higher–order thinking, requires feedback and evaluation that goes beyond a letter or number grade. The term “authentic assessment” is used to describe assessment that evaluates content knowledge as well as additional skills like creativity, collaboration, problem-solving, and innovation.
Authentic assessment documents the learning that occurs during the project-building process and considers the real-world skills of collaboration, problem solving, decision making, and communication. Since project work requires students to apply knowledge and skills throughout the project-building process, you will have many opportunities to assess work quality, understanding, and participation from the moment students begin working.
At its most basic level, differentiation consists of the efforts of teachers to respond to variance among learners in the classroom. Whenever a teacher reaches out to an individual or small group to vary his or her teaching in order to create the best learning experience possible, that teacher is differentiating instruction.
Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile: Content – what the student needs to learn or how the student will get access to the information; Process – activities in which the student engages in order to make sense of or master the content; Products – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; and Learning environment – the way the classroom works and feels.
At its most basic level, differentiation consists of the efforts of teachers to respond to variance among learners in the classroom. Whenever a teacher reaches out to an individual or small group to vary his or her teaching in order to create the best learning experience possible, that teacher is differentiating instruction.
Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile: Content – what the student needs to learn or how the student will get access to the information; Process – activities in which the student engages in order to make sense of or master the content; Products – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; and Learning environment – the way the classroom works and feels.
Makerspaces, Maker Education, STEM, and STEAM are gaining lots of traction in Kindergarten though college level education. Articles, resources on social media, and conference presentations on these topics are proliferating at a rate that most educators are now familiar with maker education.
Makerspaces like vocational shops and science labs are great additions to schools. They often contain the tools, machinery, and technologies associated with making – 3D printers, laser cutters, vinyl cutters, high tech robotics, vocational tech machinery. These are great for educational institutions and learners that can afford them.
Makerspaces, Maker Education, STEM, and STEAM are gaining lots of traction in Kindergarten though college level education. Articles, resources on social media, and conference presentations on these topics are proliferating at a rate that most educators are now familiar with maker education.
Makerspaces like vocational shops and science labs are great additions to schools. They often contain the tools, machinery, and technologies associated with making – 3D printers, laser cutters, vinyl cutters, high tech robotics, vocational tech machinery. These are great for educational institutions and learners that can afford them.
Empower your practice, spark professional learning goals with the ISTE Standards for Educators.
The ISTE Standards for Educators are your road map to helping students become empowered learners. These standards will deepen your practice, promote collaboration with peers, challenge you to rethink traditional approaches and prepare students to drive their own learning. Connect with other educators in the ISTE Standards Community and learn how to use the standards in the classroom with the ISTE Standards for Students ebook.
Empower your practice, spark professional learning goals with the ISTE Standards for Educators.
The ISTE Standards for Educators are your road map to helping students become empowered learners. These standards will deepen your practice, promote collaboration with peers, challenge you to rethink traditional approaches and prepare students to drive their own learning. Connect with other educators in the ISTE Standards Community and learn how to use the standards in the classroom with the ISTE Standards for Students ebook.
Today’s global employers are searching for employees that have specific skills. Those skills may not be the same needed in 10 years though. In 2009, the US Department of Labor estimated 65% of today’s school children would eventually be employed in jobs that have yet to be created. The number is far higher today. The influx of technology is what has changed the shape of education forever. For this reason, schools must create opportunities for students to engage in higher level thinking skills and experience 21st century skills while using technology.
Today’s global employers are searching for employees that have specific skills. Those skills may not be the same needed in 10 years though. In 2009, the US Department of Labor estimated 65% of today’s school children would eventually be employed in jobs that have yet to be created. The number is far higher today. The influx of technology is what has changed the shape of education forever. For this reason, schools must create opportunities for students to engage in higher level thinking skills and experience 21st century skills while using technology.
Traditionally, we went to school to attain knowledge. The smart kids knew that Columbus discovered America in 1492 and that the square root of 64 is eight. They studied diligently at home so that when the teacher asked a question they could shoot their hand up and be praised for their good work.
Today, however, teenagers carry far more information and computing power in their pockets than would ever fit in their heads. So the ability to retain knowledge and manipulate numbers with facility has become, to a large extent, outdated skills.So kids today need to learn how to understand systems and solve problems.
Fortunately, there are an increasing number of programs that are designed to do just that. At the college level, programs like Stanford's d.school teach design thinking and entrepreneurship classes have become standard in business school curriculums. More recently, a wide variety of secondary school level programs have begun to take hold and are giving students a leg up.
Traditionally, we went to school to attain knowledge. The smart kids knew that Columbus discovered America in 1492 and that the square root of 64 is eight. They studied diligently at home so that when the teacher asked a question they could shoot their hand up and be praised for their good work.
Today, however, teenagers carry far more information and computing power in their pockets than would ever fit in their heads. So the ability to retain knowledge and manipulate numbers with facility has become, to a large extent, outdated skills. So kids today need to learn how to understand systems and solve problems.
Fortunately, there are an increasing number of programs that are designed to do just that. At the college level, programs like Stanford's d.school teach design thinking and entrepreneurship classes have become standard in business school curriculums. More recently, a wide variety of secondary school level programs have begun to take hold and are giving students a leg up.
One critical component of this that was not included it to know if the source of the facts they get is trustworthy. More and more what was once a trusted source of information leaves a lot out, or skews the facts making it difficult if not impossible get to the truth!
Frankly, this has always been the ultimate goal in the sciences, but the way-stations of memorized facts and processes have led to standard assessments that are low rigor and less than useful in determining student understanding. Let's model the heck out of our world and figure out some solutions!
Toch dient er altijd een basis aan begrippen (woordenschat) kennis geleerd te worden alvorens überhaupt de berg aan informatie beklommen of uitgespit kan worden.Klassiek onderwijs blijft nodig.
I really love this resource. I think it is VERY comprehensive and informative. Not to mention that it is easy to follow, and very relevant / on point. VERY valuable map! Will definitely be referencing it into the future.
This thinglink (tool for making images with hyperlinks) is worth to check out, as well as this output. An image for all those concerned with digital transformation and skill topics.
Most teachers know that if students reflect on how they learn, they become better learners. For example, some students may think and process information best in a quiet library; others may focus better surrounded by familiar noise or music. Learning strategies that work for math may be different from those applied in the study of a foreign language. For some, it takes more time to understand biology than chemistry. With greater awareness of how they acquire knowledge, students learn to regulate their behavior to optimize learning. They begin to see how their strengths and weaknesses affect how they perform. The ability to think about one’s thinking is what neuroscientists call metacognition. As students’ metacognitive abilities increase, research suggests they also achieve at higher levels.
Metacognition plays an important role in all learning and life experiences. Beyond academic learning, when students gain awareness of their own mental states, they begin to answer important questions: How do I live a happy life? How do I become a respected human being? How do I feel good about myself? Through these reflections, they also begin to understand other people’s perspectives.
Most teachers know that if students reflect on how they learn, they become better learners. For example, some students may think and process information best in a quiet library; others may focus better surrounded by familiar noise or music. Learning strategies that work for math may be different from those applied in the study of a foreign language. For some, it takes more time to understand biology than chemistry. With greater awareness of how they acquire knowledge, students learn to regulate their behavior to optimize learning. They begin to see how their strengths and weaknesses affect how they perform. The ability to think about one’s thinking is what neuroscientists call metacognition. As students’ metacognitive abilities increase, research suggests they also achieve at higher levels.
Metacognition plays an important role in all learning and life experiences. Beyond academic learning, when students gain awareness of their own mental states, they begin to answer important questions: How do I live a happy life? How do I become a respected human being? How do I feel good about myself? Through these reflections, they also begin to understand other people’s perspectives.
Teaching learners to think about their own "thinking" can be one of the most empowering tools. When learners engage in reflective thinking it develops a growth rather than a fixed mindset.
Future Ready: VR, AR, and MR in the classroom beyond the novelty. Classroom level application of VR, AR, and MR content is a form of job readiness. These emergent technologies are fun and exciting, they can be used to captivate students but what’s the learning value beyond that? As educators we regularly asking ourselves what…
Future Ready: VR, AR, and MR in the classroom beyond the novelty. Classroom level application of VR, AR, and MR content is a form of job readiness. These emergent technologies are fun and exciting, they can be used to captivate students but what’s the learning value beyond that? As educators we regularly asking ourselves what…
Download the NMC Horizon Report: 2017 Higher Education Edition at http://go.nmc.org/2017-he. The New Media Consortium (NMC) and EDUCAUSE Learning Initiativ
Gust MEES's insight:
Download the NMC Horizon Report: 2017 Higher Education Edition at http://go.nmc.org/2017-he. The New Media Consortium (NMC) and EDUCAUSE Learning Initiativ.
Technology is bringing a holistic, radical change to the new generations’ life. The learners that we currently have in schools are those who Snapchat their daily life experiences, YouTube their practices and share their voices by tweeting; they have the world at the tips of their fingers.“The fear is that digital natives will start perceiving school as non-authentic.” In minutes, they can change a thought to a video, a live stream or a podcast that they can share globally.
Technology integration as a process
As mentioned earlier, technology integration is a process that is incorporated in lesson planning. It is not about picking up an app and forcing it into teaching to make it more attractive. With pedagogy steering the process, the first step is to identify the learning objectives. Typically, the teacher will then decide on the methods and assessment tools to achieve learning objectives in a student-centered learning environment.
Technology is bringing a holistic, radical change to the new generations’ life. The learners that we currently have in schools are those who Snapchat their daily life experiences, YouTube their practices and share their voices by tweeting; they have the world at the tips of their fingers.“The fear is that digital natives will start perceiving school as non-authentic.” In minutes, they can change a thought to a video, a live stream or a podcast that they can share globally.
Technology integration as a process
As mentioned earlier, technology integration is a process that is incorporated in lesson planning. It is not about picking up an app and forcing it into teaching to make it more attractive. With pedagogy steering the process, the first step is to identify the learning objectives. Typically, the teacher will then decide on the methods and assessment tools to achieve learning objectives in a student-centered learning environment.
A common but confusing way of distinguishing between efficiency and effectiveness is the saying "Efficiency is doing things right, while effectiveness is doing the right things." This saying indirectly emphasizes that the selection of objectives of a production process is just as important as the quality of that process.
Efficiency is very often confused with effectiveness. In general, efficiency is a measurable concept, quantitatively determined by the ratio of useful output to total input. Effectiveness is the simpler concept of being able to achieve a desired result, which can be expressed quantitatively but doesn't usually require more complicated mathematics than addition.
Efficiency can often be expressed as a percentage of the result that could ideally be expected, for example if no energy were lost due to friction or other causes, in which case 100% of fuel or other input would be used to produce the desired result. This does not always apply, not even in all cases in which efficiency can be assigned a numerical value, e.g. not for specific impulse.
Efficiency is very often confused with effectiveness. In general, efficiency is a measurable concept, quantitatively determined by the ratio of useful output to total input. Effectiveness is the simpler concept of being able to achieve a desired result, which can be expressed quantitatively but doesn't usually require more complicated mathematics than addition.
Efficiency can often be expressed as a percentage of the result that could ideally be expected, for example if no energy were lost due to friction or other causes, in which case 100% of fuel or other input would be used to produce the desired result. This does not always apply, not even in all cases in which efficiency can be assigned a numerical value, e.g. not for specific impulse.
It is almost universally acknowledged that in order to succeed in the 21st century, students must learn much more than the “three Rs” and basic computer competency.
The term “21st century skills” is used often in educational circles to refer to a range of abilities and competencies that go beyond what has traditionally been taught in the classroom, including problem solving, communication, collaboration, creativity and innovation. Others define the term as “information literacy, media literacy, and information, communication and technology literacy.”
WHY is Proactive-Thinking IMPORTANT and a MUST in Modern-Education with and about ICT!? In the last twenty (20) years Technology has changed a lot; with the internet and the use of ICT by nearly everybody around the world... ICT is present everywhere, nearly anybody is using smartphones, the internet, Social-Media and in the…
WHY is Proactive-Thinking IMPORTANT and a MUST in Modern-Education with and about ICT!? In the last twenty (20) years Technology has changed a lot; with the internet and the use of ICT by nearly everybody around the world... ICT is present everywhere, nearly anybody is using smartphones, the internet, Social-Media and in the…
The profound changes ahead demand an education approach that lifts the proficiency of all students.
What might this take?
If future adults will need to reinvent themselves and constantly adapt to change, then education will need to focus even more on learning how to learn as well as what to learn.
A theme emerging from our investigations is that some of the key skills and attributes of the future are not necessarily the ones that we directly measure in our major assessments.
We are good at assessing literacy and numeracy skills and students' depth of content knowledge in core subjects. These will continue to be critical. But what of broader skills such as resilience, that idea of the growth mindset, the capacity to fail and try again, to persevere?
Do we know enough about the most effective teaching practices, the tools and resources schools need to nurture them and how best to assess their attainment?
The profound changes ahead demand an education approach that lifts the proficiency of all students.
What might this take?
If future adults will need to reinvent themselves and constantly adapt to change, then education will need to focus even more on learning how to learn as well as what to learn.
A theme emerging from our investigations is that some of the key skills and attributes of the future are not necessarily the ones that we directly measure in our major assessments.
We are good at assessing literacy and numeracy skills and students' depth of content knowledge in core subjects. These will continue to be critical. But what of broader skills such as resilience, that idea of the growth mindset, the capacity to fail and try again, to persevere?
Do we know enough about the most effective teaching practices, the tools and resources schools need to nurture them and how best to assess their attainment?
As Gust MEES notes in his blog: “We are good at assessing literacy and numeracy skills and students' depth of content knowledge in core subjects. These will continue to be critical. But what of broader skills such as resilience, that idea of the growth mindset, the capacity to fail and try again, to persevere? Do we know enough about the most effective teaching practices, the tools and resources schools need to nurture them and how best to assess their attainment?”
Gust raises good questions about teaching students to learn. There are a variety of complex and simple policies and practices to answer these questions. One strategy is incorporating universal design for learning (UDL) principles into learning strategies: this helps meet the needs of a variety of learners. UDL researchers promote the concept of developing expert learners; author Katie Novak blogs about expert learners at:
I never say that in criticism of teachers or of school principals or even of superintendents. That's something in the culture ─ at least, the political culture ─ of education. There is pressure on the system that gets in the way of what people most urgently need to do in schools to make them more humane and more personal places. There's really a lot more room for innovation in schools than people suspect. A lot of what goes on isn’t required by law; it's more a function of habit and tradition and routine than anything else.”
This habit of tradition and routine is exactly why education has remained woefully behind the times. In the business of education, we don’t have the usual market pressures that require innovation. Public education is a monopoly with no real competition to require forward movement.
I never say that in criticism of teachers or of school principals or even of superintendents. That's something in the culture ─ at least, the political culture ─ of education. There is pressure on the system that gets in the way of what people most urgently need to do in schools to make them more humane and more personal places. There's really a lot more room for innovation in schools than people suspect. A lot of what goes on isn’t required by law; it's more a function of habit and tradition and routine than anything else.”
This habit of tradition and routine is exactly why education has remained woefully behind the times. In the business of education, we don’t have the usual market pressures that require innovation. Public education is a monopoly with no real competition to require forward movement.
#1. Unfairness is necessary. Giving second chances, for example, isn’t fair to those who perform on schedule and within expectation. But, not giving second chances is cruel.
#2. Fairness is merciless. Mercy is not getting what you deserve. In other words, mercy isn’t fair.
#3. Equal opportunity must include reward or lack of reward. Those who seize opportunities earn reward. Those who don’t seize opportunities don’t earn reward. It’s important to note that it’s not necessary to punish those who don’t seize opportunity.
Rewarding teams always includes some unfairness.
#4. Fairness – treating everyone the same – de-motivates high achievers and rewards low performers.
#5. Fairness, when it means everyone is treated the same, promotes inaction. If you can’t be do something for everyone then you can’t do it for anyone. The result is you don’t do much.
#1. Unfairness is necessary. Giving second chances, for example, isn’t fair to those who perform on schedule and within expectation. But, not giving second chances is cruel.
#2. Fairness is merciless. Mercy is not getting what you deserve. In other words, mercy isn’t fair.
#3. Equal opportunity must include reward or lack of reward. Those who seize opportunities earn reward. Those who don’t seize opportunities don’t earn reward. It’s important to note that it’s not necessary to punish those who don’t seize opportunity.
Rewarding teams always includes some unfairness.
#4. Fairness – treating everyone the same – de-motivates high achievers and rewards low performers.
#5. Fairness, when it means everyone is treated the same, promotes inaction. If you can’t be do something for everyone then you can’t do it for anyone. The result is you don’t do much.
Tijdens de vele pittige gesprekken met leerkrachten over evalueren ging het al heel vaak over gelijkheid en eerlijkheid. Op zo'n momenten brak ik al vaak een lans voor billijkheid. Dit artikel komt mij bij een volgende gelijkaardige discussie goed van pas.
Those who understand learning and work with young people know that in an uncertain world of rapid change we urgently need to be helping learners to take risks, to work in teams, to develop a greater understanding of the way systems and societies work, and to become more creative. Fundamentally, these things have been washed out of the system in favour of a ‘learn fact, repeat fact’ model.
To get the best out of this technology in the future, educators need to turn the current systems upside down.
In previous technology developments in education – such as multimedia, whiteboards or the internet – initially, most worried that they would upset the world they were used to and feared for their jobs. Only a few imagined how these technologies could change the world and make things better. In reality, new technologies are typically highjacked to inappropriately maintain the status quo and end up powering the exam sausage factory.
Moving forward into 2017, it is not the tech itself that needs to change. In most aspects of our lives, technology has made significant changes (for good and bad), but in education, particularly schools, there is still stubborn resistance.
To maximise the use of technology in the future, educators need to embrace these technologies that can change the world and make things better. Moving forward into 2017, it is not the technology itself that needs to change, but rather people's attitudes, particularly in education where there is still often stubborn resistance.
Perhaps I am being naive but if 21st Century Teachers are to be teaching 21st Century Students with 21st Century technology in a 21st Century Society isn't it time for a 21st Century Education System? It seems that exams and assignments necessary to allocate a student a grade that is then provided to parents/caregivers is still what drives the education system. Schools/Teachers plan their units based on the assessment items and teach students according to 'what is on the exam'. Is quantifying a child's knowledge for statistics as important as generating higher order thinking, creativity, cultural and ethical awareness and active citizenship? Surely there is another way of reporting on a student's progression during their education? And this isn't the School/Teachers fault - society has become so set on students being labelled as an 'A' student or B, C, D etc that this is what is expected.
There is a high amount of anxiety in children from a very young age and I have seen students become quite confused and anxious when there is no 'correct answer' to a question. Does this stem from crushing the imagination and being told that there is a certain way things must be done? Why not nurture the creativity in children and we may have them building robots and inventing devices that can change the world by the time they are 10 years old.
If teachers are to implement the technology to its full advantage then measuring a students' success, knowledge and how to apply this knowledge needs to change in line with the technology. In such a dramatically changing world, 'assessing' a student hasn't changed for decades - they are still assessed by how much they can cram for an exam and then that information is often forgotten and not used again or when it is required it is re-learnt. Lets get students creating and using their knowledge more and not be so subject specific - in the real world we use and apply a set of skills not just a subject. So why not start giving students 1-2 projects that encompass a holistic view of the subjects we teach (science, maths, english, humanities, social sciences, art, information technology) and have students use technology to implement the four C's - critical thinking and problem solving, communicating, collaboration, creativity and innovation. While we're at it why not report on the four C's and nothing else.
Verstehen ist das inhaltliche Begreifen eines Sachverhalts, das nicht nur in der bloßen Kenntnisnahme besteht, sondern auch und vor allem in der intellektuellen Erfassung des Zusammenhangs, in dem der Sachverhalt steht. Verstehen bedeutet nach Wilhelm Dilthey, aus äußerlich gegebenen, sinnlich wahrnehmbaren Zeichen ein „Inneres", Psychisches zu erkennen.
Verstehen im obigen Sinn (Abschnitt Deutungsrahmen) und als Interpretation setzt Intelligenz bzw. Geist voraus. Nach Werner Sombart beruht das Verstehen auf der Identität des Menschengeistes.
Es ist also nur aufgrund der prinzipiellen Identität von Erkenntnissubjekt und Erkenntnisobjekt möglich. Nur Menschen können daher im eigentlichen Sinne – von Menschen – verstanden werden.
Verstehen im obigen Sinn (Abschnitt Deutungsrahmen) und als Interpretation setzt Intelligenz bzw. Geist voraus. Nach Werner Sombart beruht das Verstehen auf der Identität des Menschengeistes.
Es ist also nur aufgrund der prinzipiellen Identität von Erkenntnissubjekt und Erkenntnisobjekt möglich. Nur Menschen können daher im eigentlichen Sinne – von Menschen – verstanden werden.
Exponential technologies have a tendency to move from a deceptively slow pace of development to a disruptively fast pace. We often disregard or don’t notice technologies in the deceptive growth phase, until they begin changing the way we live and do business.
Driven by information technologies, products and services become digitized, dematerialized, demonetized and/or democratized and enter a phase of exponential growth.
Nicole Wilson, who was Singularity University’s vice president of faculty and curriculum until last year, believes education technology is currently in a phase of deceptive growth, and we are seeing the beginning of how exponential technologies are impacting 1) what we need to learn, 2) how we view schooling and society and 3) how we will teach and learn in the future.
Exponential technologies have a tendency to move from a deceptively slow pace of development to a disruptively fast pace. We often disregard or don’t notice technologies in the deceptive growth phase, until they begin changing the way we live and do business.
Driven by information technologies, products and services become digitized, dematerialized, demonetized and/or democratized and enter a phase of exponential growth.
Nicole Wilson, who was Singularity University’s vice president of faculty and curriculum until last year, believes education technology is currently in a phase of deceptive growth, and we are seeing the beginning of how exponential technologies are impacting 1) what we need to learn, 2) how we view schooling and society and 3) how we will teach and learn in the future.
The 21st century skills and the common 4Cs have been changing and into a new set of characteristics... .It’s clear that technologies undergoing exponential growth are shaping the skills we need to be successful, how we approach education in the classroom, and what tools we will use in the future to teach and learn.
It’s terribly confusing, but perhaps no coincidence, that three of the world’s most prominent consumer technology companies—Apple, Google, Microsoft—each boast a “Classroom” tool aimed at K-12 educators and students. After all, what better way to secure a foothold in the market than impressing on...
Device compatibility: iOS, Android, Windows and any web browser
[Gust MEES] looks like Microsoft is BEST choice as it can integrate as well also Apple and Google products!!
Gust MEES's insight:
It’s terribly confusing, but perhaps no coincidence, that three of the world’s most prominent consumer technology companies—Apple, Google, Microsoft—each boast a “Classroom” tool aimed at K-12 educators and students. After all, what better way to secure a foothold in the market than impressing on...
As a preface to this post, my belief is that deep learning does not occur through sit and get. Deep learning occurs through experiential, authentic, interactive, collaborative instructional processes. If deep learning is desired for teacher professional development, then it should reflect best practices for teaching and learning. Professional learning must focus on creating safe…
As a preface to this post, my belief is that deep learning does not occur through sit and get. Deep learning occurs through experiential, authentic, interactive, collaborative instructional processes. If deep learning is desired for teacher professional development, then it should reflect best practices for teaching and learning. Professional learning must focus on creating safe…
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This Glossary explains influences related to student achievement published in John Hattie’s Visible Learning for teachers (Hattie 2012; 251ff). You can find an older list of influences related to student achievement in Hattie (2009) Visible Learning.
1. Student Self-Reported Grades
2. Piagetian programs
3. Response to intervention
4. Teacher credibility
According to Hattie teacher credibility is vital to learning, and students are very perceptive about knowing which teachers can make a difference. There are four key factors of credibility: trust, competence, dynamism and immediacy. In an interviewHattie puts it like that: “If a teacher is not perceived as credible, the students just turn off.”
Examples for teacher credibility: Earn trust by showing trust towards pupils. Appear highly organised in the presentation of the subject matter. Develop a powerful style of speaking that uses few verbal hesitancies such as “OK” or “you know”. Reduce distance between teachers and students by moving or moving away from barriers (e.g., desk, podiums). Source: cie.asu.edu
5. Providing formative evaluation
6. Micro-teaching
7. Classroom discussion
8. Comprehensive interventions for learning disabled students
9. Teacher clarity
10. Feedback
Learn more / En savoir plus / Mehr erfahren:
https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/
https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/