En los Estados Unidos, desde fines del decenio de 1950 hasta los primeros años del decenio de 1970, hubo intentos de diseccionar y clasificar los distintos ámbitos del aprendizaje humano – co…

RESUMEN DE TECNOLOGIA EDUCATIVA. LAS TIC EN LOS PROCESOS DE ENSEÑANZAS Y APRENDIZAJES. Las tecnologías de la comunicación y la información han evolucionado a través del tiempo, por lo que es elemental la incorporación de las tecnologías...

Imagen publicada en el portal EducaconTIC: www.educacontic.es

Las diferencias entre competencias, capacidades y habilidades pueden ser difíciles de ver. Pero, ¡no te preocupes! Te damos las claves...

En muchas ocasiones por falta de conexión del alumnado, por una red wifi deficiente, por falta de dispositivos móviles u ordenadores, podemos encontrarnos con el problema de no poder usar, como teníamos previsto, la aplicación online Kahoot que tanto gusta al alumnado y a la que tanto partido podemos sacarle …

Par ces temps d'auto-formation, d'orientation tout au long de la vie, de développement des compétences, nous sommes obligés de continuer à apprendre encore et encore. D'où la nécessité d'apprendre intelligemment. Nous ne mémorisons pas de la même façon les enseignements selon que nous les entendons ou que nous les voyons par exemple. Voici donc une infographie tirée des principes énoncés par le psychologue américain William GLASSER qui vous montre comment mieux retenir les informations qui vous parviennent de tous les côtés. Vous constatez que vous devez multiplier les moyens d'apprentissage pour mieux retenir. Ainsi, ne vous contentez pas de lire ou d'écouter mais testez, pratiquez vous-même ce qu'on vous a montré. Mieux encore : expliquez-le à votre tour à un collègue ou un ami... Apprendre aux autres reste le meilleur moyen d'apprendre tout court !

Via Marta Torán, Lorena Acosta

What is TPACK? Technology has become an increasingly important part of students’ lives beyond school, and even within the classroom it can also help

Blooms taksonomi er en model der bygger på at forståelse af et emne kan betragtes som en kronologisk rækkefølge. Der er altså tale om en kognitiv taksonomi. Lidt som at bygge et hus. Fundamentet …

If you are set on mastering assessment language, here are some tips and resources to help you use the best words at the right times.

User Generated Education blogger Dr. Jackie Gerstein presents this table of twelve skills and related attributes today’s educators can develop to effectively assist them in evaluating if and …

It's summer time. School's out. Your classroom is closed. Finally---you’re on vacation. But if you're like most teachers, you're already thinking about how to begin the next school year, and with each new experience you wonder, "How can I use this in my classroom? You may be out of school for the summer, but your mind is still in the game. You're a thinker--- looking for evidence/drawing conclusions; activating your prior knowledge/making connections; examining things from varied perspectives; considering new instructional approaches; evaluating your year reflecting on the significance of what you do. Intelligent Thinkers Question Everything Thinking and questioning your thoughts comes automatically for you because you have been doing it for a while; but, students need to be taught these questioning techniques explicitly, because when they learn them, they arrive at well-reasoned decisions and solutions. Critical thinking skills are the constant that runs throughout all decision-making and problem-solving situations, and knowing how to use them will enable your students to keep up with the pace of in the 21st century. So sit back and read this blog. Enjoy the think-and-take activities that help your students explore, learn, and apply the critical thinking habits of smart thinkers, and inspire each of them to become a life-long thinker and learner like you. Metacognition --- Thinking About Thinking The think-and-take ideas shared in this blog are mini-lessons from Project Based Learning (PBL) samples that show how to teach students to become intelligent thinkers. Each week, for the next five weeks, one metacognitive / critical thinking skill will be examined. Below is a Mental Checklist you can use with students when beginning each lesson that gets students thinking about their thinking. Looking for Evidence Making Connections Points of View Considering Alternatives Considering Significance Think-and-Take Mini-Lesson #1 - "Looking for Evidence" Lesson from GoTeachGo Critical Thinking - The Complete Starter Guide - All Grade Levels On Teacher's Pay Teachers You teach students to find evidence to support their opinions or assertions all of the time. But when you teach them to analyze and question how they arrived at the conclusions they made, their understanding deepens. Tell your students that each day they are going to practice skills that smart thinkers use to make good decisions and solve problems. Then use each mini-lesson as a bell-ringer, and wake your class up to a deeper level of learning. Tell your students these skills are called critical thinking skills, and remind them that smart thinkers use them every day. Other suggestions: Use the first week of instruction as an introduction to all 5 skills, teaching one per day; and revisit the skills, focusing on one per week for more intensive practice. Procedures 1. Write on the board the objective: Today our learning outcomes are to begin developing the critical thinking skill of looking for evidence and show an understanding of how we arrived at our conclusions. (You can word this your way). 2. Show students the Mental Checklist on the ELMO or SmartBoard. Tell students these are the five critical thinking skills, and they will be practicing and learning one new skill each day. 3, Put the graph on an ELMO or SmartBoard. Tell them that today they are looking for evidence to support their findings. Procedures 1. Write on the board the objective: Today our learning outcomes are to begin developing the critical thinking skill of looking for evidence and show an understanding of how we arrived at our conclusions. (You can word this your way). 2. Show students the Mental Checklist on the ELMO or SmartBoard. Tell students these are the five critical thinking skills, and they will be practicing and learning one new skill each day. 3. Put the graph on an ELMO or SmartBoard. Tell them that today they are looking for evidence to support their findings. Encourage them to answer questions and write responses using specific numerical data from the chart. 4. Ask students the following question and choose students who want to share. What sport do most students like to play? 5. Follow-up with these questions and encourage specific responses. Why do you say that? How do you know? 6. End the lesson by having students write a paragraph about what they learned. Ask them this and prompt a discussion as follows: What did you learn in this lesson? You might write about being introduced to critical thinking. Did you discover anything you already do that uses the skill of looking for evidence? 7. Consider asking students this question: How did thinking about how you arrived at your conclusions help you understand why you made your decision? Other questions to for students to think about when writing responses: Are you wondering why you are learning about thinking and practicing thinking strategies? Express your ideas in a paragraph. Are you wondering about the other thinking skills on the Mental Checklist? Why? What would you like to know? Be sure to walk around as students are writing, and observe their responses while prompting them for specific details where needed. Collect paragraphs from students who want you to share what they have written, and put them in one stack. Put the others in a second stack. Assure students whose paragraphs you will read that you will not read aloud their names unless they have let you know it is okay to do so. On Grading You can collect student responses, count them as participation points for daily grades and have students file them in their writing portfolios daily. Then they can revisit them each week to monitor their understanding. Or you can let students keep them as a reminder of what they are learning throughout the week, and have them turn the paragraphs in each week or file them weekly and turn them all in at the end of each quarter. No matter how you assess these paragraph responses, you will have gotten the students thinking about their thinking. And that's the objective! Next Week's Lesson: “Making Connections” And if you would like to examine PBL units of study, please visit TeachersPayTeachers. Recommended Reading for this Week: Integrating the 16 Habits of Mind Written by Sheri Rose, Owner of Precision Copyediting, LLC. Sheri is a champion of common sense and truth, a genuflectory fan of Shakespeare and all things artistic, a tenacious advocate for the practice of wordplay and rhetorical twists of phrase---Thomas Pain's sidekick; Chaucer's greatest fan. She also enjoys cruising her property in her 4-wheeler to stay in touch with her inner child, and she enjoys spoiling her husband and her dogs. While Sheri welcomes the challenge of writing and editing a variety of content on different topics, she has spent her life in education, and she loves to write about it.

Hola: Compartimos una interesante infografía sobre «Blog en el Aula – 4 Razones para Implementarla con tus Alumnos». Un gran saludo. Elaborado por: Néstor Alonso – educacontic &n…

Using some form of gamification in learning today is becoming...

Why is Project-Based Learning Important? As educators, we all know that having students passively learn facts and information and then regurgitating those facts for a test or quiz is not sufficient. It does not prepare our students for the real world. Instead, we need to allow our students opportunities to LEARN BY DOING. Project-based learning...

We all know and love Kahoot, right? If you do not know about Kahoot then we have a few blog posts with tips and ideas to get you up to sp...

If it’s true that 65% of today’s grade school students will work in jobs that don’t exist yet, then we better get ready for some drastically different learning environments.

LA EDAD MODERNA (EL BLOG DEL MAESTRO) BRÚJULA EN MANO A POR LOS DESCUBRIMIENTOS CONOCEMOS LA HISTORIA (MIS COSAS DE MAESTRA) CIENCIAS SOCIALES RECURSOS

Teaching and learning research; trial and error; participation in studies; experience of teaching and observing teachers over the past 25 years.

A new school year always brings about new ideas and hopeful ambition for teachers. However, it's almost 2015. Gone are the days when we can use the excuse tha

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