4 Matching Annotations
- Jul 2016
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lincs.ed.gov lincs.ed.gov
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Set a cooperative climate for learning in the class-room;•Assess the learner’s specific needs and interests;•Develop learning objectives based on the learn-er’s needs, interests, and skill levels;•Design sequential activities to achieve the objec-tives;•Work collaboratively with the learner to select me-thods, materials, and resources for instruction;and•Evaluate the quality of the learning experience and make adjustments, as needed, while assess-ing needs for further learning
A lot of this is similar to what we do as teachers of children
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citeseerx.ist.psu.edu citeseerx.ist.psu.edu
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most of the examples we've provided require educators to repurpose existing tools for peda-gogical.purposes.
Remixing! We've already talked about how we can take things not intended for education and repurpose it to be useful in our classrooms.
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Recommen-dations for the future of learning emphasize the impor-tance of being able to creatively move across multiple disciplines, to cross-pollinate ideas between domains
This is something I want to try and do with my class this year. I'm already going to integrate math and art through my maker project. I'm hoping to integrate other subject areas as well.
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These authors argue that schooling needs to be fundamentally reconfigured to emphasize higher-order cognitive processes, such as critical thinking, creative problem solving, curiosity, and adaptability.
This reminds me of the Wicked Problem from earlier. We aren't necessarily keeping education relevant to the skills that kids actually need.
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