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I routinely speak about the need for students to produce learning artifacts that demonstrate conceptual mastery. Knowledge often comes to us via transcribed content or artifacts, which is derived from other''s knowledge. best practices Common Core educational technology Innovation pedagogy'
Collaborative exchanges among peers, teachers, authors, and mentors can turn a simple student writing product into a multifaceted and informative artifact. By selecting appropriate tools, students can create artifacts that demonstrate their conceptual mastery while acquiring and applying essential skill sets.
Each day I am in awe as I see innovation in action shared on social media, especially in the areas of blended, remote, and hybrid pedagogy. During a previous session, I assigned each leader some meaningful homework, which consisted of bringing an artifact to share with the group that showed growth in the area.
First and foremost, we must always keep sound pedagogy in mind, something that I discuss at length in Digital Leadership. Content consumption does not equate to the construction of new knowledge, discourse, answering questions, solving a problem, or creating a learning artifact. Here is where app smashing comes into play.
At NMHS we place a great deal of emphasis on creating artifacts to demonstrate conceptual mastery. Our motto is pedagogy first, technology second if appropriate when integrating mobile learning devices. Technology can become a nice pedagogical fit when viewed this way.
Allowing students choice over which tools they will use to create artifacts of their learning that demonstrate conceptual mastery builds a greater appreciation for learning while simultaneously preparing them for the real world. Pedagogy first, technology second when appropriate.
Image credit: [link] Here are some questions that will assist in determining if engagement is leading to actual learning: Is the technology being integrated in a purposeful way grounded in sound pedagogy? Are they creating a learning product/artifact? What are the learning objectives/outcomes?
This often produces a disastrous effect as the pedagogy does not support the use of the technology tool in arriving to or assessing learning outcomes. The missing link is guidance on how these tools can be used effectively and appropriately to allow students to create artifacts of learning to demonstrate conceptual mastery.
As we continue to advance in the digital age schools and districts are beginning to re-think pedagogy and learning environments by instituting either 1:1 device programs or Bring Your Own Device (BYOD) initiatives. Cross-posted at the Huffington Post. pencil and paper) if they wish.
Artifacts such as assessments, lesson plans, unit plans, projects, and examples of student work can easily be converted to a sharable link using Google Docs. Links to your resources and work can be archived and annotated using a social bookmarking tool such as Diigo.
Sound pedagogy must be at the heart of any BYOD initiative. It is important that the resulting artifacts are not too overbearing and afford students the opportunity to be trusted and empowered to take ownership of their learning. How do I know that this is impacting student learning?).
Here is where the tool supports or enhances the pedagogical technique to aid in conceptual mastery, construct new knowledge, or demonstrate learning through the creation of a learning artifact. One such method that is rapidly gaining traction is blended learning.
This emerging pedagogy and a growing awareness of the changing job market place great stress on educators preparing students for the future. Additionally, teachers in career-based education have the dual challenge of maintaining content expertise as well as mastering new teaching pedagogies.
Embed technology tools in daily tasks: Like many other districts across the country, Young describes a “panic pedagogy” forced on her colleagues by the pandemic. And be deliberate about showcasing students’ digital artifacts—a great hook for getting parents in the classroom.
With these recorded video artifacts, teaching candidates reflected on their own teaching, as well as received feedback on their practices from peers and coaches. In the Edthena platform, educators can record, share, and comment on videos of their teaching. Often candidates saw something they hadn’t noticed in the moment in their classroom.
Based on what we learned from challenge sessions, artifact reviews, and in-depth interviews with district leaders, we created the Challenge Map. On the Challenge Map you’ll find ideas about instructional technology coaching and the intersection of pedagogy and edtech, as well as research on the use of technology to enhance learning.
Moore writes about how teaching fuels him, and “Teaching Black History to White People” illustrates his uniquely engaging pedagogy that has won awards and made Moore a highly respected and sought-after professor and speaker. She retells history with expert analyses of historical artifacts, primary sources and thorough research.
These pedagogies then can be broken down into more specific teaching moves, which helps teachers better see how they can support students in analyzing a text. Compare is a useful focusing technique for discussing the similarities and differences across multiple teaching artifacts. Compare: Use Multiple Pieces of Evidence to See Growth.
That rubric defined “rigor” as student engagement with primary source texts and artifacts. Jon and I believe very strongly that students in social studies classes should engage with meaningful artifacts created by the people we’re studying. In other words, that’s what they expected to see in a high-functioning social studies class.
Students are also encouraged to do additional learning when necessary and resubmit artifacts of their work to demonstrate their learning related to the outcomes specified in each badge. The post Shaking Up High School Math appeared first on Peers and Pedagogy.
By day, I compared notes with other writing teachers through the National Writing Project , and by night, I read a large list of books on writing pedagogy. Students then explore capitalization usage online and bring back screenshot artifacts that point out how people in the wider world use capitals in surprising ways.
As the technology continues to evolve, the conversation must remain focused on learning and pedagogy—not on devices. If the former (pedagogy) isn’t solid, then all the technology in the world won’t make a difference. As I have said for years, pedagogy trumps technology. What might this look like you ask?
Framework Pedagogy trumps technology. This can come in the form of data, improved observations/evaluations, artifacts, and portfolios. There is noting more frustrating for teachers and students alike when attempts are made to integrate technology with purpose only to have the WiFi not work or operate properly.
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