Web tools for inquiry learning
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The document summarizes a community connect meeting held on July 25th 2013. It introduces Ness Crouch as the leader and discusses various inquiry models and taxonomies covered, including the Kath Murdoch Inquiry Process Model. It also lists several educational websites and resources shared and provides contact details for Ness Crouch.
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We will journey through a number of apps, websites and web tools that help make inquiry learning more fun and easier than some conventional methods. Inquiry learning is an effective way to give students more control of their learning, however they need support and explicit teaching of skills, cyber safety and how to use the tools to be successful 21st century learners.
I’m from the far North Coast of New South Wales, where I am currently working in a small Catholic school as a classroom teacher and Leader of Pedagogy. I have also worked in Sydney, Moree and Brisbane, as well as in Kundiawa International School, Papua New Guinea and at Seisen International School Tokyo. I have a BEd, BA (Ancient History), and an MEd and is currently working through an elearning MEd degree. I have an interest in educational technology and the application of elearning principles in primary school classrooms. I am a volunteer for Australia E-Series where I help to moderate Community Connect on Thursday nights.
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3. The author implemented a formative assessment cycle with clicker questions to elicit student responses, discussions, and resolutions of misconceptions in order to better facilitate conceptual learning.
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References
Whitelock, D., Twiner, A., Richardson, J.T.E., Field, D. & Pulman, S. (2015). Feedback on academic essay writing through pre-emptive hints: Moving towards ‘advice for action’. Winner of Best Research Paper Award. Special Issue of European Journal of Open, Distance and E-Learning, Best of EDEN RW8, 8th EDEN Research Workshop (eds. U. Bernath and A. Szucs). Published by European Distance and E-Learning Network, 1-15. ISSN 1027 5207
Whitelock, D., Twiner, A., Richardson, J.T.E., Field, D. & Pulman, S. (2015). OpenEssayist: A supply and demand learning analytics tool for drafting academic essays. The 5th International Learning Analytics and Knowledge (LAK) Conference, Poughkeepsie, New York, USA. 16-20 March 2015. ISBN 978-1-4503-3417-4
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1. Many educational interventions studied do not have significant impacts, and studies with null results often go unreported, so one must be selective in what research to rely on.
2. Educational research often oversimplifies complex classroom environments, so established research implemented across different contexts is most reliable.
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This document discusses how teachers can be change agents in their schools by integrating new technologies and teaching methods. It provides tips for teachers to overcome barriers to change, such as becoming lifelong learners, experimenting with new approaches, and getting involved in curriculum decisions. The key responsibilities of change agents are to have a vision for the future of education, use technologies themselves, and continually improve practices through self-reflection and collaboration.
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This slideshow was presented at DHSI 2017 Colloquium at the University of Victoria. It explains the primary lessons we learned while writing the book, _Using Digital Humanities in the Classroom: A Practical Introduction for Teachers, Lecturers, and Students_. It focuses on accessibility, collaboration, tacit knowledge, tool-thinking versus objective-thinking, and structure within experimentation.
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2) Small group discussions using visual models like Love's Pyramid and Harvard's Data Wise Cycle to analyze a reading on using data.
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We will journey through a number of apps, websites and web tools that help make inquiry learning more fun and easier than some conventional methods. Inquiry learning is an effective way to give students more control of their learning, however they need support and explicit teaching of skills, cyber safety and how to use the tools to be successful 21st century learners.
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This document introduces a learning design toolkit to help teachers create effective learning activities. It discusses the gap between the potential of educational technologies and how they are applied with good pedagogical principles. The toolkit guides teachers through articulating information needs to produce a lesson plan. It prompts them to consider pedagogical approaches, tasks, tools/resources, roles, and assessments for a learning activity. The document provides examples of linking these components, such as mapping a didactic approach to assimilative tasks and knowledge-based assessments. The toolkit can be used for guidance, mapping pedagogy to tools, repurposing activities, and researching new e-learning models.
Edp332 assignment 3.1
The document discusses shifting perspectives in instructional design from a traditional top-down, linear model to a more flexible model based on how people actually learn through open learning environments. It advocates designing instruction around ill-defined problems to foster conceptual development and problem solving skills. Several examples of open learning environments are provided that encourage divergent thinking, hands-on problem solving, and use of technology to support learning.
Institute online inquiry 7 12
This document discusses designing a digital literacy curriculum focused on inquiry, dialogue, collaboration, and action. It defines digital literacy and explores how inquiry can drive learning. Examples are provided of how technology can spark dialogue, collaboration and action as part of learning from kindergarten through high school. These include internet inquiry baskets, wondering notebooks, and project-based learning. The importance of modeling, scaffolding and supporting student practice is emphasized. Overall, the document argues for fostering digital literacy through an instructional framework centered on inquiry, dialogue, collaboration and action.
The Educational Staircase
Identifies and details the differences between the four principle styles of teaching (the Presenter, the Facilitator, the Conductor, and the Mentor) as per the model of a Staircase for Education. Further breakdown investigates how these pedagogies differ by taxonomy, tagline, pedagogy, online, classroom, blended, setting, thinking, approach, faculty role, teaching techniques, emphasis, questions, assessment, curriculum, process, preparation, planning, research, group size, and learner: maturity, incentive, competence, consumption or production.
Insight into flipped learning in the classroom
This document discusses flipped learning in the classroom. It describes flipped learning based on Edgar Dale's Cone of Experience, which involves students accessing instructional videos and activities on a virtual learning environment before class, then using class time for hands-on activities and higher-order thinking. Some benefits mentioned are flexible access to materials, personalized learning, stronger student-teacher relationships, and using class time for more engaging activities that go beyond memorization to synthesis and evaluation. The document also briefly discusses enterprise skills, stretch and challenge approaches, and using technology like SMART Boards to move students from lower-order to higher-order thinking.
Models
The document discusses instructional models and strategies that teachers can use. It describes three categories of instructional models: information processing models that emphasize data acquisition and problem solving; social/personal models that promote learning through social interaction; and behavioral models based on modifying behavior through feedback. Example models listed include direct instruction, concept development, guided inquiry, and collaborative learning. The document also discusses instructional strategies like questioning, grouping, and summarizing; and instructional processes of receptive, responsive, and reflective teaching.
Memory2009
The document discusses instructional models and strategies that teachers can use. It describes three categories of instructional models: information processing models that emphasize data acquisition and problem solving; social/personal models that are constructed to take advantage of social and interactive learning; and behavioral models based on modifying behavior through task feedback. Specific models mentioned include direct instruction, concept development, guided inquiry, synectics, collaborative learning, open-ended inquiry, and discussion. Direct instruction and advance organizers are strategies often used within the direct instruction model framework.
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Web tools for inquiry learning
- 1. # Community Connect Thursday 25th July 2013 Ness Crouch
- 2. Thanks to Steve Hargadon for allowing us to use this room. Who am I? Leader of Pedagogy, classroom teacher, ICT enthusiast, learner, risk taker Who's in the room?
- 4. Kath Murdoch Inquiry Process Model Scientific Inquiry Process and Skills Technology Design Process and Skills Bloom’s Taxonomy Solo Taxonomy 5 E’s Tuning In Question Predict Explore & define task Creating Uni- Structural Engage Finding Out/ Sorting out Plan Investigations Research existing ideas/ solutions Remembering Evaluating Understanding Multi- structural Relational Explore Going Further Conduct Investigations Test/ make solutions Analysing Understanding Relational Explore Making / Drawing Conclusions Process and analyse data Re-do Test/ make Evaluating Understanding Relational Multi- structural Explain Taking Action Communicate Communicate Creating Extended Abstract Elaborate Reflection Ongoing Evaluate Reflect Extended Abstract Evaluate
- 5. Kath Murdoch Inquiry Process Model Tuning In Finding Out/ Sorting out Going Further Making Conclusions Taking Action Reflection
- 12. The Padagogy Wheel - http://www.unity.net.au/allansportfolio/edub log/?p=324 Researching in Primary school - http://www.edutopia.org/blog/elementary- research-mary-beth-hertz Cool Tools For School - http://cooltoolsforschools.wikispaces.com/H ome
- 13. nesscrouch@gmail.com @createdbyness http://misscrouch.edublogs.org
- 14. Simon -