copystar + teaching   20

SIFT (The Four Moves) | Hapgood
So if long lists of things to think about only make things worse, how do we get better at sorting truth from fiction and everything in-between?

Our solution is to give students and others a short list of things to do when looking at a source, and hook each of those things to one or two highly effective web techniques. We call the “things to do” moves and there are four of them:
6 days ago by copystar
NYC Digital Safety | Privacy & Security
NYC Digital Safety: Privacy & Security is a partnership between New York City’s three library systems — Brooklyn Public Library, The New York Public Library, and Queens Library — and METRO Library Council. With support from the City of New York Mayor’s Office of the Chief Technology Officer, this project ensures that NYC residents can rely on public libraries for their questions about internet privacy and security.
october 2019 by copystar
The Art of Noticing - The Art of Noticing, No. 23: The Collective Bio Exercise; "Look At Art. Get Paid"; New Icebreaker; More
But maybe the best thing we did was the "Collaborative Biography" exercise from the book — an idea I borrowed/adapted (with credit of course) from Amy Krouse Rosenthal and Lenka Clayton, described in Amy's 2016 book Textbook Amy Krouse Rosenthal.

The short version of how it works: A group of people figures out what things they have in common. Are we all from the United States? Do we all like sushi? Do we all dislike the Boston Red Sox? Whatever you can come up with through asking questions and conversing. "Assemble your statements," Krouse Rosenthal wrote. "Call it your Short, Collective Biography."

At this workshop, I gave the 10 groups of 10 people each just 10 minutes to come up with a minimum of three facts in common. These teams gathered people from different offices and departments who didn't necessarily know each other, so everybody had to start asking and interacting immediately. The room was instantly buzzing, and the results (presented along with the outcomes of the "noticing mission") at the end of the session were really fun
september 2019 by copystar
Instructor Training: How Learning Works: Working Memory and Cognitive Load
The quality of practice that is provided to learners is very important. In Carpentry workshops, we use guided practice: we set up a structure in which learners can test their skills and get feedback on their progress. This contrasts with another teaching strategy variously known as constructivist, discovery, problem-based, experiential or inquiry-based learning.

In 2006, these types of teaching were the subject of a paper titled “Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching”.

This paper argued that minimal-guidance approaches to teaching ignore both what we know about human cognitive architecture and evidence from many research studies showing that minimally-guided instruction is less effective than guided learning.

Minimally-guided instruction requires learners to simultaneously master a domain’s factual content and its search and problem-solving strategies. Fostering creativity and independence is intuitively appealing, but that doesn’t mean it works.
teaching  learning 
september 2017 by copystar
Of Course! course design board game | MOERG: Play, Games and Context for Learning
Of Course! was designed to solve a problem I have with new course teams designing a new programme (especially for online courses). Normally it would take 3-4 meetings to get all staff to forget their normal teaching/admin processes, and focus on the new market/student base/subject needs. I designed a simple board game which matches materials, pedagogic, assessment and administrative elements to the learner and market context, adding in competition, scoring and a small ‘vindictive’ element. The game, although the rules needed streamlining, worked wonders in that it generated huge levels of discussion within the course team, and helped focus the team together within an hour – rather than those 3-4 meetings.
games  teaching 
june 2017 by copystar
Why Science Majors Change Their Minds (It’s Just So Darn Hard) - The New York Times
But, it turns out, middle and high school students are having most of the fun, building their erector sets and dropping eggs into water to test the first law of motion. The excitement quickly fades as students brush up against the reality of what David E. Goldberg, an emeritus engineering professor, calls “the math-science death march.” Freshmen in college wade through a blizzard of calculus, physics and chemistry in lecture halls with hundreds of other students. And then many wash out.

Studies have found that roughly 40 percent of students planning engineering and science majors end up switching to other subjects or failing to get any degree. That increases to as much as 60 percent when pre-medical students, who typically have the strongest SAT scores and high school science preparation, are included, according to new data from the University of California at Los Angeles. That is twice the combined attrition rate of all other majors.
may 2017 by copystar
Hook and Eye: They still hate the textbook
My husband said the best feedback any professor ever gave him during his degree was this: "It's supposed to be hard," meaning, the material is supposed to discomfit you, confuse you, even bore you. It's supposed to be hard because you are learning. Be humble, be open, work hard, figure it out.

All the animated slideshows in the world are never going to substitute for that insight. It's supposed to be hard.
may 2017 by copystar
When I Let Them Own the Problem
RT : Let the students own the problem. (Ideally, let them discover it too)
teaching  from twitter
may 2016 by copystar

Copy this bookmark: