“Una necesidad solo puede ser realmente satisfecha a través de una determinada adaptación a la realidad”
Hoy traemos a este espacio ... este video de Marc-André Lalande de Montreal, que nos presenta así:
My friend and colleague Judith Cantin and I were working on this idea that Bloom's Taxonomy and Vygotsky's Zone of Proximal Development could be put to concrete use in the classroom. As we worked on this, we came up with an idea we hope you'll find worth exploring: targeted learning should fall in the ZPD, but the learning activity shouldn't. This activity should mobilize knowledge, skills or competencies from a higher level of Bloom's taxonomy, when possible. This Pedagogical Quickie is a bit longer, running 10 minutes or so. But if you're already comfortable with the concepts of Bloom's revised taxonomy or Vygotsky's ZPD, you can skip at 5:45 to see where Judith and I came up with the idea of merging the two. At the end of the video, there's a blank Bloom/Vygotsky Hybrid Cylinder (Creative Commons 3.0 Canada) that you can use for analyzing/evaluating different learning activities and scenarios your considering for class. (leer más...)
Fuente: [ Youtube ]
así nos lo venden
Más tiempo para la enseñanza, menos complicaciones tecnológicas
Facilidad para gestionar tareas y fluidez en las comunicaciones
Y aquí otro de Dan Leighton
Empezar a usar Classroom
1) Why Google Classroom won’t affect
institutional LMS market … yet en e-literate.
2) en el Google + de Andrew Stillman
3) Reflexiones sobre Google Classroom en @xarxatic
4) Google Classroom: Early videos of their closest attempt at an LMS en e-literate
5) GOOGLE CLASSROOM – EARLY PREVIEW en edublab
6) Por último dejamos un hangout ..
Fuente: [ varias ]
Learning Activities for innovative classroomsThe iTEC pilots, now in their fifth and final cycle, have developed Future Classroom Scenarios and Learning Stories and Activities to inspire teachers to change their pedagogical practices with the support of ICT. Learning Activities and Learning Stories have been developed through a participatory design process with teachers. Moreover, European Schoolnet has also delivered an international programme of online and face-to-face training, including courses at the Future Classroom Lab in Brussels on teaching and learning activities for the future classroom.
Supporting students’ knowledge, skills and understandingThe newly published meta-analysis of the evaluation data over the first three cycles shows that the project has had a positive impact on students’ knowledge, skills and understanding – in particular on their 21st century skills, motivation, engagement, attitudes, and learning practices. iTEC has also had a beneficial effect on teachers, having a positive impact on their technology-supported pedagogy, digital competence, and their motivation and attitudes. Almost 90% of teachers agreed that the iTEC process enabled students to become more deeply engaged in their work, and allowed them to undertake more collaborative activities. Teachers observed also a higher student attainment, an increase in student autonomy and independent learning, as well as more opportunities to learn beyond the boundaries of the classroom.
Mainstreaming the iTEC results"Every Classroom a Future Classroom" conference, taking place on 10-11 October 2013 in Brussels for 150 invited delegates, will look at the challenges involved in up-scaling and mainstreaming innovative teaching and learning practice in order to make every classroom a future classroom. The conference will discuss on scalable processes for the adoption of advanced competencies by teachers, 21st century skills for learners and change management for schools.
iTEC has also published a magazine "Designing the future classroom" that summarises the project developments and outputs up to date. Read the magazine online here.
- iTEC Magazine: Designing the future classroom (PDF)
- Press release: iTEC sparks innovation in over 2,000 European classrooms
- Full report "Evidence of the impact of iTEC on learning and teaching" (PDF)
- Conference: Every Classroom a Future Classroom
(leer más...) Fuente: [FCL]
It’s inevitable that any medium designed for ease of communication and networking will be applied to a learning context however many educators are still trying to come to grips with Twitter, and in particular its use in the classroom.
There are a multitude of ways Twitter can be integrated into classroom teaching, for example:
- Gather real world data – this makes learning based on up-to-date information with real people (with a real story behind it!).
- Monitor/ GeoTag the ‘buzzwords’
- Summarize topics/ view as tweets
- Collate classroom views
- Let parents follow what you’re up to
- Find out where people are – giving the class an immediate set of places and distances to research.
- Story telling in 140 characters as group or individual
- Twitter poll
- Word morph – using your network to search for synonyms and other meanings
- Finding ‘classmates’ in other locations to share information, resources and ideas
- Point of view and character development using Twitter (or “Twalter egos”)
- Global assembly
- Word play
- Communicate with experts
- Monitor the learning process
- Probability – when learning about probability and the language of chance in mathematics, use your Twitter network to offer a real world response to your questions
(For more ideas check out this presentation online)
We also found it interesting how this one college is using Twitter in the classroom:
We’d love to hear from you if you have any suggestions for using Twitter in the classroom! If you’d like for us to add your suggestion to the list in the post, please put them in comments below!