Capturing the learning
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This document discusses shifting responsibility for learning to students and using technology as a tool rather than a learning outcome. It argues that understanding results from application, analysis, evaluation and creation rather than preceding it. Students should be given time to reflect on and capture their learning during tasks. Evidence of learning could include pictures and apps showing processes, team conversations, and students capturing their own thinking. The focus is on making learning transparent, co-constructed, and relevant through clear expectations and rich tasks.
Capturing the learning
- 1. Whose Learning is it anyway? 1:1 Computing Conference @rolat
- 2. Why am I making assumptions of student’s thinking?
- 3. Students internalize the learning: How did I get there? What impacted my learning? What connections made my learning experiences valuable? Shifting the responsibility and increasing the engagement
- 4. @co u docu rosa no t men t and hing's re al post it, rig unless w ht? # e blc1 “We 3 s McL hape ou uha n via r tools a nd o @co ur uros a #b tools s hap lc13 e us .” @CathDoesMath: Technology is a tool, NOT a learning outcome. #blcbyob #blc13 RT @NLearning: Teach kids to learn how to learn, not be spoon fed information #BLC13 #edtech @globalearner RT @1stgradethinks: "Learning is social. It’s a group event. The powe of the group beats the power of the individual." via @globalearner #BLC13 AMEN to that!!
- 5. Pedagogical shift Learning is transparent Co-constructed Clear expectations Relevant rich tasks
- 7. Project Zero Research suggest contrary to Blooms taxonomy Understanding is not a precursor to application, analysis, evaluating and creating but a result of it. (Wiske,1997) Therefore, understanding isn’t a type of thinking, but a result of thinking. Evidence Evidence
- 9. Personalize the learning during the task. Image links to example Not to just spin through the task Giving students the time to reflect and capture learning during the task. Let them observe and analyze what they are doing both cognitively and metacognitively. Giving students a chance to strive reflect and learn together.
- 10. Which one to choose? How to mesh apps? Apps and tools expectations and purposes: Settings- Logging- Sharing- Uploading- Time to complete
- 11. Evidence of applications on pictures and meshing up apps for evidence of process of learning Evidence of differentiation Consolidation verbal/scribing Evidence of team conversations science skitch feedback on showme Imovie for capturing full process Thinglink Fotobabble Steps for an experiment https: //audioboo. fm/stgabe Pic collage and fotobabble Pic- collage Showme
- 13. If it is student’s learning, then student captures evidence of thinking