Get Started for FREE
Sign up with Facebook Sign up with X
I don't have a Facebook or a X account
 Your new post is loading...
Your new post is loading...
Scoop.it!
Here’s a quick list of questions your learners will be asking, ask them yourself when designing your eLearning course. 
No comment yet.
Sign up to comment
Scoop.it!
"When you’re standing in front of a classroom of students who’re not quite sure they even want to be in your class, much less pay attention to what’s being said, things like neuroscience, research studies, and teaching the way the brain learns are an abstraction. Yet, brain-targeted teaching can engage and excite students because it taps into factors that stimulate the brain, grab the attention, and set the stage for learning."
Beth Dichter's insight:
What if we were able to design our curriculum to support the way the brain learns? Would our students be more engaged in class? Learn about this new model, Teach the Way the Brain Learns, in this post. There is a short discussion about some of the concepts as well as six brain targets, each of which includes a brief neuroscience explanation as well as a "translation" so that you will understand how to implement each target in your classroom. What are some of the targets? Brain Target 1: Establish the emotional climate for learning What does this mean? "Stress impedes learning." Make connections with students and then begin the lesson. Brain Target 2: Creating the Physical Learning Environment What does this mean? The physical space impacts our students. Changing the space may help them learn. What changes could you make in your classroom? Four additional brain targets are provided. You may also want to check out the website Brain Targeted Teaching (http://www.braintargetedteaching.org/) where you will find additional information as well as sample units that utilize this method (and a template to create your own lessons).
Nicole Wallace's curator insight,
March 19, 2014 12:57 AM
Great comments in here and how it links to neurobiology. 
Dr. Helen Teague's curator insight,
March 19, 2014 12:48 PM
strong>Referencing Beth Dichter's insight:What if we were able to design our curriculum to support the way the brain learns? Would our students be more engaged in class? Learn about this new model, Teach the Way the Brain Learns, in this post. There is a short discussion about some of the concepts as well as six brain targets, each of which includes a brief neuroscience explanation as well as a "translation" so that you will understand how to implement each target in your classroom. What are some of the targets? Brain Target 1: Establish the emotional climate for learning What does this mean? "Stress impedes learning." Make connections with students and then begin the lesson. Brain Target 2: Creating the Physical Learning Environment What does this mean? The physical space impacts our students. Changing the space may help them learn. What changes could you make in your classroom? Four additional brain targets are provided. You may also want to check out the website Brain Targeted Teaching (http://www.braintargetedteaching.org/) where you will find additional information as well as sample units that utilize this method (and a template to create your own lessons).
James J. Goldsmith's curator insight,
July 28, 2014 3:29 PM
Six practical suggestions for applying neuroscience in the classroom.
Scoop.it!
We hear so much about tablets these days, and new ones seem to be appearing at a rapid pace. Yet we also see teachers who question the use of technology in the classroom. This post looks at the many ways that tablets may be used in the classroom from art to simulations, foreign languages to presentations, ebook and more. To learn more about the ways listed here and an additional twenty, each of which have some additional descriptions click through to the post.
|
Scoop.it!
"Blended learning incorporates multiple methods of instruction in order to customize the learning experience for each student, leading to increased student interaction and engagement."
Beth Dichter's insight:
The blended classroom is beginning to happen in many school districts. This infographic provides a great overview of blended learning. In addition to the section shown above, which looks at how teacher-led instruction connects to quality digital learning time to group work and projects (and the ongoing cycle) you will find sections on: * Turning Computer Time into Quality Learning Time * Empowering Teachers with Real-Time Student Performance Information * Tying It All Together Online learning happens in a variety of ways. This post looks at some of the critical features that must be included for an online or blended class to be successful.
Coolwired's curator insight,
April 16, 2014 2:31 PM
This Infographic illustrates the best of both worlds in modern education! 
Melissa Marshall's curator insight,
August 27, 2014 12:15 AM
This method of teaching harnesses both teacher expertise and flipped, student-lead learning, all enriched with technology. It is beginning to sit quite well with me as I have noticed some students still want to take notes, listen and learn from you - the expert teacher in this case is still valued! This could also be supplemented with teachers online and so on!
Scoop.it!
" "Rigor is a fundamental piece of any learning experience. It is also among the most troublesome due to its relativity. Rigorous for whom? And more importantly, how can you “cause” it? Barbara Blackburn, author of “Rigor is not a 4-Letter Word,” shared 5 “myths” concerning rigor, and they are indicative of the common misconceptions: that difficult, dry, academic, sink-or-swim learning is inherently rigorous. Myth #1: Lots of Homework is a Sign of Rigor
Beth Dichter's insight:
How can we add rigor to lesson plans? For 10 strategies check out this post. Five of the strategies are listed below (with more information about them in the post): * Require students to synthesizing multiple sources * Design tasks with multiple steps that build cognitively * Use divergent perspectives * Use divergent media forms The post also provides a great Rigor Rubric that looks at the four levels (as in Level 1, 2, 3 and 4 as found in the new assessment for Race to the Top) as well as two areas, Curriculum and Instruction. Curriculum is divided into Content, Connections, Perspective and Texts/Materials. Instruction is divided into Delivery by Teacher, Depth and Reflection. Consider sharing this rubric in your school and engaging teachers in a discussion of how we can best provide rigor to our students.
David Baker's curator insight,
September 29, 2013 6:48 PM
10 steps and Myths for Rigor will be a really good conversation at PIE. |
Many schools are asking teachers to consider using online learning management systems, providing students with access to course material online. Creating an online course requires teachers to learn new skills. This post from SH!FT suggests that you think like the learner when you design a course and provides four questions you should consider in this process. The four questions are below. Additional information is found in the post.
1. Why would they want to see and read through a screen?
2. Does the course look good?
3. Can they control the course and find their way around it?
4. Was the learning experience worthwhile?
Additional resources are also provided in the post.