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As educators, we have a responsibility to deliver content in a way that supports our students’ current and future learning. Not only what students learn, but how they learn it. We need to create the conditions that allow students to demonstrate their self-directed learning in order to concurrently develop their knowledge and skills through semiautonomous learning environments. 

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https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Learning+2+Learn

The Feynman Technique is perfect for learning a new idea, understanding an existing idea better, remembering an idea, or studying for a test. The Feynman Technique is a mental model that was coined by Nobel-prize winning physicist Richard Feynman. Known as the "Great Explainer," Feynman was revered for his ability to clearly illustrate dense topics…

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http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Radical+Pedagogy

Mastery learning is the idea that students should adequately comprehend a given concept before being expected to understand a more advanced one. This idea has a long tradition in educational theory and research. In 1919, superintendent Carleton W. Washburne in Winnetka, Illinois, showed that students could advance at their own pace if they mastered a concept before moving on to something more complicated.

Years later, building on Washburne’s work, educational psychologist Benjamin Bloom coined the term “mastery learning.” In 1984, in Bloom’s seminal study, “The 2 Sigma Problem,” he showed that mastery-based one-on-one tutoring is two standard deviations more effective than conventional instruction. (That means it would take the average for a cohort of students from the 50th percentile to the 98th percentile!). Ever since, educators have sought ways to make mastery learning available to all students.

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http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=modern-education

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Learning+by+doing

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Practice

Shifting to “Learn by Doing”

Becker of NMC says just as the role of the teacher is switching from “sage on the stage” to one of a coach or guide, there is a shift from rote to active learning. To foster skills of teamwork and collaboration, online education is incorporating group projects and hands-on labs to help students think more critically and retain the content.

Building on the concept of “learn by doing,” online education is expanding to connect students from around the world to learn together and meet professionals. Morris is also executive director of the Center for Interactive Learning and Collaboration, which partners with more than 200 cultural organizations, such as art museums, to offer real-time interaction with experts in various fields.

This exposure can help answer student questions about the relevance of a geometry class, for instance. “To answer the questions of why you are doing it is key,” says Morris. “[Students] are motivated when they understand and have a reason to understand the material.”

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http://www.scoop.it/t/21st-century-learning-and-teaching

The beginning of a new year typically presents individuals with a designated time and opportunity to reflect upon the events of the past 365 days, to cherish the unforgettable moments, to learn from mistakes or disappointments, and most importantly, to set goals for the next chapter in this adventure we call life. In education, we call these types of behaviors “reflective practice”, or the manner in which teachers step back and evaluate the learning environment.

As in any other profession, we assess what was successful, what didn’t work as planned and/or what needs to be adjusted the next time—all in an effort to improve our craft.

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http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=reflection

https://gustmees.wordpress.com/2016/06/01/update-twitter-chats-what-to-do-better/

https://www.pinterest.com/swirlz42/mia-macmeekin/

This is not too a difficult question to address, because innovative teaching is good whether or not technology is used. A bad teacher does not suddenly become a good teacher just because technology is included into the mix. Nor does a good teacher need to always use technology to maintain their effectiveness. But before we discuss this question any further, we should define 'innovative teaching.' What is it, and how do we know a good, innovative teacher when we see one?

For me, innovative teaching is often invisible, and the teacher is very much peripheral, to the most important factor - the student and their learning. Good teachers instinctively know when to intervene and most importantly, when to get out of the way. Teaching is not so focused on instruction today (and nor should it ever have been), but is increasingly about facilitation, and considers the student holistically. Innovative teaching focuses on creating conducive environments within which good learning can occur. Innovative teachers are excellent at supporting students, and are also adept at creating engaging content and new experiences. A good teacher observes and measures progress without causing any stress to the learner or interruption to learning.

Innovative teachers are instinctive about student challenges such as lack of understanding, loss of focus, low engagement or demotivation. They strive to find new ways to keep students on task, motivate them to do their best, and encourage them to succeed. Innovative teaching is where good teachers are inventive and creative - where they continue to discover and devise new methods and content to ensure that students always get the best learning experiences. But consider that invention and innovation are not the same. Invention requires a creative individual, whereas innovation requires a courageous community (see for example Rogers' Diffusion of Innovation Theory, 2003). Therefore, innovative teachers also need courage to embed their new methods and content, especially if it runs counter to the culture they work within.

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http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=innovation

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Rise+of+the+Professional+Educator

Brain, Learning, and Teaching Infographic

I hope you find the Brain Hacking infographic above useful. You can access the other Brain-Based Learning infographics I created by scrolling down my ED!Blog. Please share it with other educators, parents, and learners. I will feature additional Brain-Based Learning Infographics in my future NEWSLETTERS, so please SIGN UP if you would like to receive more tips and strategies that work in helping students become better learners.

If you find the information in the infographic useful, consider buying "Crush School: Every Student's Guide To Killing It In The Classroom", which is a book I wrote to help students learn more efficiently and effectively using proven research based strategies.

And Remember: You Have the Power to Change the World. Use it often.

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http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Brain

Teaching students good learning strategies would ensure that they know how to acquire new knowledge, which leads to improved learning outcomes, writes lead author Helen Askell-Williams of Flinders University in Adelaide, Australia. And studies bear this out. Askell-Williams cites as one example a recent finding by PISA, the Programme for International Student Assessment, which administers academic proficiency tests to students around the globe, and place American students in the mediocre middle. “Students who use appropriate strategies to understand and remember what they read, such as underlining important parts of the texts or discussing what they read with other people, perform at least 73 points higher in the PISA assessment—that is, one full proficiency level or nearly two full school years—than students who use these strategies the least,” the PISA report reads.

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https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

“When we have a rich meta-strategic base for our thinking, that helps us to be more independent learners,” said Project Zero senior research associate Ron Ritchhart at a Learning and the Brain conference. “If we don’t have those strategies, if we aren’t aware of them, then we’re waiting for someone else to direct our thinking.”

Helping students to “learn how to learn” or in Ritchhart’s terminology, become “meta-strategic thinkers” is crucial for understanding and becoming a life-long learner. To discover how aware students are of their thinking at different ages, Ritchhart has been working with schools to build “cultures of thinking.” His theory is that if educators can make thinking more visible, and help students develop routines around thinking, then their thinking about everything will deepen.

His research shows that when fourth graders are asked to develop a concept map about thinking, most of their brainstorming centers around what they think and where they think it. “When students don’t have strategies about thinking, that’s how they respond – what they think and where they think,” Richhart said. Many fifth graders start to include broad categories of thinking on their concept maps like “problem solving” or “understanding.” Those things are associated with thinking, but fifth graders often haven’t quite hit on the process of thinking.

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https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/

Reflecting on one's work can be instrumental to growth and improvement, but it's an activity that's often under utilized.

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http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=reflection

Competency based education focuses on a model aimed at allowing students to make progress ONLY when they demonstrate a desired competency or skill.

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http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Competency-based+Learning

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Competency

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https://gustmees.wordpress.com/2016/05/19/a-holistic-view-of-what-will-influence-education-in-the-future/

The Blooms Taxonomy meant that the first step would be to seek knowledge, comprehend it, apply it in real life scenarios, analyze and further synthesize with other concepts and subjects. With Phenomenon Based Learning, this linear progression turns into a roller coaster ride. 

The learner starts with a phenomenon or a real life scenario, analyses the linkages with different concepts and subjects, identifies the gaps in knowledge and understanding, seeks out that knowledge, comprehends it for each subject area and then synthesizes it. So essentially what was a process of construction has now been broken into deconstruction and then construction. First de-construct the phenomenon into different concepts and processes, understand them and then reconstruct them into the original phenomenon and probably draw parallels with other phenomenons.

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http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Finland

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Phenomenon+Based+Learning

LEARNing To LEARN with ICT-How-TO? My PracTICE As MOST of YOU know, I am an autodidact, a self-directed learner. I learn BETTER by doing it on my own, by searching my own articles, relevant to the topic which needs to get learned. Pursuing ALSO my learning by choosing the books which I decide…

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https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Learning+2+Learn

— Breaking up and spacing out study time over days or weeks can substantially boost how much of the material students retain, and for longer, compared to lumping everything into a single, nose-to-the-grindstone session.

— Varying the studying environment — by hitting the books in, say, a cafe or garden rather than only hunkering down in the library, or even by listening to different background music — can help reinforce and sharpen the memory of what you learn.

— A 15-minute break to go for a walk or trawl on social media isn’t necessarily wasteful procrastination. Distractions and interruptions can allow for mental “incubation” and flashes of insight — but only if you’ve been working at a problem for a while and get stuck, according to a 2009 research meta-analysis.

— Quizzing oneself on new material, such as by reciting it aloud from memory or trying to tell a friend about it, is a far more powerful way to master information than just re-reading it, according to work by researchers including Henry Roediger III and Jeffrey Karpicke. (Roediger has co-authored his own book, “Make It Stick: The Science of Successful Learning.”)

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https://gustmees.wordpress.com/2016/03/14/time-the-most-important-factor-neglected-in-education/

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Brain

Choice can be confusing for educators. This post explains the continuum of building voice so learners self-regulate their learning for a purpose to build agency.

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http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=autodidact

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Self-Directed+Learning

Here you can find more than 30 online and computer software for drawing circuit diagrams.

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http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=electronics

9 Characteristics Of 21st Century Learning

1. Learner-centered 

2. Media-driven (this doesn’t have to mean digital media)

3. Personalized

4. Transfer-by-Design

5. Visibly Relevant

6. Data-Rich

7. Adaptable

8. Interdependent

9. Diverse 

My visual on Soft Skills For Students

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A third of U.S. middle and high school students use mobile devices issued by their schools. Many others use their own devices for their schoolwork, using software such as the widely adopted Google Apps for Education. If you have children in school, chances are good that people and organizations you don’t know are collecting massive quantities of information about your children and using this information for purposes you know nothing about.

We don’t know much about how children’s information is used, or by whom, or for what purpose

Once data is collected and the company that collected it uses it for its stated purpose, there is little in law or policy that prevents the company from also using the information for other purposes, such as “product development.” It may also sell the information to others for their use or archive it for possible later use. Many bills bearing on student privacyhave been introduced in the past several years in Congress and state legislatures, and several of them have been enacted into law. However, protection of student privacy remains limited.

Our recent report explores how corporate entities use their involvement with schools to gather student data and how those data may be used for marketing and other non-school-related purposes. Although most people probably know that digital marketers targetand track children on the devices they use, many would be surprised to learn that schools now serve both as a portal to and reinforcer of digital marketing messages to children. In so doing, they lend companies that collect, sell, analyze, and buy data both enhanced credibility and access to vast amounts of education-related data.

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https://gustmees.wordpress.com/2013/12/21/privacy-in-the-digital-world-shouldnt-we-talk-about-it/

Meet Marty the Robot, a fully programmable and customisable walking robot. For kids, for makers, and for educators Now launched on Indiegogo!! Get you....

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https://gustmees.wordpress.com/2014/08/20/maker-space-a-new-trend-in-education-and-a-big-responsibility/

https://gustmees.wordpress.com/2014/08/24/coding-a-new-trend-in-education-and-a-big-responsibility/

Notice that we didn’t use the more vague “good teacher” phrasing.

That’s an important distinction, because here we’re talking about something a bit more clinical. Not entirely scientific and analytical and icky, but not entirely rhetorical and abstract and mushy either. Something somewhere in the middle–human, efficient, and hopefully happy and sustainable as a result.

10 Indicators Of Efficient Teaching

1. You make frequent minor adjustments.

2. You have access to “good” data.

3. You don’t teach, you design.

4. You plan backwards.

5. You don’t do what you’re told.

6. You’re a learning feedback machine.

7. You prioritize endlessly.

8. You change your mind.

9. You see each student individually.

10. Your students are changing–all of them.

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https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/

https://gustmees.wordpress.com/2014/03/29/practice-learning-to-learn/

https://gustmees.wordpress.com/?s=PracTICE

There are five ways in which gifted students tend to learn differently from their peers:

1. They learn new material much more quickly.
2. They have a better ability to remember what they have learned, which reduces or eliminates the need for review.
3. They have ability for abstract or complex thinking that their peers do not have.
4. They become focused on specific topics and are very passionate about them to the exclusion of other topics and subjects.
5. They can take in many stimuli at once, knowing what is going on around them while concentrating on a specific task.

Using these characteristics as a guideline, approximately 6%, or 3 million, students in the United States may be classified as gifted. Although there is little argument that gifted and talented students must be provided with challenges that meet their academic needs, no federal regulations specifically mandate special services for G and T learners.

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http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Gifted+kids

If your child has shown an interest in electronics, they will love snap circuits. A wonderful educational toy, there is also a lot of fun to be had.

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https://gustmees.wordpress.com/2014/08/20/maker-space-a-new-trend-in-education-and-a-big-responsibility/