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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.

 

Learn more / En savoir plus / Mehr erfahren:

 

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

 

Via Gust MEES

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

 

Learn more / En savoir plus / Mehr erfahren:

 

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

 

Via Gust MEES

What is an ePortfolio? It's an online portfolio that Loyola students use to highlight their college skills and experience. Watch this video to see LU Wolf le...

Via Sigi Jakob

Presented at the 2010 AERA Conference...

 

Constructivism + Embodied Cognition = Enactivism: Theoretical and Practical Implications for Conceptual Change

 

AERA 2010 Conference: Constructivism + Embodied Cognition = Enactivism: Theoretical and Practical Implications for Conceptual Change Douglas L. Holton
Utah State University
doug.holton@usu.edu

Objectives:

 

- The objective of this paper is to explore specific theoretical and practical implications of recent research on embodied cognition and enactivism for the design of effective learning environments, especially those targeting conceptual change.

 

-The ultimate goal is to illustrate how enactivism and embodied cognition can help meet the criteria that often define scientific progress (Laudan, 1977), for the purpose of advancing educational research and development and constructivist theory. Namely, embodied cognition and enactivism may: \u2022 explain specific anomalies and inconsistencies in the data from experimental research on conceptual change and learning \u2022 suggest bridges for theoretical divides in conceptual change research (Vosniadou, 2007) \u2022 suggest innovative new instructional techniques \u2022 explain previously unexplained yet successful learning strategies and techniques \u2022 remove the need for certain theoretical constructs \u2022 and, provide a new foundation for existing theories of learning and cognition that suggests new lines of empirical research...

 

Read more, very interesting...

 

Via Ana Cristina Pratas, Gust MEES

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.”

 

Learn more / En savoir plus / Mehr erfahren:

 

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

 

Via Elizabeth E Charles, Yashy Tohsaku, Gust MEES, Jim Lerman

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.

 

Learn more / En savoir plus / Mehr erfahren:

 

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

 

Via Gust MEES