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"Julie Grimm, a teacher at Salem Avenue Elementary School in Hagerstown, Maryland, was concerned that many of her 2nd grade students failed to become engaged in their research projects. She found herself spending lots of time trying to provide the right research framework... Then Julie made one simple shift that disrupted her typical classroom practice and led to a more dynamic learning environment." 
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Beth Dichter's insight:
Harvard University has a website on visual thinking that is designed for educators and students. Silvia Tolasano, the author of Langwitches Blog, has taken a number of their routines and created visualizations that would be useful for students, visualizations that you might post on your walls or provide copies of for students to put in their binders. To go directly to the site at Harvard use this link: http://www.old-pz.gse.harvard.edu/vt/VisibleThinking_html_files/VisibleThinking1.html/. And if you are wondering why you might use visible thinking routines consider this statement from the website on visual thinking (at Harvard): "Visible Thinking has a double goal: on the one hand, to cultivate students' thinking skills and dispositions, and, on the other, to deepen content learning."
Melissa Marshall's curator insight,
April 8, 2014 9:12 PM
How can students use their iPad to answer these questions? I have founf allowing them to give feedback on assessment performance in Coneqt has been very valuable, as well as using collaborative brainstorm/idea tools like TodaysMeet and Padlet. These questions are part of Harvard's Visible Thinking Framework. "Visible Thinking has a double goal: on the one hand, to cultivate students' thinking skills and dispositions, and, on the other, to deepen content learning." 
Julienne Feeney's curator insight,
April 9, 2014 7:21 PM
Complements MYP principles and Learner Profiles beautifully... 
Kate JohnsonMcGregor's curator insight,
April 12, 2014 1:26 PM
This has so much relevance when teaching students questioning and critical thinking skills. Great tool for developing Inquiry based learning strategies. Also, I love an infographic! |
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Creating brain-based eLearning courses is actually relatively easy, especially when following the acronym B.R.A.I.N. B.A.S.E.D.
Beth Dichter's insight:
Perhaps with school starting up again, I am more aware of the number of posts that look at metacognition, and how our brains learn. This post from SH!FT provides the acronym B.R.A.I.N. B.A.S.E.D to help you remember key components of designing a course. Although the post is designed for eLearning the same concepts are also important in a face-2-face environment. Let's look at the B in brain. It stands for the "brain's time clock." How long can students engage in active learning vs. passive learning? How long can a student online stay engaged (or a student in your classroom)? For each letter there is an explanation and in most cases links to additional resources.
Rosemary Tyrrell, Ed.D.'s curator insight,
September 4, 2014 4:33 PM
Important things to think about whether designing an online or a face-to-face course.
Scoop.it!
Don't just ask students to "identify the conflict" or "note the setting." Use Respondo! to click up some creative literature response questions.
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Learn about the power of question formulation in this post. The information comes from the Right Question Institute, and provides a great overview of how to teach your students to ask good questions. The post is split into the following sections:
* The Power of Question Formulation
* Question Formulation in Practice (which includes)
- Step 1: The teacher designs a question focus
- Step 2: Students produce questions
- Step 3: Students work with open-ended and close-ended questions
- Step 4: Students prioritize questions
- Step 5: Teacher and students discuss next steps for using the questions
- Step 6: Students reflect
* A Catalyst for Deeper Learning
* A Small but Significant Shift
There are also some examples of the question formulation technique from classroom teachers.