Posts Tagged ‘learning’

Counterfeit Learning Watchwords…

February 18th, 2010
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Lesson plans are designed to meet learning objectives by providing some form of measurable performance that demonstrates an increase in capability. The language of genuine performance objectives for lesson planning is listed below. Please note, however, the counterfeit learning watchwords here:

Examples of Counterfeit Tasks*
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Appreciate, Be Aware, Believe, Comprehend, Enjoy, Hear, Know, Learn, Like, Practice, Rehearse, Remember, See, Think, Understand

Next time you listen to a politician speak, count the number of times they use the counterfeit words above rather than the authentic task-centered words below. Much of society is busy processing information rather than education. Information reduces risk whereas education increases capability.

Below are the lists of measurable vocabulary for proper performance objectives than can be assessed and evaluated to determine degree of actual learning taking place…

Examples of Analytical Tasks
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Analyze, Alter, Appraise, Arrange, Assemble, Categorize, Change, Chart, Classify, Collect, Combine, Compare, Compile, Compose, Construct, Contract, Contrast, Create, Defend, Design, Detect, Diagram, Differentiate, Discriminate, Evaluate, Examine, Expand, Experiment, Explain, Extend, Formulate, Gather, Generalize, Generate, Group, Include, Inventory, Itemize, Manage, Modify, Organize, Paraphrase, Plan, Predict, Prepare, Present, Propose, Question, Rearrange, Reconstruct, Regroup, Rename, Reorganize, Restructure, Rewrite, Save, Set up, Shorten, Simplify, Sort, Structure, Systematize, Test

Examples of Application Tasks
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Calculate, Choose, Classify, Complete, Compute, Demonstrate, Dramatize, Employ, Illustrate, Interpret, Modify, Operate, Prepare, Schedule, Sketch, Solve, Use

Examples of Calculation Tasks
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Add, Check, Compute, Count, Derive, Divide, Estimate, Extract, Extrapolate, Graph, Group, Integrate, Measure, Multiply, Plot, Prove, Reduce, Sequence, Solve,  Square, Subtract, Tabulate, Tally, Verify

Examples of Comprehension Tasks
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Arrange, Categorize, Cite, Define, Describe, Differentiate, Discuss, Document, Duplicate, Explain, Express, Find, Generalize, Identify, Indicate, Interpret, Label, List, Locate, Map, Match, Memorize, Name, Organize, Outline, Paraphrase, Quote, Recognize, Record, Repeat, Report, Reproduce, Restate, Return, Review, Select, Sequence, Signify, Sort, State, Suggest, Support, Tabulate, Tell, Translate, Underline, Volunteer, Write

Examples of Evaluation Tasks
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Assess, Compare, Conclude, Critique, Defend, Estimate, Evaluate, Grade, Judge, Justify, Measure, Predict, Prescribe, Rank, Rate, Recommend, Score, Select, Support, Validate

Examples of Interpersonal Tasks
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Accept, Agree, Aid, Allow, Answer, Ask, Assist, Collaborate, Communicate, Compliment, Confront, Contribute, Cooperate, Disagree, Discuss, Explain, Excuse, Follow, Forgive, Greet, Guide, Help, Inform, Initiate,  Interact, Invite, Join, Laugh, Lead, Lend, Manage, Meet, Offer, Permit, Praise, Question, React, Relate, Respond, Serve, Share, Smile, Supply, Talk, Thank, Volunteer, Vote

Examples of Language Tasks
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Abbreviate, Accent, Acknowledge, Alphabetize, Argue, Articulate, Capitalize, Compose, Define, Describe, Edit, Explain, Hyphenate, Indent, Outline, Present, Print, Pronounce, Punctuate, Read, Recite, Repeat,  Respond, Speak, Spell, State, Summarize, Translate, Type, Verbalize, Write

Examples of Physical Tasks
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Assemble, Blend, Brush, Build, Calibrate, Carve, Color, Combine, Connect, Construct, Convert, Crush, Cut, Decrease, Demonstrate, Dissect, Draw, Drill, Finish, Fit, Fix, Fold, Form, Frame, Graft, Grind, Grow, Hammer, Handle, Heat, Illustrate, Increase, Insert, Lengthen, Limit, Make, Manipulate, Melt, Mend, Mix, Mold, Nail, Operate, Paint, Paste, Plant, Position, Pour, Prepare, Press, Reduce, Remove, Replace, Report, Reset, Roll, Rub, Sand, Saw, Set, Shake, Sharpen, Sketch, Smooth, Specify, Stamp, Stick, Stir, Straighten, Time, Trace, Transfer, Trim, Varnish, Weigh, Wipe, Wrap

*Source http://www.virtualtrainingpartners.com/visitvtpisland.html

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Engagement does NOT equal Learning…

February 3rd, 2010
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Just because students may appear “engaged” does not mean genuine learning is taking place. Gaining attention and building capacity for understanding and capability for application, are not the same process.

Certainly it helps in the classroom when students are engaged. However, engagement alone may merely inform. Genuine learning occurs when skill sets and/or real capability is enhanced.

This is why so many educational games are just that; games. They engage and entertain but do they “teach?” Remembering facts is helpful but understanding how to apply facts via extrapolation, is the higher order thinking goal.

Knowing history and understanding history are as different as knowing what certain foods taste like versus understanding how to prepare them and in fact, possessing the skill to do so.

Media fights for attention. Engagement is the goal from every direction. But there is a difference between informing and educating. Informing is a tool that facilitates the reduction of uncertainty. Education increases capability. The value-added increase of capability is achieved by blending practice with feedback that is tied to targeted outcomes.

Too much education is merely informational albeit engaging. Many in education contend rightly that technology as a tool is more engaging than traditional pedagogical practices. However, technology must be used to teach by integrating curriculum, incorporating feedback loops, and result in evaluative outcomes already agreed upon.

The bottom line is, it’s easy to engage. The challenge is to teach. Skilled educators know not only how to engage, but how to “educe” real learning from their students.

Faculty that are equipped with the pedagogical skills will then understand how to apply emerging technologies in a way that supports and streamlines old practices. Educational technologists are needed as liaisons on campuses in order to facilitate this integration.

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Everything I needed to know wasn’t available in Kindergarten… – The Future of Education

December 12th, 2009
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However, although information may help reduce risk, genuine learning increases capability. Education needs more information as badly as a certain golfer needs endorsements.

Posted via web from Dallas’s posterous

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Cyborg Learning Theory in Education…

November 2nd, 2009
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Cyborg Learning Theory (CLT) explains how future generations perceive and experience their universe. CLT contextualizes a human identity that is merging with technology intrinsically; the electro-chemical human merging with the electro-mechanical innovation (think of biomedical, nano-technological developments, etc.).

Implications for teachers in the classroom, whether face-to-face (f2f) or online, are far-reaching. Educators must lead the next generation by » More: Cyborg Learning Theory in Education…

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Mobile Learning Frees the Mind? Maybe. If…

September 19th, 2009
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I would venture to say most of us in the West do not know how to hunt a buffalo, skin it, prepare and store some of its meat for the winter, convert its hide to blankets and clothing, or make tools from its bones. I guess supermarkets have weakened our minds and we will never know the joy of the hunt or the satisfaction of a good feast after laboring for days. ;-)

My point is, » More: Mobile Learning Frees the Mind? Maybe. If…

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Democracy in the Classroom of 1945 … and today!

June 18th, 2009
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“Democracy is worth dying for, because it’s the most deeply honorable form of government ever devised by man.” – Ronald Reagan

If, as Ronald Reagan said, Democracy is the most honorable way for people to govern themselves, then it makes sense that Democracy in the classroom would offer the best way for educating future generations to become responsible citizens. It also follows that promoting democratic ideals in the classroom would constitute best practice among teachers. My definition of best practice is the focus on procedures known to produce optimum results. Therefore, based on Reagan’s quote and my definition of best practice, we could conclude that a teacher’s best practice would focus on teaching procedures that » More: Democracy in the Classroom of 1945 … and today!

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Games in School are Nothing to Toy with…

April 3rd, 2009
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Clearly research supports the conclusion that computer games enhance student engagement. The question remains however whether standards-based learning actually takes place. The outcry for more research is loud and clear: Where is the evidence that curriculum standards are met “more efficiently” using computers versus traditional teaching methods? Note the operative word is “efficiently.” » More: Games in School are Nothing to Toy with…

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