Tuesday, March 26, 2013

Learning and Teaching New Skills ...




documentazione ... 
Marco Caramori
Marco Caramori • 11 minutes ago
[...] Agli studenti, invece, è stato chiesto di imparare a prendere appunti con i tablet, di entrare in Internet, [...] allegando anche diverse risorse, di aprire dei file “presentazione” con Google Drive e, quindi, di essere in grado di elaborare delle slide a gruppo sugli argomenti che proporranno via via le docenti di latino-greco ed inglese. [...] diagnosi per datazione, autenticazione, documentazione [...] ...  

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PBL, a Stepping-Stone to EBP
PBL lays the foundation for the skills that clinical fields require in their development and use of evidence-based practice (EBP). In PBL, the faculty member formulates a question or problem for the students to solve. The students search for information, critically evaluate the information, formulate questions, and repeat the cycle until they eventually arrive at a solution to the question or problem. Results are then shared with the faculty member and/or classmates. These skills are the same skills that are required for EBP in clinical fields. In EBP, the clinician formulates an EBP question, searches for clinical evidence in the research, evaluates the research, selects and/or designs the intervention approach based on the research evidence, implements the intervention, gathers and evaluates the clinical data, and reports the results. Therefore, PBL teaches the skills need for EBP: asking questions, examining knowledge, finding gaps in the knowledge, locating information to fill in the gaps, analyzing and synthesizing information, and sharing the findings with others.

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Teachers’ Guide to Using Videos

WRITTEN BY Catlin Tucker
EDITED BY Tina Barseghian
p. 3 Crash Course Chemistry #6
p. 4 V Sauce: Is Your Red the Same
As My Red?
p. 5 Patrick JMT’s math tutorials
p. 6,7,10,11, cover:
TED-Ed (
p. 9 Smarter Every Day/High Speed
Video of Flipping Cats


For educators who use the flipped classroom model with videos, it’s important to find
different ways of ensuring that students complete and understand the assignment.
There are a few different ways to do this. Socrative is a student response system that
teachers can use to design quizzes, activities and fun games to review information.
Students use smart phones, tablets or computers to complete the activities on Socrative.
For example, below is a quiz on “Communication Norms” to review after
watching a video. [...]

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50 Education Technology Tools
Every Teacher Should Know About

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Publication Date



(Australian Education Review; no. 57)
Forward by Gordon Stanley, former President of the NSW Board of Studies, holder of honorary professorships (in Education and Psychology) at the Universities of Melbourne and Sydney, and an Honorary Senior Research Fellow at the University of Oxford.


AER 57 reviews research into assessment, especially in schools; it analyses the pivotal role of assessment in learning and argues for its reconceptualisation by practitioners and policy makers to better support learning. The genesis of this AER was the ACER Research Conference Assessment and Student Learning: Collecting, interpreting and using data to inform teaching, held in Perth in August 2009.
Section 1 outlines some current pressures for assessment reform, introduces the concept of a learning assessment system designed to establish where learners are in their progress within an empirically mapped domain of learning, and sketches a set of design principles for such a system. Section 2 considers pressures for assessment reform in greater detail and the implications of these pressures for educational assessment practice. It is observed that traditional assessment methods are often not well aligned with current understandings of learning, and are of limited value for assessing deep understandings, life skills that develop only over extended periods of time, or more personalised and flexible forms of learning. Section 3 analyses and illustrates five design principles for an effective Learning Assessment System. Section 4 considers some practical challenges to the implementation of this kind of Learning Assessment System, including: the changing of widely held perceptions about educational assessment; the development of deep understandings of how learning occurs within specific learning domains; the promotion of more coherent systems of assessment across a range of educational contexts; and the promotion of higher levels of assessment literacy across the profession.

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