Excerpted from “Four-Dimensional Education: The Competencies Learners Need to Succeed,” by Charles Fadel, Bernie Trilling and Maya Bialik. The following is from the section, “Metacognition-Reflecting on Learning Goals, Strategies, and Results.” Metacognition, simply put, is the process of thinking about thinking.
This blog was first published on Learning Liftoff. It never fails. The kids have soaked in the lazy days of summer, particularly the lazy part, and they are facing with dread going back to school.
The world of work is changing rapidly. Those changes will have big implications for how we approach learning and what our education system aims to achieve. We increasingly organize work according to projects. The platform or gig economy means that more people are stitching together mosaic careers instead of working full-time for a single organization.
14 Messages Every Student Needs To Hear From You by Terry Heick Okay-quick post on the kinds of messages that can disarm the teacher-student (or school-student) relations and help build relationships with students that last. 1. It’s not how much you know, but what you do with what you know.
In a recent survey by the Center for Education Policy, nearly all teachers agreed that collaboration is generally a good use of their time. To get that valuable time and space to collaborate with fellow educators-in their city, state, country or across the world-some teachers are taking to online networks and DIY-ing their own face-to-face meet-ups.
Several recent studies looking at computers and online learning found mixed-to-negative results. And they offer clues about how schools and tech companies can do better
There is something about human nature that draws us towards dichotomous patterns of thought; an all or nothing, us or them style of thinking in which an option is either good or it is bad. In such a model complexity and subtle nuance with multiple possible outcomes and routes towards a goal are ignored.
Inquiry-based learning is more than asking a student what he or she wants to know. It’s about triggering curiosity. And activating a student’s curiosity is, I would argue, a far more important and complex goal than the objective of mere information delivery. Nevertheless, despite its complexity, inquiry-based learning can be somehow easier on teachers, too.
So you have completed your units and lessons. You made sure you covered everything with your students. You covered all the topics and you did everything you could to make them understand. Now its time for your students to take an assessment to check how well they have mastered the content.