Much of my work supporting online teaching and learning is listening to faculty (and students) “complain” about discussions. Students find them to be “hoops” to jump through, and faculty do not spend much time improving them because students do not engage with them in the manner they hope. Emerging learning science is confirming that interaction Read More
While some associate instruction with the leaners as a passive recipient of information, Burton, Moore, and Magliaro (2004) suggest this is an inaccurate conclusion, and they suggest instruction can provide a structure for approaching a complex body of knowledge and also for maintaining knowledge. Reif (2008) identified several factors that make instruction effective including articulating Read More
Some educators accept the invitation to learn about an innovative pedagogy being introduced to a school. These individuals tend to receive extra training, lead planning and implementation meetings, and deliver professional development to colleagues. In my experience, those who become local advocates of these innovations tend to be less experienced teachers and educators who do Read More
The schools I attended (and that my children attended and that I still see) appear to be grounded int he assumption that learning is about information. “If students have the information,” it is reasoned, “they will now it and be able to use it.” Further, it is assumed that performance on tests and other assignments, Read More
I’ve written about this in the past on the blog, but the topic has come back into my professional thinking, so I’ve capturing it again. In 2008, I have a stroke and spent the summer learning to walk again. For the 20 years of my career in education until then, I had rejected the “back Read More
210: Electronic Portfolios: The Role of the Creator At several time over the last 20 years, I have helped schools create electronic portfolio projects– I wish these had been more sustained, but I’ve found there is a vast disconnect between what educators think they will be and what they really are. I discovered this summary Read More
After more than 30 years in education, I have become convinced that the systems we have created are grounded in an incorrect assumption of what constitutes human thinking. As educators, our goal is to increase and enhances students’ cognitive abilities. When they leave our classrooms, they should be able to observe more and more sophisticated Read More
We how work in education have been thrown into chaos this past year. The chaos has not been as bad as our reaction to it, but that is a topic for another post. What has become clear in the past year has been educators’ assumptions about teaching and learning and schooling. As often happens, my Read More
One of the issues I’ve seen raised in recent months, and one that I expect will become more common as we move into the “post-COVID” era of education is academic freedom. Specifically, I refer to the argument by faculty that they have the “right” to teach in any manner they see fit and that any Read More
Cognitive load is a well-known and established theory. Basically, it posits humans have a limited amount of cognitive processing power available at any moment; game theorists would declare our cognitive capacity is a zero-sum quantity. What is used for one purpose is unavailable for other purposes. In classroom, we want to limit extraneous cognitive load Read More