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Innovate: A Learning Theory for 21st-Century Students
Innovate: A Learning Theory for 21st-Century Students

The author calls this a new learning theory combining behaviorism & cognitivism. I see a new instructional design model that combines elements from a number of different sources, but I'm not sure I see a new learning theory. The model seems very complex; how long would you have to work with this before you internalized all the separate parts of the model?

Student results were better using this model. However, the control group was tested before doing a roleplaying game and the experimental groups did the game prior to testing. This could just show that roleplaying helps students understand characters in the Aeneid. Free registration required.

With its inclusion of <a href="javascript:open_win('extra.php?id=3158',650,750,0,0,0,0,0,1,1,0,5,'extra');">game elements</a>, which foster attention, memory, and motivation, SCCS provides a bridge between behaviorist and cognitivist learning theories.
SCCS learning theory focuses on the formation of <a href="javascript:open_win('extra.php?id=3011',650,775,0,0,0,0,0,1,1,0,5,'extra');">schemata</a> in the process of learning, particularly <a href="javascript:open_win('extra.php?id=3206',600,625,0,0,0,0,0,1,1,0,5,'extra');">social-connectedness</a> and <a href="javascript:open_win('extra.php?id=3207',600,375,0,0,0,0,0,1,1,0,5,'extra');">cognitive-connectedness</a> schemata.
Students engage their social-connectedness schema in a set of behaviors that I describe as “link, lurk, and lunge”: Students <em>link</em> up with others who have the knowledge they need; they <em>lurk</em>, watching others who know how do to what they want to do; and they<em> lunge</em>, jumping in to try new things often without seeking guidance beforehand (Brown 2000).
The cognitive-connectedness schema structures a student's ability and desire to know how what they are learning connects to a larger picture.
#learningtheories#instructionaldesign#technology#education#k-12#games
·innovateonline.info·
Innovate: A Learning Theory for 21st-Century Students
Only for MY Kid
Only for MY Kid
1998 article by Alfie Kohn on barriers to progressive changes in education, with some proposals for better approaches for working with parents to help them see the benefits
McClaren, who looks back on what happened from his new post several states away, says he made "two fatal assumptions" when he started: "I thought if it was good for kids, everyone would embrace it, and I thought all adults wanted all kids to be successful. That's not true. The people who receive status from their kids' performing well in school didn't like that other kids' performance might be raised to the level of their own kids'."
#education#k-12#highered#diversity#economics
·alfiekohn.org·
Only for MY Kid
GoErie.com: High-tech instruction method 'facilitates learning'
GoErie.com: High-tech instruction method 'facilitates learning'
Nice write-up in the Erie, PA paper about a high school teacher (and new PLS online facilitator) using the technology skills he learned in the Building Online Collaborative Environments course I helped develop
<font class="style10">"The teacher doesn't become the sole source of information, and -- really, in the Internet age -- shouldn't be," Brinling said. "The teacher becomes the person who facilitates learning."</font>
#k-12#education#1to1#web2.0
·goerie.com·
GoErie.com: High-tech instruction method 'facilitates learning'
What Is a "Professional Learning Community"? // Richard DuFour
What Is a "Professional Learning Community"? // Richard DuFour
Three "big ideas" about professional learning communities
To create a professional learning community, focus on learning rather than teaching, work collaboratively, and hold yourself accountable for results.
Big Idea #1: Ensuring That Students Learn
The professional learning community model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shift—from a focus on teaching to a focus on learning—has profound implications for schools.
<h3>Big Idea #2: A Culture of Collaboration</h3> <p class="MainText">Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture.</p>
For meaningful collaboration to occur, a number of things must also <i>stop</i> happening. Schools must stop pretending that merely presenting teachers with state standards or district curriculum guides will guarantee that all students have access to a common curriculum.
Big Idea #3: A Focus on Results
Schools and teachers typically suffer from the DRIP syndrome—Data Rich/Information Poor. The results-oriented professional learning community not only welcomes data but also turns data into useful and relevant information for staff.
#plc#education#k-12
·pdonline.ascd.org·
What Is a "Professional Learning Community"? // Richard DuFour
AllThingsPLC — Articles & Research
AllThingsPLC — Articles & Research
Articles and research on professional learning communities. This all seems to be from the more traditional view of PLCs as within schools or districts; I don't see anything about online communities here.
#plc#education#k-12#research
·allthingsplc.info·
AllThingsPLC — Articles & Research
Essential Questions
Essential Questions
Sample chapter from a book by Jamie McKenzie on essential questions, explaining how they differ from traditional "school" questions. Examples for different age levels are provided.
#education#k-12#criticalthinking
·questioning.org·
Essential Questions