Monthly Archives: March 2014

PKP is an interesting webpage where to find open courses for researcher in early years. How to write?  How to publish? How to be an editor or a reviewer?

Reflective Writing

Notes from: Reflective `Writing from: Kate Williams, Mary Woolliams and Jane Spiro

Longer critical review

THE FULL REFERENCE

 

Summarise                          

What it is about?

25% length

  •   The author’s purpose, aim or question
  •   Main argument, central idea, findings conclusions
  •   What sort of text is it? General, specific

Evaluate

What do I think about it?

50%

  • Who is it written for?
  • Points of interest
  • Simmilarities or differences with other texts I have read
  • Weaknesses or limitations

Reflect

How might I use it?

25%

  • Has the text helped you understand something better? Or see/do something differently? What? How was it useful?

What?

Keep this short. Give enough context so the reader knows what comes next

Outline the situation

Consider you include: actions, consequences, responses, feelings and problems

What?

Keep this short. Give enough context so the reader knows what comes next.

Outline the situation

Consider you include: actions, consequences, responses, feelings and problems

So What?

Tho most substantial part

Make the link between your personal experience and the knowledge + experience of others

 

 

 

Discuss what you have learnt

Examine about: yourself, relatinss, others, attitudes, practice, understanding. Show what is important

Now What?

Short section- next steps

Identify the implications

What impact could have these ideas in your work, practice? Or thinking? What do you need to improve future outcomes?

A New Culture of Learning

Some notes on

A new culture of learning:

  • A big issue for me is to really understand what is the digital culture and more than that the meaning of the knowledge society and if I can relate it to the learning of math
  • I like the idea of the fluid infrastructure of the 21st century
  • Technology is constantly creating and responding to change
  • Learning takes place with out books, teachers and classrooms. There are important but there are only one part of the resources to learn. Nowadays the resources created in class are a very important part of learning. Young students are part of ‘participatory culture’ (Jenkins) so participating is core.
  • Learning can be messy, playful, creative, chaotic, not ready jet, all that with some kind of structure. How to structure the messy???
  • Collective play is not mere preparation for life, it is life.
  • Questions are more important than answer, because answers to real questions lead to more questions. Lani Watsons’ research (here the video) is about the value of questioning in education. She argues that questioning is related with the intellectual virtue of inquisitiveness which plays an invaluable role in our intellectual lives.  She will propose the importance of a question oriented education. I said in my introduction of my first proposal that questioning is how kids start to discover the world, it is the natural way they find to discover, so it has to be incorparated somehow into the learning practice. It is difficult because of the demands for a teacher working with questions that are unknown. It needs a strategy for making it possible. There was an idea of a mail box that can be filled so and so many days before the class… Sahana Murti can be asked.
  • Philosopher ask in order to get to the nature of reality. To what will pupils go when questioning in a math class? Questions are tools to understand the problem s them selfs. The value of questioning is overlooked. Students receive answers with out even making any question. There must be dedicated time in teaching students the value of good questioning strategies and how can they be developed.
  • Think about the nature of questions.
  • Think of the capacity of wonder that all humans being have (Book the wondering brain, a read?)
  • This new culture of learning can augment learning in all its facets

Connected Minds

 

bombillo_CespedConnected Minds. Technology and today’s learners

With this report the Center for Research and Innovation CERI provides a coherent and comprehensive answer to 3 questions:

  1. Can the claim that today’s learners are New Millennium learners or digital natives, be sustained empirically?
  2. Is there consistent research evidence demonstrating the effects of technology adoption on cognitive development, social values, and learning expectations?
  3. What are the implications for educational policies and practice?

Making an interesting contribution to the ongoing debate of the effects of technology attachment and connectedness in learners, particularly concerning their expectations regarding teaching.

One of the findings shows that students don’t want technology to bring a radical change in teaching and learning but would like to benefit more from their added convenience and increased productivity gains in academic word. If those gains do not become apparent to students then reluctance emerges. That maybe related to the uncertainty, disruptiveness and discomfort that discrete technology-based not clearly leading to learning improvements may cause to them

Read more…