Ontdekkend leren, waarom eigenlijk niet? — Blogcollectief Onderzoek Onderwijs

Mijn collegabloggers/onderzoekers in dit collectief schrijven geregeld over ontdekkend of onderzoekend leren en argumenteren daarbij onvermoeibaar dat die vorm van leren minder effectief is dan vormen van geleide instructie. Ik heb net twee intensieve dagen met onderzoekend-lerenprojecten achter de rug en herken weinig in het nieuwste betoog van Paul Kirschner (Hoe Ontdekkend is Ontdekkend Leren […]

via Ontdekkend leren, waarom eigenlijk niet? — Blogcollectief Onderzoek Onderwijs


Interview with David


Questioner: David, why not use your passion for education to bring about positive changes to the school system? Why have you chosen to walk away from a system that needs people like you now more than ever?

David: I’m no longer focusing my attention on the system. I’m content to let it be. I accept it just as it is.

Q: Problems cannot be solved by ignoring them.

D: As Einstein observed, problems cannot be solved with the same level of thinking that created them. Energy flows where attention goes. It makes no sense to energise an approach to education that in no way matches who I am or how I choose to live. I have shifted my perspective entirely, to the point where I no longer see problems, only opportunities. My attention has shifted to the exploration and creation of alternatives. I’m excited by the unprecedented entrepreneurial opportunity that…

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Learning Needs a Context

User Generated Education

This is a follow up to a post I wrote, How Do We Learn? How Should We Learn?  The purpose of these posts is to encourage educators to examine practices they take for granted, implement without deep reflection of their efficacy. This post discusses the instructional practice of asking students to memorize information.

How often have students (ourselves included) been asked to memorize mass amounts of facts – historical dates, vocabulary words, science facts, get tested on them, just to forget almost all those memorized facts a week or two later? Given that is this learning experience is more common than not, why do educators insist on continuing this archaic and ineffective instructional practice?

To learn it in isolation is like learning the sentence “Hamlet kills Claudius” without the faintest idea of who either gentleman is–or, for what matter, of what “kill” means. Memorization is a frontage road: It runs…

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The Other 21st Century Skills: Educator Self-Assessment

User Generated Education

I’ve posted about The Other 21st Skills and Attributes.  This post provides links and resources about these skills as well as an educator self-assessment.  This assessment contains questions to assist the educator in evaluating if and how s/he is facilitating these skills and attributes in the learning environment. skills

21st century skills

Related Resources:

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