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FLIPPED CLASSROOM
The flipped classroom intentionally shifts instruction to a learner-centered model, in which students are often initially introduced to new topics outside of school, freeing up classroom time for the exploration of topics in greater depth, creating meaningful learning opportunities.
GAMIFICATION
The integration of game mechanics and dynamics in non-ludic environments, or gamification, has been practiced for a long time.
Over the past few years, however, and particularly due to the evolution of videogames, the phenomenon has gathered unprecedented dimension, and is one of the most talked about as a current and future trend of the EdTech industry.
CRITICAL THINKING
Critical thinking is self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fair-minded way. People who think critically consistently attempt to live rationally, reasonably, empathically. They are keenly aware of the inherently flawed nature of human thinking when left unchecked. They strive to diminish the power of their egocentric and sociocentric tendencies. They use the intellectual tools that critical thinking offers – concepts and principles that enable them to analyze, assess, and improve thinking. They work diligently to develop the intellectual virtues of intellectual integrity, intellectual humility, intellectual civility, intellectual empathy, intellectual sense of justice and confidence in reason.
https://www.criticalthinking.org/pages/defining-critical-thinking/766
SCAFFOLDING
Scaffolding refers to a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process. The term itself offers the relevant descriptive metaphor: teachers provide successive levels of temporary support that help students reach higher levels of comprehension and skill acquisition that they would not be able to achieve without assistance. Like physical scaffolding, the supportive strategies are incrementally removed when they are no longer needed, and the teacher gradually shifts more responsibility over the learning process to the student.
Scaffolding is widely considered to be an essential element of effective teaching, and all teachers almost certainly use various forms of instructional scaffolding in their teaching.
3-2-1
A 3-2-1 prompt helps students structure their responses to a text, film, or lesson by asking them to describe three takeaways, two questions, and one thing they enjoyed.
It provides an easy way for teachers to check for understanding and to gauge students’ interest in a topic. Sharing 3-2-1 responses is also an effective way to prompt a class discussion or to review material from the previous lesson.
CHOICE BOARD
Choice Boards are a simple strategy that teachers can use to provide their students with choices in the kinds of activities they are going to complete. Although the teacher specifies which activities the student will choose from, the student gets to choose one from several sets of options. This strategy provides moderate levels of choice and requires a moderate degree of self-directedness from the students.
For students with a greater degree of self-direction, you could use the Choice Board strategy in a slightly different way. You might include assignments associated with several skills within a lesson, or even several lessons.
RETRIEVAL PRACTISE
Retrieval practice boosts learning by pulling information out of students’ heads, rather than cramming information into students’ heads. Just like students practice an instrument, they need to practice their knowledge, too.
We tend to think that most learning occurs during the initial encoding stage–when students get information “in” by re-reading, reviewing, and taking notes. However, one of the most robust findings from 100+ years of cognitive science research is that a significant amount of learning occurs when students pull information “out” by using a strategy called retrieval practice.
Rather than starting class by reviewing content (“here’s what we did in class last week”), simply ask students to retrieve (“what did we do in class last week?”). This tiny switch from encoding to retrieval practice will boost your students’ long-term learning and reduce their forgetting.
Brain dumps: ask students to write down everything they can remember from a previous lesson
Two things: ask students to retrieve two things they learned at the end of class
RUBRICS
Rubrics can help ensure consistent and impartial grading and help students focus on your expectations.
A rubric is a scoring tool you can use to evaluate graded work. When you create a rubric, you divide the assigned work into parts. You can provide clear descriptions of the characteristics of the work associated with each part, at varying levels of skill.
Students can use a rubric to organize their efforts to meet the requirements of the graded work. When you allow students access to rubrics before they complete their work, you provide transparency into your grading methods.
https://help.blackboard.com/Learn/Instructor/Ultra/Grade/Rubrics
PROJECT-BASED LEARNING
Problem-based learning (PBL) is a student-centered approach in which students learn about a subject by working in groups to solve an open-ended problem. This problem is what drives the motivation and the learning.
Nilson (2010) lists the following learning outcomes that are associated with PBL. A well-designed PBL project provides students with the opportunity to develop skills related to: Working in teams, Managing projects and holding leadership roles, Oral and written communication, Self-awareness and evaluation of group processes, Working independently, Critical thinking and analysis, Explaining concepts, Self-directed learning, Applying course content to real-world examples, Researching and information literacy, Problem solving across disciplines.
Rather than teaching relevant material and subsequently having students apply the knowledge to solve problems, the problem is presented first. PBL assignments can be short, or they can be more involved and take a whole semester. PBL is often group-oriented, so it is beneficial to set aside classroom time to prepare students to work in groups and to allow them to engage in their PBL project.
Students generally must:
Examine and define the problem.
Explore what they already know about underlying issues related to it.
Determine what they need to learn and where they can acquire the information and tools necessary to solve the problem.
Evaluate possible ways to solve the problem.
Solve the problem.
Report on their findings.
https://teaching.cornell.edu/teaching-resources/engaging-students/problem-based-learning
LEARNING BOXES
Learning boxes have emerged as a new learning strategy with the aim of motivating students and making learning more exciting, surprising and meaningful.
What are learning boxes?
Within each learning box there are different challenges to be solved and answered, organized in such a way that children can work together and in the most autonomous way possible. These are proposals designed with the aim of empowering students and promoting participatory and motivating attitudes, facilitating and enhancing their autonomy.
Thus, inside the boxes, the students will find different types of activities focused on doing research and investigating, building, experimenting, testing, sharing, cooperating, ... with the aim of working around a specific interest or subject to acquire learning in a global and competent manner.
Advantages of learning boxes
Development of skills: The new curriculum proposes learning situations as a means of promoting a competence approach to learning.
Globalizing approach of learning boxes
Attention to diversity and educational inclusion
Autonomy through learning boxes
Team work and learning boxes
The learning boxes are designed so that students can develop transversal skills and life skills with a comprehensive approach. Students will organize themselves into teams, plan tasks, help each other, reach agreements, and work together to respond to the different challenges hidden inside the boxes, and to achieve common goals together .
https://fundaciovincles.cat/avantatges-de-les-capses-daprenentatge/
https://agora.xtec.cat/escolamartamatabdv/generacio-plurilingue-gep/caixes-daprenentatge-gep/
COMPUTATIONAL THINKING
Computational thinking (CT) is a problem-solving technique that imitates the process computer programmers go through when writing computer programmes and algorithms. This process requires programmers to break down complex problems and scenarios into bite size pieces that can be fully understood in order to then develop solutions that are clear to both computers and humans. So, like programmers, those who apply computational thinking techniques will break down problems into smaller, simpler fragments, and then outline solutions to address each problem in terms that any person can comprehend.
Computational thinking requires:
exploring and analysing problems thoroughly in order to fully understand them
using precise and detailed language to outline both problems and solutions
applying clear reasoning at every stage of the process
In short, computational thinking encourages people to approach any problem in a systematic manner, and to develop and articulate solutions in terms that are simple enough to be executed by a computer – or another person.
Computational thinking has four foundational characteristics or techniques:
Decomposition
Abstraction
Pattern recognition
Algorithm design
Testing and debugging can also occur at this stage to ensure that solutions remain fit for purpose.
In terms of real-world applications outside of computer science, computational thinking is an effective tool that can help students and learners develop problem-solving strategies they can apply to both their studies as well as everyday life. In an increasingly complicated, digital world, computational thinking concepts can help people tackle a diverse array of challenges in an effective, manageable way. Because of this, it is increasingly being taught outside of a computer science education, from the United Kingdom’s national curriculum to the United States’ K-12 education system.
COOPERATIVE LEARNING
Cooperative learning is an educational learning strategy based on developing a practice in small groups focused on achieving a common goal.
Compared to structures based on competitiveness and production of more traditional education, cooperative learning achieves high group performance, but also of each of its members.
According to experts, better learning is achieved than with the individualized system because it improves:
Motivation.
Interaction among classmates.
Information processing strategies.
Communication.
Interpersonal and cognitive skills.
In addition, this method eliminates the negative Pygmalion effect, which states that the negative expectations of a teacher towards a student end up being fulfilled if the student is aware of them.
https://smowl.net/en/blog/cooperative-learning/
Kagan strategies come from the cooperative learning with some variations and good results.
https://nwcommons.nwciowa.edu/cgi/viewcontent.cgi?article=1092&context=education_masters
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