A large part of my job is explaining things to people. You can have the greatest technology in the world, but if you can’t explain to people why it is important, and how it will make a difference in their life or their business, then you have only done half the job.
That is why I am interested in different learning styles. One of the more widely-known models to describe different learning styles is Neil Fleming’s VAK/VARK model. Fleming postulates that there are three different types of learners: visual, auditory and kinesthetic. To vastly over-simplify Fleming’s work, some people learn best by seeing, others by listening and still others by touching and doing. While this might seem self-evident, understanding a student’s learning style can be a vital tool for teachers. Moreover, knowing your own learning style can significantly increase the amount you can learn and retain.
In the video below, Jonathan and Aaron discuss how the Flipped Classroom model transforms the entire classroom dynamic through conversation rather than dissemination of knowledge. Jonathan suggests one of the greatest benefits of flipping is that overall interaction increases: Teacher to student and student to student. With more than 67 percent of educators reporting that this model has improved student test scores by 67 percent it’s no wonder that this is being rapidly adopted.
Looking for more Flipped Classroom colleagues to connect with or model? Check out the People of Flipped Learning for a list of educators practicing, and blogging about their flipped experience.
In this resource-constrained environment, taking advantage of grant resources for education technology innovation is critically important. Cisco is teaming with the Grants Office, LLC, to deliver a series of free webcasts to provide information, insights and tips on grant funding for U.S. education. Webcast topics will cover an important range of grant opportunities. Click on the links below for additional information on the grant programs covered in each session.
Across the education landscape, student text messaging is a bone of contention among teachers. It’s not an issue in the lower grades because most K-5 schools successfully ban cell phones during school hours. Where it’s a problem is within grades 6-12, when teachers realize it’s a losing battle to separate students from their phones for eight hours.
The overarching discussion among educators is texting’s utility in providing authentic experiences to students, the type that transfer learning from the classroom to real life. Today, I’ll focus on a piece of that: Does text messaging contribute to shortening student attention span or destroying their nascent writing ability.
As Hurricane Isaac is about to make landfall on the Gulf Coast of the United States, I can’t stop thinking about Hurricane Andrew, who hit my hometown in Miami, Florida back on August 24, 1992. Hurricane Andrew, the third costliest hurricane, costing over $26 billion, hit our neighboring city of Homestead, Florida the hardest.
The morning of August 24th, around 3am, I will always remember very clearly. The winds were howling so loud it woke me up. The sky was bloody red. It looked and sounded like a really horrible scary movie. To this day, I can never watch horror movies.
The days that followed were some of the toughest I had experienced. My colleague Mark Rogers’ put it well in his blog he shared “Conditions were terrible”. Looking at the devastation of Hurricane Andrew to our State, our neighbors, our home, what was in front of me was pure sadness. After many, many weeks, school was able to resume in trailers. On the first day back, not all of my friends returned. I heard some decided to move away permanently while others were not ready to return. I remembered my homeroom teacher telling us to stay connected. Read More »