Comments on: Maybe I’m the Slow Kid http://novemberlearning.com/maybe-i%e2%80%99m-the-slow-kid/ Expanding the Boundaries of Learning Fri, 03 Feb 2012 19:26:13 +0000 hourly 1 By: Deborah Donohue http://novemberlearning.com/maybe-i%e2%80%99m-the-slow-kid/comment-page-1/#comment-248 Deborah Donohue Sat, 14 Nov 2009 17:58:58 +0000 http://novemberlearning.com/?p=2533#comment-248 Hi Jim - I teach an online course entitled, "Maximizing Learning Styles: Differentiating Instruction with Technology." It is so important to remember that our learners need us to provide differentiation of content. Your example is excellent. We are all learners and we all prefer differente ways to take in the content so that it makes sense to us. I recently happened upon an interesting book - it was written in 1901 - can you believe it! The name of it is "The Curse of Education" by Harold E. Gosrt - free download on my iPhone (eReader). I am finding it fascinating because he is discussing the very same issues we are discussing today. He talks about lecture halls and how ineffective they are and how students need to learn by doing (process). In the November issue of Harvard Magazine I just read an article about how lectures are now turning to multimedia. Gorst discusses community and how each can contribute with his own expertise rather than fitting square pegs into round holes. It is interesting how what goes around comes around. He talks about cramming a head full of "useless knowledge" and how by being involved in creating something one learns more fully. When we provide our students various media and methods of involvement in their learning we give them opportunities to be engaged. We also need to provide them with various ways in which to express that which they have learned (product)as well. Hi Jim – I teach an online course entitled, “Maximizing Learning Styles: Differentiating Instruction with Technology.” It is so important to remember that our learners need us to provide differentiation of content. Your example is excellent. We are all learners and we all prefer differente ways to take in the content so that it makes sense to us. I recently happened upon an interesting book – it was written in 1901 – can you believe it! The name of it is “The Curse of Education” by Harold E. Gosrt – free download on my iPhone (eReader). I am finding it fascinating because he is discussing the very same issues we are discussing today. He talks about lecture halls and how ineffective they are and how students need to learn by doing (process). In the November issue of Harvard Magazine I just read an article about how lectures are now turning to multimedia. Gorst discusses community and how each can contribute with his own expertise rather than fitting square pegs into round holes. It is interesting how what goes around comes around. He talks about cramming a head full of “useless knowledge” and how by being involved in creating something one learns more fully. When we provide our students various media and methods of involvement in their learning we give them opportunities to be engaged. We also need to provide them with various ways in which to express that which they have learned (product)as well.

]]> By: Kerry http://novemberlearning.com/maybe-i%e2%80%99m-the-slow-kid/comment-page-1/#comment-191 Kerry Sun, 13 Sep 2009 01:24:11 +0000 http://novemberlearning.com/?p=2533#comment-191 Tell them, show them a picture, give them an experience.... every lesson plan should contain each of these. Whenever I am putting together a 56 minute plan, I try to make sure there is instruction, activity, and discussion. Without each of these elements, the day feels incomplete. And, if you don't reach them in class, provide opportunities online to extend the lesson. A website with links to the handouts, video clips, and content from the class. An email adress to send their questions to. Perhaps, for me, a blog is yet another extension?! Tell them, show them a picture, give them an experience…. every lesson plan should contain each of these. Whenever I am putting together a 56 minute plan, I try to make sure there is instruction, activity, and discussion. Without each of these elements, the day feels incomplete.

And, if you don’t reach them in class, provide opportunities online to extend the lesson. A website with links to the handouts, video clips, and content from the class. An email adress to send their questions to.

Perhaps, for me, a blog is yet another extension?!

]]> By: kBlog :: UDLearning http://novemberlearning.com/maybe-i%e2%80%99m-the-slow-kid/comment-page-1/#comment-89 kBlog :: UDLearning Fri, 10 Apr 2009 11:58:10 +0000 http://novemberlearning.com/?p=2533#comment-89 [...] author went on to describe a concrete example of how to apply such multiple options in the classroom.   This is a strategy we use every day, [...] [...] author went on to describe a concrete example of how to apply such multiple options in the classroom.   This is a strategy we use every day, [...]

]]> By: Cindy Wallace http://novemberlearning.com/maybe-i%e2%80%99m-the-slow-kid/comment-page-1/#comment-44 Cindy Wallace Tue, 03 Mar 2009 03:09:40 +0000 http://novemberlearning.com/?p=2533#comment-44 Love the examples. I plan to use them for professional development with staff. What a great way to "see" differentiated instruction. Thank you for sharing! Love the examples. I plan to use them for professional development with staff. What a great way to “see” differentiated instruction. Thank you for sharing!

]]> By: Jonathan M Pratt http://novemberlearning.com/maybe-i%e2%80%99m-the-slow-kid/comment-page-1/#comment-29 Jonathan M Pratt Wed, 28 Jan 2009 21:09:04 +0000 http://novemberlearning.com/?p=2533#comment-29 Hi Jim - great post. I attend a lot of "Individualized Educational Plan" meetings for "Special Education" students. I really enjoy the renewal meetings when the cognitive tests are reviewed, but I always leave feeling a little frustrated that we only do this testing for students who are "struggling". Why shouldn't every child have an IEP? I know, of course, that the answer comes down to resources - monetary and human - but I wonder if the cost of these tests could be diminished if technology could be used in them more effectively, and/or if the cost would become more affordable if a different economy of scale was achieved. The information is so valuable to so many - the student, the teacher, the curriculum designer, etc. In any case, it's simply a matter of good practice to use multiple models to promote conceptual development, and your specific example of NOAA products is a wonderful promotion of a great entity - not only is their service valuable to us as individuals affected by the weather, they produce some very high quality free educational materials (check out JetStream - http://www.srh.noaa.gov/jetstream//index.htm). Hi Jim – great post. I attend a lot of “Individualized Educational Plan” meetings for “Special Education” students. I really enjoy the renewal meetings when the cognitive tests are reviewed, but I always leave feeling a little frustrated that we only do this testing for students who are “struggling”. Why shouldn’t every child have an IEP? I know, of course, that the answer comes down to resources – monetary and human – but I wonder if the cost of these tests could be diminished if technology could be used in them more effectively, and/or if the cost would become more affordable if a different economy of scale was achieved. The information is so valuable to so many – the student, the teacher, the curriculum designer, etc. In any case, it’s simply a matter of good practice to use multiple models to promote conceptual development, and your specific example of NOAA products is a wonderful promotion of a great entity – not only is their service valuable to us as individuals affected by the weather, they produce some very high quality free educational materials (check out JetStream – http://www.srh.noaa.gov/jetstream//index.htm).

]]>