Simulation Nation: The Promise of Virtual Learning Activities

Inventive computer Sims can turn dull lessons into hyperreal experiences -- if we can get educators to use them.

by Marc Prensky

http://www.edutopia.org/simulation-nation

Content: This article insists that computer-simulation technology is not only a way for educators to actively engage their students, but also a method to teach kids how to better understand the world around them. It allows students to to acquire experience about how things and systems in the world behave, without actually touching them. The author refers to this as "interactive pretending". It gives students the experience to answer the "What would happen if...?" higher level questioning without worries about the complex set-up of a hands-on lab experiment and eliminates the dangers involved with such experimenting. These type of simulated learning experiences are not new and help students understand new concepts through the use of real-world applications. But if these types of simulations are so successful with giving kids an opportunity to explore concept ideas, why are only 1 % of teachers implementing them in their classrooms? Apparently, many factors are holding this strategy back; lack of money, time, sharing among teachers, and the access to technology to implement simulations successfully.

Application: Many free Internet simulations exist; use those readily and become educated about the free instructional computer-based simulations that are out there. If computer time is your issue, begin with non-computerized simulations; at least it is a start. Try to use simulation, not to invade your already stretched thin teaching time, but to make better use of that limited time. Finally, share your successes with your colleagues....

Simulation Nation: The Promise of Virtual Learning Activities

Inventive computer sims can turn dull lessons into hyperreal experiences -- if we can get educators to use them.

by Marc Prensky

Kids Master Mathematics When They're Challenged But Supported Math test scores soar if students are given the chance to struggle. by Bernice Yeung

http://www.edutopia.org/math-underachieving-mathnext-rutgers-newark

Researchers at Rutgers University have found that giving students the opportunity to struggle with challenging mathematics problems dramatically improves student achievement and performance on classroom assessment and high stakes test scores. Roberta Schorr, associate professor in Rutgers University at Newark's Urban Education Department found that student talents and capabilities tend to go unnoticed unless they are effectively challenged in a nurturing environment. When faced with a challenging task, although students may feel frustrated at first, after the experience, they report feeling satisfaction and pride which tends to lend itself to an increased amount of student effort and a stronger willingness to achieve. This translate directly into higher student performance in the content areas of mathematics.

Classroom Connection:

To incorporate the Rutgers method of group learning, have students organize themselves into problem-solving groups after attempting to solve a difficult word problem. Each student is responsible for explaining how he/she arrived at the answer. The other students in the group give constructive criticism about the pros and cons of each approach, and finally the groups then decide which method was best and present it to the class. Students will realize that they have members on their team that may have knowledge to share of a method to solve the problem in an easier way while building their confidence by having the opportunity to share their knowledge of the content area.

Keeping Kids Engaged

"How To Keep Kids Engaged" by Tristan de Frondeville

In this reading passage, the focus is eliminating lack of engagement in the classroom, which the author refers to as "dead time". It is explained how this decreased level of engagement is contagious and lays out a plan for increasing the level of active listening and active learning amongst your students. This actively engaged classroom model is one in which students are thoroughly and thoughtfully engaged with each other or the teacher during the entire course of the lesson. De Frondeville references a book by Merril Harmon and Melanie Roth, entitled Inspiring Active Learning to support her claims that there is room for improvement in the overall level of engagement amongst students in today's classrooms. Basically, the book encourages teachers to classify their students into four levels of student motivation; 4) Work Avoiders 3) Half-Hearted Workers 2) Responsible 1) Fully Active. The goal, of course is to move your students to the fully active category through the use of the stated 10 Rules of Engagement.

1) Mini-Mind Warm-Ups

2) Use Movement to Keep Kids Focused

3) Teach Students How to Collaborate Before Expecting Success

4) Use Quickwrites When You Want Quiet Time/ Student Reflection

5) Run Tight Ship When Giving Instructions

6) Use Fairness Cup To Keep Students Thinking

7) Use Signaling to Allow Everyone to Answer your Question

8) Use Minimal Supervision Tasks to Squeeze Dead-Time Out of Regular Routines

9) Mix Up Your Teaching Styles

10) Create Teamwork Tactics that Emphasize Accountability

Classroom Connection:

These rules are simple, and can easily be adapted into everyday practices in the classroom. I often use the thumbs up signal when a group has completed a think-share activity, use kinesthetic activities for math geometry review through the use of Simon Says as well as whiteboards or signaling ques for kids to have a 100% participation in the classroom during mixed review skills practice.

Lead, Don't Lecture

Lead, Don't Lecture: A New Approach to Teaching

Smart educators say it's better to coach than to cajole.

by Ninive C. Calegari

Daniel Moulthrop

This article was a wonderful reminder to me that, as an educator, it is important to think of my role as that of a classroom coach. I need to foster learning in the classroom through a series of meaningful learning experiences that allow students to be engaged and responsible for processing the lessons. In order to achieve a stronger sense of this, there needs to be a balance between whole group instruction and one-on one instruction, or coaching. The authors basically stress that in order for students to make meaning of their learning, they need to have true educational experiences, requiring them to think critically on a regular basis. To set up a classroom full of "experts", or "student experts", placing ownership of learning on the students, rather than the teacher alone, will foster a sense confidence in students that will only increase their motivation to learn more. This coaching strategy can also be viewed as a team-building tool that allows students to see each other as resources and call upon their classmates for support as needed.