The evolution of the web from Web 1.0 to Web 2.0 and now to Web 3.0 can be used a metaphor of how education should also be evolving, as a movement based on the evolution from Education 1.0 to Education 3.0. I discussed this in Schools are doing Education 1.0; talking about doing Education 2.0; when they should be planning and implementing Education 3.0.
Many educators are doing Education 1.0; talking about doing Education 2.0; when they should be planning and implementing Education 3.0. This post compares the developments of the Internet-Web to those of education. The Internet has become an integral thread of the tapestries of most societies throughout the globe. The web influences people’s way of thinking, doing and being; and people influence the development and content of the web. The Internet of today has become a huge picture window and portal into human perceptions, thinking, and behavior. …
Δείτε την αρχική δημοσίευση 1.404 επιπλέον λέξεις
A major criticism I have of most educational institutions is that their primary focus is on students’ intellectual and cognitive development. Too often individual learner’s needs do not enter into the equation of their educations. Maslow’s Hierarchy of Needs is a useful model for educators to use to help insure that they are addressing more of the whole child.
Applying Abraham Maslow’s theory of a pyramid-shaped hierarchy — physiological needs, personal safety, social affiliation, self-esteem and self-actualization — to education is an ideal way to assess lesson plans, courses and educational programs. By asking themselves whether these needs are being met in their school or classroom, educators can assess how well they are applying Maslow’s hierarchy to their teaching practice (How to Apply Maslow’s Hierarchy of Needs to Education).
Some general strategies for addressing these needs in the classroom can be found at Addressing Our Needs: Maslow Comes…
Δείτε την αρχική δημοσίευση 2.212 επιπλέον λέξεις
This post was first published a few weeks ago on my own blog justwondering.com. It has sparked many useful discussions for me both on and off line. Given the followers of THIS illustrious blog are such keen inquirers, I thought I might post it here too – always interested in continuing and growing the conversation as I work with teachers around the world and at home in Australia. So, here’s what I’ve been wondering….
When I first became fascinated by inquiry-based approaches (too many years ago to say!), the focus for many of my conversations and indeed, my early research, was on how to plan. Back then, learning about inquiry helped me shift my thinking from planning thematically – or even in a more genuinely integrated way, to planning with a learning process in mind. Understanding inquiry helped me think MUCH more carefully about learning. Planning was no…
Δείτε την αρχική δημοσίευση 1.210 επιπλέον λέξεις