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Revamp the traditional pillars of pedagogy for the digital world. Using real-world examples and relevant stories, the author shares how educators can empower learners to design their instruction, curate their curriculum, and build feedback loops to assess their development. Acquire a deep understanding of the student's role in the digital classroom, and recognize the importance of making mistakes to move forward.
Benefits
-Investigate the effect technology has on the classroom and student work.
-Explore ways to support students in owning their learning.
-Move past the outdated, traditional pedagogical pillars-instruction, curriculum, and assessment.
-Incorporate the new pedagogical pillars-design, curation, and feedback-into the classroom.
-Gain practical resources and questions for reflection and discussion.
- Sales Rank: #753010 in Books
- Published on: 2015-11-13
- Original language: English
- Number of items: 1
- Dimensions: 8.80" h x .30" w x 5.80" l, .25 pounds
- Binding: Perfect Paperback
- 65 pages
About the Author
Gayle Allen, EdD, MBA, is a lifelong educator who has worked as a teacher, coach, and administrator in K-12 schools, as well as an adjunct professor at Teachers College, Columbia University. The founder of two professional learning institutes whose missions are to promote teacher growth and leadership, she is a passionate supporter of providing opportunities for teachers and school leaders to reflect on and grow their practice. Gayle serves as the founding director of BrightBytes Labs, a research organization that studies the factors that influence effective teaching and learning.
Most helpful customer reviews
0 of 0 people found the following review helpful.
Excellent concept with one suggesting.
By Amazon Customer
We are all looking for autonomy, mastery and purpose in what we do, it is no less with students. In Gayle Allen's work, "The New Pillars of Modern Teaching", the shift to the student and teacher as a "learning worker" is defined. Learning, according to Allen, is now about the design, curation and feedback. The book not only defines these three pillars, but gives a clear implementation including example web sites. The last chapter also clarifies the need to have students learn to fail faster. Failure is critical to learning so good students will need to fail quickly to learn and then move on. The teacher's role shifts to supporting this process.
One weakness is the lack of understanding of the Quality movement in this process. Allen needs to reflect on expanding her understanding of feedback. Not only do you need to have a feedback loop so you can improve on a specific task, but you need a Quality Improvement process, not just feedback. The student needs to know what to improve, but they need to better understand why they came to that thought in the first place so they can truly change their thinking. Just getting feedback will not make you more efficient. To fail faster the student will need to reflect on how they came to that point in the first place, then modify their future learning.
Over all it is a short, but excellent reflection on where things are heading.
John Sonnenberg
john.sonnen@aol.com
0 of 0 people found the following review helpful.
Design Thinking for Learning
By Nathan
This is an essential piece, along with Will Richardson and George Couros's work on changing our schools. Very much worth your purchase and your time!
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