Classroom Discussions in Science, Part 4

This is the third of a four part series. Here is part 1. Here is part 2. Here is part 3. I have been working to delineate and describe a typology of four types of conversations that could be powerful and effective in secondary science classrooms. They are: Conversations that gather, focus student experiences or insightsConversations that make real the processes of science and reflect science as a human (as opposed to received) activity.Conversations that deepen and expand observations mad...
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Classroom Discussions in Science, Part 3

This is the third of a four part series. Here is part 1. Here is part 2. I have been working to delineate and describe a typology of four types of conversations that could be powerful and effective in secondary science classrooms. They are: Conversations that gather, focus student experiences or insightsConversations that make real the processes of science and reflect science as a human (as opposed to received) activity.Conversations that deepen and expand observa...
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Classroom Discussions in Science, Part 2

This is the second of four part series. Here is part 1. I have been working to delineate and describe a typology of four types of conversations that could be powerful and effective in secondary science classrooms. They are: Conversations that gather, focus student experiences or insightsConversations that make real the processes of science and reflect science as a human (as opposed to received) activity.Conversations that deepen and expand observations made during classroom demonstrations or l...
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Classroom Discussions in Science, Part 1

I was asked last week, preparation for professional development work I had been asked to do with some high school science teachers, to describe ways that classroom discussion could be used in secondary science classrooms. To my surprise, I was able to delineate and describe a typology of four types of conversations that could be powerful and effective in secondary science classrooms. They are: Conversations that gather, focus student experiences or insightsConversations that make real the...
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Stranger Things, Season 1 in Graphs

This week in the #EL30 course with Stephen Downes, we are looking at graphs. First, two passages from his recent draft monograph on graphs. "In connectivism we have explored the idea of thinking of knowledge as a graph, and of learning as the growth and manipulation of a graph. It helps learners understand that each idea connects to another, and its not the individual idea thats important, but rather how the entire graph grows and develops." and "So where does this knowledge come from? It hel...
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Emerging Tech Panel – Learning in Commons

Here is the video of a panel I was part of at SITE 2018 this week. https://youtu.be/ldCabGp3FRQ The panel was discussing uses of Emerging Technologies in Teacher Education. My portion (the first chunk of the video) discussed the use of an Elgg based social networking learning platform I developed called Pace Commons.
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Presentation – “Learning Computational Thinking Together”

I gave a presentation today at SITE 2018 called "Learning Computational Thinking Together." It focuses on research I have done on participants in a sixth grade robotics program and how they talked about problem solving, building, and coding.     [soundcloud url="https://api.soundcloud.com/tracks/421101384" params="color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true" width="100%" height="166" iframe="tru...
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Relaunching

For the past 3 to 5 years I have been reading some reliably great bloggers, like Stephen Downes, Audrey Watters, Maha Bali, and Laura Pasquini. In addition to being provoked and challenged by their writing, I have been inspired by their example. They are disciplined, articulate, creative thinkers and writers. I see each if them - and others as well - as being public scholars. It is something I have aspired - and been inspired by be. So, with this relaunch I hope to follow their lead. It is my ...
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