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4.1 Basis for the L=TBCFormula (see also Part 2) |
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1 Operating
Instructions 1.
2-Background 3.
Diagnostic and prescriptive 4.
Solutions which reachÝ
+Ý teach students 3-Getting Started 1. Classroom 2.
Students 3. Curriculum 5.
Evaluation 4-L=TBC: The
Formula 1. Basis 2. Whole
class 3. Continuum 5-L=TBC: Models 1.
Generic 2. Canada 3.
Belize 6.
The
Middle Ages Ý6-Meeting Student Needs 4. Matching Resources to Student Need 5.
Alt. Assessment: Tools and Pedagogy 7-Problems 8-Solutions 9-
References 1.
End
Notes 10-The Library 1. Print
media 2.
HyperStudio |
OVERVIEW:Ý This formula, (Learning=Thinking,+Building Knowledge+Communicating What Has Been Learned) has its basis in the realities of the Information Age, in current learning theory, in age-appropriate Constructivist Pedagogy, and in successful practice in the middle school and university levels. |
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REALITIES OF
THE INFORMATION AGE: 1. Knowledge is exploding all around us.Ý
We live in a new golden age of discovery. Astronomers probe the
unfolding majesty of the universe, even as scientists race to map the
genetic makeup of humanity.Ý Yet we struggle to put the old industrial
model of education behind us 2. Schools lag behind workplaces, leisure
places, and other realms of life in their access to new information
technologies 3. Technology should not be taught just
for technology's sake; it should be used as a potent tool for systemic
restructuring of the classroom.Ý Technology
in the L=TBC model must be used to change both the climate and reality
of the teaching-learning process. 4. This is exactly the environment and
process needed in the Information Age, a riot of ideas, tangents, and
experiences.Ý Communication within
the classroom and with the rest of the world is best done through what
is known as hypertext, a communication experiences in which words, images,
sound, context, and feedback combine to convey information.Ý Linear communication, linear thinking belonged
to the print-era thinking of the past 500 years.Ý Print-era thinking must now give way to multimedia
thinking.Ý 5. The video game side of the Information
Age develops in children hypertext minds that leap around.Ý Its as though their cognitive strategies
were parallel, not sequential. 6. L=TBC allows children to immerse themselves
in the interactive, multimedia, high speed, non-linear technology of
our electronic culture 7. It is not about technology.Ý It is about the teachers and the students
and what they do with technology to implement current learning theory
to the benefit of all students.Ý 8. The belief and the goal are one in the
same: All children can learn. |
Ý (2) CURRENT
LEARNING THEORY: 1.
Emphasis is placed
on the individual, and strategies and conditions, which affect the teaching-learning
process. 2.
The L=TBC model creates
developmentally appropriate, engaging, reflective, and meaningful teaching-learning
opportunities which address the needs of studentsí multiple intelligence's
and diverse capabilities. 3.
Students learn how to collaborate in research
and creative problem solving and effectively disseminate
their ideas and knowledge using technology. |
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(3)
CONSTRUCTIVIST PEDAGOGY: 1. Teachers must change their learningÝ
culture from their current emphasis on traditional knowledge-transmission
teaching strategies to research-based, student-active, teacher facilitated,
developmentally appropriate models of instruction 2. Better ways to assess the learning are
possible with L=TBC. Various forms of alternative assessment, including
student demonstrations, portfolio assessment, and student products can
be used to develop class profiles, and measure changes over time for individual
students or the whole class.Ý 3. See Comparison Chart found in Section
4.1-TLC-Basis-2 |
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