Edsurge
OCTOBER 21, 2018
Maria Montessori created a curriculum for individualized, competency-based learning a century before any of these terms became buzzwords. I am pretty sure if Maria were alive today, she too would love this cute wooden robot. Luckily, this is a great fit for the project-based nature of the Montessori class.
Edsurge
APRIL 25, 2018
In one study , students were not told which of their teaching assistants were humans and which were robots—and findings suggested students struggled to differentiate the two. (I But students need to know, from the beginning, that this personal assistant is a robot and that their instructor is a human.
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Digital Promise
MARCH 10, 2015
And the programs don’t come with the kind of data our teachers want for the competency-based learning approach we’re taking. We believe our middle school students are ready for more complex projects, including using simulations which require students to program robots to solve challenges. ” Jerry Snow.
Digital Promise
AUGUST 26, 2015
For the 2014-15 school year, Piedmont Middle School, in rural northeast Alabama, reimagined how its students learn by letting them progress based on their mastery of skills and standards. Students take computer programming, robotics, and foreign language courses that, until recently, weren’t offered.
Educator Innovator
SEPTEMBER 14, 2015
Schools wanting to adopt competency-based learning may have a challenging time doing so due to inconsistent policies nationwide and very few models to follow. Students take computer programming, robotics, and foreign language courses that, until recently, weren’t offered.” ” By Jason Tomassini.
Edsurge
MARCH 6, 2017
For those teaching online courses, professors at California State University at Channel Islands have some advice: don’t be a robot. No one wants to feel like a cog in the wheel, especially not when it comes to something as personal as learning. To me, that's not what learning is about.
EdNews Daily
DECEMBER 6, 2019
The new paradigm allows for students to be placed at appropriate points for them on the predetermined highways of learning, with customization byways as needed. This breaks up the traditional age/grade groupings to make way for dynamic groupings based on individual progress.
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