The Pre-i2Flex Model as Applied in Upper Elementary

2021 ◽  
pp. 304-329
Author(s):  
Eleftheria Maratos ◽  
Evangelia Evloyias
Keyword(s):  
Instructional Strategies ◽  
Learning Environments ◽  
21St Century ◽  
Personalized Learning ◽  
Integrated System ◽  
Upper Elementary ◽  
Grade Levels ◽  
Typing Skills ◽  
5Th Grade ◽  
Traditional Homework

This chapter is about setting the stage in upper elementary for i2Flex. The two perspectives will be presented as they are implemented in the fourth and fifth grades. The first part of the chapter will be a showcase of different instructional strategies used in both grade levels while implementing the i2Flex model. In the second part, the authors share specific examples of their practices supporting their students with the foundational skills needed to transition smoothly into the i2Flex model, while meeting curriculum demands and the needs of the 21st century learner. Students at ACS Athens are introduced to Moodle® from the 4th grade and continue to effectively use this platform in 5th grade. It is used as an integrated system in creating personalized learning environments which aim to foster student engagement, to familiarize students with technology, to build research and typing skills, to learn foundational computer skills, and lastly, these personalized learning environments serve as alternatives to traditional homework and preparation for lessons.

Using Technology to Foster Creative and Critical Thinking in the Classroom

2019 ◽  
pp. 70-84 ◽  
Author(s):  
Lisa A. Bloom ◽  
Kristy Doss
Keyword(s):  
Critical Thinking ◽  
Learning Environments ◽  
21St Century ◽  
Personalized Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Optimal Conditions ◽  
High Stakes ◽  
Motivation And Engagement ◽  
Standardized Curriculum

Enhancing and nurturing creative and critical thinking skills are important goals for 21st century learning yet high stakes assessment and standardized curriculum leave little room for realizing these goals in 21st century classrooms. Used appropriately, technology help teachers create personalized learning environments and attend to the type of motivation and engagement that nurtures creative and critical thinking skills. This chapter explores conceptions of creativity, draws on theories of motivation to identify optimal conditions for nurturing creativity and suggests technology supported strategies for creating those conditions.

Using Technology to Foster Creative and Critical Thinking in the Classroom

2021 ◽  
pp. 553-567
Author(s):  
Lisa A. Bloom ◽  
Kristy Doss
Keyword(s):  
Critical Thinking ◽  
Learning Environments ◽  
21St Century ◽  
Personalized Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Optimal Conditions ◽  
High Stakes ◽  
Motivation And Engagement ◽  
Standardized Curriculum

Enhancing and nurturing creative and critical thinking skills are important goals for 21st century learning yet high stakes assessment and standardized curriculum leave little room for realizing these goals in 21st century classrooms. Used appropriately, technology help teachers create personalized learning environments and attend to the type of motivation and engagement that nurtures creative and critical thinking skills. This chapter explores conceptions of creativity, draws on theories of motivation to identify optimal conditions for nurturing creativity and suggests technology supported strategies for creating those conditions.

Developing 21st-Century Musicianship: Tablet-based Music Production in the General Music Classroom

2021 ◽  
pp. 104837132110344
Author(s):  
Jason Fick ◽  
Chris Bulgren
Keyword(s):  
Music Education ◽  
Learning Environments ◽  
21St Century ◽  
Contemporary Music ◽  
Music Instruction ◽  
Technology Skills ◽  
General Music ◽  
Music Classroom ◽  
Music Production ◽  
Essential Skills

Increased availability of tablets at home and in classrooms provides educators access to a powerful tool for music instruction. Music production lessons on tablets offer alternate approaches to developing music literacies while teaching valuable technology skills. These activities are ideal for general music education because they align with contemporary music practices and are adaptable to a variety of learning environments (in person, remote, and hybrid). This article will present a model for tablet-based music production instruction in the general music classroom that aligns with the National Core Arts Standards and accompanying process components grounded in five essential skills: sequencing, recording, editing, effects processing, and mixing.

scholarly journals Personal Analytics Explorations to Support Youth Learning

2018 ◽  
pp. 145-163 ◽  
Author(s):  
Victor R. Lee
Keyword(s):  
Social Support ◽  
High School ◽  
Behavior Change ◽  
Learning Environments ◽  
High School Student ◽  
Sixth Grade ◽  
Personalized Learning ◽  
The Other ◽  
Direct Experience ◽  
Walking Behavior

While personalized learning environments often include systems that automatically adapt to inferred learner needs, other forms of personalized learning exist. One form involves the use of personal analytics in which the learner obtains and analyzes data about himself/herself. More known in informatics communities, there is potential for use of personal analytics for design of instruction. This chapter provides two cases of personal analytics learning explorations to demonstrate their range and potential. One case is of a high school student examining how sleep influences her mood. The other case is of a sixth-grade class of students examining how deviations from typical walking behavior change distributional shape in plotted step data. Both cases show how social support and direct experience with data correction are intimately involved in how youth can learn through personal analytics activities.

1995 Presidential Address: What Sociologists are Learning about the Next Generation of Students: Are We Prepared to Teach in the 21st Century?

1996 ◽  
Vol 39 (4) ◽  
pp. 437-446 ◽  
Author(s):  
Jane E. Prather
Keyword(s):  
Learning Environments ◽  
21St Century ◽  
Collective Behavior ◽  
Presidential Address ◽  
Value Added ◽  
School Age Children ◽  
School Age ◽  
Educational Crisis ◽  
Educational Challenges ◽  
University Level

Predicting that by the 21st century the majority of students will not be prepared for university level curricula, this address raises a major challenge to sociologists: what action are we willing to take now to improve the preparation of future students? Smelser's value-added theory of collective behavior provides the framework for examining this educational crisis. Analyses of the learning environments of the very young and school-age children and of the school difficulties of teenagers provide evidence that an educational crisis is imminent. In closing, I suggest actions sociologists can advocate to meet the educational challenges of the next century.

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