{"id":2767,"date":"2017-06-12T23:14:05","date_gmt":"2017-06-13T06:14:05","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2017\/?p=2767"},"modified":"2017-06-12T23:15:00","modified_gmt":"2017-06-13T06:15:00","slug":"zpd","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2017\/2017\/06\/12\/zpd\/","title":{"rendered":"TELE: An Individualized Approach"},"content":{"rendered":"

I connected with the idea of \u201ccognitive affordances\u201d by David Jonassen (2000) as PYP teacher, where inquiry-based teaching and learning is the goal. As he states, \u201cStudents learn from thinking in meaningful ways. Thinking is engaged by activities, which can be fostered by computers or teachers.\u201d This made me think about the importance of constructing learning engagements that are open-ended and do not necessarily have one right pathway to the solution. Technology isn\u2019t the latest high-end device on the market, but rather how learning is transformed through the use of the tool. <\/span><\/p>\n

Therefore, designers of learning should be thinking of creative and innovative ways to foster risk-taking in the classroom that pushes students to find their best, individualized pathway to success. This may include differentiated instruction or tasks that challenge students to think critically. Design of learning engagements should provide the right amount of scaffolding so that students understand the what and why of their learning. As Lev Vygotsky\u2019s proposed the zone of proximal development is important because it determines what a child can with no support, to what a child can do with some support. Even in science and math classes, the framework \u00a0teacher models and students do, is important because often the student will go beyond the confines of the assignment and find new, creative, and innovative ways of achieving a given task. The exciting part of a lesson is when students are given time to reflect and discuss their strategies with peers and teachers to inform the classroom community of the variety of ways in which a goal can be achieved. <\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

I connected with the idea of \u201ccognitive affordances\u201d by David Jonassen (2000) as PYP teacher, where inquiry-based teaching and learning is the goal. As he states, \u201cStudents learn from thinking in meaningful ways. Thinking is engaged by activities, which can be fostered by computers or teachers.\u201d This made me think about the importance of constructing […]<\/p>\n","protected":false},"author":44093,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669401],"tags":[],"class_list":["post-2767","post","type-post","status-publish","format-standard","hentry","category-b-design-of-teles"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2767","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/users\/44093"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/comments?post=2767"}],"version-history":[{"count":2,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2767\/revisions"}],"predecessor-version":[{"id":2769,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2767\/revisions\/2769"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/media?parent=2767"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/categories?post=2767"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/tags?post=2767"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}