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John Evans

Why Teaching Kindness in Schools Is Essential to Reduce Bullying | Edutopia - 0 views

www.edutopia.org/...al-reduce-bullying-lisa-currie

teaching kindness schools essential bullying edutopia

shared by John Evans on 19 Oct 14 - No Cached
  • John Evans on 19 Oct 14
     
    "Phrases like "random acts of kindness" and "pay it forward" have become popular terms in modern society. Perhaps this could be best explained by those who have identified a deficiency in their lives that can only be fulfilled by altruism. It seems that we just can't get enough of those addictive, feel-good emotions -- and with good reason. Scientific studies prove that kindness has many physical, emotional, and mental health benefits. And children need a healthy dose of the warm-and-fuzzies to thrive as healthy, happy, well-rounded individuals. Patty O'Grady, PhD, an expert in neuroscience, emotional learning, and positive psychology, specializes in education. She reports: Kindness changes the brain by the experience of kindness. Children and adolescents do not learn kindness by only thinking about it and talking about it. Kindness is best learned by feeling it so that they can reproduce it. A great number of benefits have been reported to support teaching kindness in schools, best summed up by the following."
Clint Hamada

The Code of Best Practices in Fair Use for Media Literacy Education -- Publications --... - 8 views

www.centerforsocialmedia.org/...e_for_media_literacy_education

Best Practice Fair Use literacy CC copyright guide guidelines

shared by Clint Hamada on 07 Apr 10 - Cached
  • Fair use is the right to use copyrighted material without permission or payment under some circumstances—especially when the cultural or social benefits of the use are predominant.
  • This guide identifies five principles that represent the media literacy education community’s current consensus about acceptable practices for the fair use of copyrighted materials
  • This code of best practices does not tell you the limits of fair use rights.
  • ...51 more annotations...
  • Media literacy is the capacity to access, analyze, evaluate, and communicate messages in a wide variety of forms. This expanded conceptualization of literacy responds to the demands of cultural participation in the twenty-first century.
  • Media literacy education helps people of all ages to be critical thinkers, effective communicators, and active citizens.
  • Rather than transforming the media material in question, they use that content for essentially the same purposes for which it originally was intended—to instruct or to entertain.
  • four types of considerations mentioned in the law: the nature of the use, the nature of the work used, the extent of the use, and its economic effect (the so-called "four factors").
  • this guide addresses another set of issues: the transformative uses of copyright materials in media literacy education that can flourish only with a robust understanding of fair use
  • Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
  • However, there have been no important court decisions—in fact, very few decisions of any kind—that actually interpret and apply the doctrine in an educational context.
  • But copying, quoting, and generally re-using existing cultural material can be, under some circumstances, a critically important part of generating new culture. In fact, the cultural value of copying is so well established that it is written into the social bargain at the heart of copyright law. The bargain is this: we as a society give limited property rights to creators to encourage them to produce culture; at the same time, we give other creators the chance to use that same copyrighted material, without permission or payment, in some circumstances. Without the second half of the bargain, we could all lose important new cultural work.
  • specific exemptions for teachers in Sections 110(1) and (2) of the Copyright Act (for "face-to-face" in the classroom and equivalent distance practices in distance education
  • In reviewing the history of fair use litigation, we find that judges return again and again to two key questions: • Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? • Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
  • Fair use is in wide and vigorous use today in many professional communities. For example, historians regularly quote both other historians’ writings and textual sources; filmmakers and visual artists use, reinterpret, and critique copyright material; while scholars illustrate cultural commentary with textual, visual, and musical examples.
  • Fair use is healthy and vigorous in daily broadcast television news, where references to popular films, classic TV programs, archival images, and popular songs are constant and routinely unlicensed.
  • many publications for educators reproduce the guidelines uncritically, presenting them as standards that must be adhered to in order to act lawfully.
  • Experts (often non-lawyers) give conference workshops for K–12 teachers, technology coordinators, and library or media specialists where these guidelines and similar sets of purported rules are presented with rigid, official-looking tables and charts.
  • this is an area in which educators themselves should be leaders rather than followers. Often, they can assert their own rights under fair use to make these decisions on their own, without approval.
  • ducators should share their knowledge of fair use rights with library and media specialists, technology specialists, and other school leaders to assure that their fair use rights are put into institutional practice.
  • Through its five principles, this code of best practices identifies five sets of current practices in the use of copyrighted materials in media literacy education to which the doctrine of fair use clearly applies.
  • When students or educators use copyrighted materials in their own creative work outside of an educational context, they can rely on fair use guidelines created by other creator groups, including documentary filmmakers and online video producers.
  • In all cases, a digital copy is the same as a hard copy in terms of fair use
  • When a user’s copy was obtained illegally or in bad faith, that fact may affect fair use analysis.
  • Otherwise, of course, where a use is fair, it is irrelevant whether the source of the content in question was a recorded over-the-air broadcast, a teacher’s personal copy of a newspaper or a DVD, or a rented or borrowed piece of media.
  • The principles are all subject to a "rule of proportionality." Educators’ and students’ fair use rights extend to the portions of copyrighted works that they need to accomplish their educational goals
  • Educators use television news, advertising, movies, still images, newspaper and magazine articles, Web sites, video games, and other copyrighted material to build critical-thinking and communication skills.
  • nder fair use, educators using the concepts and techniques of media literacy can choose illustrative material from the full range of copyrighted sources and make them available to learners, in class, in workshops, in informal mentoring and teaching settings, and on school-related Web sites.
  • Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
  • Where illustrative material is made available in digital formats, educators should provide reasonable protection against third-party access and downloads.
  • Teachers use copyrighted materials in the creation of lesson plans, materials, tool kits, and curricula in order to apply the principles of media literacy education and use digital technologies effectively in an educational context
  • Wherever possible, educators should provide attribution for quoted material, and of course they should use only what is necessary for the educational goal or purpose.
  • Educators using concepts and techniques of media literacy should be able to share effective examples of teaching about media and meaning with one another, including lessons and resource materials.
  • fair use applies to commercial materials as well as those produced outside the marketplace model.
  • curriculum developers should be especially careful to choose illustrations from copyrighted media that are necessary to meet the educational objectives of the lesson, using only what furthers the educational goal or purpose for which it is being made.
  • Curriculum developers should not rely on fair use when using copyrighted third-party images or texts to promote their materials
  • Students strengthen media literacy skills by creating messages and using such symbolic forms as language, images, sound, music, and digital media to express and share meaning. In learning to use video editing software and in creating remix videos, students learn how juxtaposition reshapes meaning. Students include excerpts from copyrighted material in their own creative work for many purposes, including for comment and criticism, for illustration, to stimulate public discussion, or in incidental or accidental ways
  • educators using concepts and techniques of media literacy should be free to enable learners to incorporate, modify, and re-present existing media objects in their own classroom work
  • Media production can foster and deepen awareness of the constructed nature of all media, one of the key concepts of media literacy. The basis for fair use here is embedded in good pedagogy.
  • Students’ use of copyrighted material should not be a substitute for creative effort
  • how their use of a copyrighted work repurposes or transforms the original
  • cannot rely on fair use when their goal is simply to establish a mood or convey an emotional tone, or when they employ popular songs simply to exploit their appeal and popularity.
  • Students should be encouraged to make their own careful assessments of fair use and should be reminded that attribution, in itself, does not convert an infringing use into a fair one.
  • Students who are expected to behave responsibly as media creators and who are encouraged to reach other people outside the classroom with their work learn most deeply.
  • . In some cases, widespread distribution of students’ work (via the Internet, for example) is appropriate. If student work that incorporates, modifies, and re-presents existing media content meets the transformativeness standard, it can be distributed to wide audiences under the doctrine of fair use.
  • educators should take the opportunity to model the real-world permissions process, with explicit emphasis not only on how that process works, but also on how it affects media making.
  • educators should explore with students the distinction between material that should be licensed, material that is in the public domain or otherwise openly available, and copyrighted material that is subject to fair use.
  • ethical obligation to provide proper attribution also should be examined
  • Most "copyright education" that educators and learners have encountered has been shaped by the concerns of commercial copyright holders, whose understandable concern about large-scale copyright piracy has caused them to equate any unlicensed use of copyrighted material with stealing
  • This code of best practices, by contrast, is shaped by educators for educators and the learners they serve, with the help of legal advisors. As an important first step in reclaiming their fair use rights, educators should employ this document to inform their own practices in the classroom and beyond.
  • Many school policies are based on so-called negotiated fair use guidelines, as discussed above. In their implementation of those guidelines, systems tend to confuse a limited "safe harbor" zone of absolute security with the entire range of possibility that fair use makes available.
  • Using an appropriate excerpt from copyrighted material to illustrate a key idea in the course of teaching is likely to be a fair use, for example.
  • Indeed, the Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects
  • So if work is going to be shared widely, it is good to be able to rely on transformativeness.
  • We don’t know of any lawsuit actually brought by an American media company against an educator over the use of media in the educational process.
John Evans

Random Acts of Kindness In School | Edutopia - 0 views

www.edutopia.org/...age-kindness-students-all-ages

random acts kindness Edutopia

shared by John Evans on 10 Feb 20 - No Cached
  • John Evans on 10 Feb 20
     
    "With Random Acts of Kindness Day approaching, here are five easy ways to promote kindness across all age groups.  "
John Evans

The Great Kindness Challenge - 1 views

www.greatkindnesschallenge.org/...event.html

great kindness challenge

shared by John Evans on 19 Jan 15 - No Cached
  • John Evans on 19 Jan 15
     
    "The Great Kindness Challenge is one school week devoted to performing as many acts of kindness as possible, choosing from a checklist of 50 suggestions. Help create a culture of kindness on your campus! It's free, easy to implement and has the power to increase tolerance, unity and respect for all grades Kindergarten through High School."
John Evans

Why Teaching Kindness in Schools Is Essential to Reduce Bullying | Edutopia - 0 views

www.edutopia.org/...al-reduce-bullying-lisa-currie

teaching kindness schools essential bullying edutopia

shared by John Evans on 14 Nov 14 - No Cached
  • John Evans on 14 Nov 14
     
    "Phrases like "random acts of kindness" and "pay it forward" have become popular terms in modern society. Perhaps this could be best explained by those who have identified a deficiency in their lives that can only be fulfilled by altruism. It seems that we just can't get enough of those addictive, feel-good emotions -- and with good reason. Scientific studies prove that kindness has many physical, emotional, and mental health benefits. And children need a healthy dose of the warm-and-fuzzies to thrive as healthy, happy, well-rounded individuals."
John Evans

40 Moving Examples Of #Iwishmyteacherknew - 0 views

www.teachthought.com/...examples-of-iwishmyteacherknew

moving examples #Iwishmyteacherknew

shared by John Evans on 21 Apr 15 - No Cached
  • John Evans on 21 Apr 15
     
    "Kyle Schwartz teaches third grade at Doull Elementary in Colorado. By now, you've likely heard of her-or at least one of her ideas, #Iwishmyteacherknew. Every now and then, there's an "Education" story that the masses take notice of-standardized testing, Michelle Rhee, Waiting for Superman, the flipped classroom, the iPad failure in LA, the testing scandal in LA, among others. The most recent to crossover is the hashtag #Iwishmyteacherknew, which is what it sounds like it might be-an asynchronous conversation (or rather, series of statements) illuminating the realities that many students face every day. On one hand, there's an inherent kind of other disconnect at work here that makes the whole thing a huge act of spectacle, while inviting frank discussions about privacy. We'll talk more about that in a follow-up later this week. To provide context to that kind of analysis, first the tweets themselves."
John Evans

The Value of Establishing a Culture of Thinking in the Classroom - 1 views

www.gettingsmart.com/...e-of-thinking-in-the-classroom

culture thinking classroom

shared by John Evans on 11 Oct 17 - No Cached
  • John Evans on 11 Oct 17
     
    "If "children grow into the intellectual life around them" (see L.S. Vygostky's Mind in Society), then what kind of intellectual life are we providing to the students in our classrooms and schools? Teachers all over the world have had to accept the compromise of focusing more on delivering prescribed curriculum than developing understanding - test-taking rather than learning. This, among other reasons, is why strategies focused on ingraining cultures of thinking have been such game changers in many of today's classrooms. One good example of this that I've worked with is the Cultures of Thinking Project, led by Ron Ritchhart as part of Harvard's Project Zero. The Cultures of Thinking Project focuses on two main ways of moving towards cultures of thinking: the eight cultural forces that act on a classroom, and documentation. Curious as to what that means? Continue reading for more."
John Evans

The Big Picture Of Education Technology: The Padagogy Wheel - 7 views

www.teachthought.com/...hinking-in-learning-technology

big picture picture education technology padagogy wheel

shared by John Evans on 06 Jan 16 - No Cached
  • John Evans on 06 Jan 16
     
    "Teaching is a matter of design. That's not new, but in an era of change and possibility, it's more apparent now than ever. The SAMR model (which acts as a kind of continuum to reflect the possibilities of technology in learning) is a helpful tool to make sense of this idea, a visual reminder that ideally technology moves beyond Substitution phase (the "S") towards a Redefinition (the "R") of what was previously impossible without it. This, among other shifts, will help fully realize the potential of learning technology. When you take a Bloom's wheel, and smash it together with 60+ educational apps that allows learners to brainstorm, collaborate, research, create, curate, and create new knowledge-well, you have the image below, courtesy of Allan Carrington of Designing Outcomes."
John Evans

Acts of kindness are the key to happiness: study - 0 views

www-cbc-ca.cdn.ampproject.org/...1.6682912

acts kindness key happiness study

shared by John Evans on 30 Dec 22 - No Cached
  • John Evans on 30 Dec 22
     
    "In the documentary Mission: Joy - Finding Happiness in Troubled Times, the Dalai Lama and retired archbishop Desmond Tutu, who died in 2021, share two lifetimes' worth of wisdom on how to live with joy in troubled times. When writing The Book of Joy: Lasting Happiness in a Changing World, they asked co-author Doug Abrams to investigate the science of happiness.  "They said, 'This shouldn't be a Buddhist dialogue or a Christian dialogue. This should be about the nature of being human,'" Abrams recalled in the documentary. "They asked me to find out whether what they were saying was confirmed or contradicted by science.""
John Evans

Teaching With Video Games Is Not What You Think - 4 views

www.teachthought.com/...teaching-video-games-think

teaching video games video games

shared by John Evans on 25 Nov 13 - No Cached
  • John Evans on 25 Nov 13
     
    "Teaching with video games is not what you think. Unless you recognize video games as an increasingly engaging, compelling, and interactive narrative form that is seeking to leapfrog film as the medium of choice not just for teenage boys who like Call of Duty, but, well, you too. And that teaching with them means taking as close a look at the creation and design of the stories and play mechanics and the interaction between story and player as you do the narrative itself. Which can act as a kind of schema to inform how you teach novels, poetry, government or science-as-inquiry."
John Evans

10 Characteristics Of A Highly Effective Learning Environment - 0 views

www.teachthought.com/...effective-learning-environment

learning environment education pedagogy learningenvironment

shared by John Evans on 17 Jun 14 - No Cached
  • John Evans on 17 Jun 14
     
    "Wherever we are, we'd all like to think our classrooms are "intellectually active" places. Progressive learning (like our 21st Century Model, for example) environments. Highly effective and conducive to student-centered learning. But what does that mean? The reality is, there is no single answer because teaching and learning are awkward to consider as single events or individual "things." This is all a bunch of rhetoric until we put on our white coats and study it under a microscope, at which point abstractions like curiosity, authenticity, self-knowledge, and affection will be hard to pin down. So we put together one take on the characteristics of a highly effective classroom. They can act as a kind of criteria to measure your own against-see if you notice a pattern."
John Evans

TeachThought's 10 Most Popular Posts On iPad Integration - 3 views

teachthought.com/...ular-posts-on-ipad-integration

ipad integration TeachThought

shared by John Evans on 29 Aug 13 - No Cached
  • John Evans on 29 Aug 13
     
    "TeachThought is officially ten weeks old (yay us!), and to celebrate that incredible milestone (which is also the same as the gestation period of the North American Box Turtle), we're putting together posts that reflect back on that time, while also acting as a kind of curation tool for some of the content you have found most helpful. With that, below are ten of our most popular iPad posts, in no certain order, because, well, we don't play favorites around here (even if you do). And if you suspect there might be a follow up post with ten more, you might be on to something."
John Evans

TeachThought's Most Popular Posts On iPad Integration | TeachThought - 3 views

www.teachthought.com/...ular-posts-on-ipad-integration

ipad integration

shared by John Evans on 07 Oct 12 - No Cached
  • John Evans on 07 Oct 12
     
    "TeachThought is officially ten weeks old (yay us!), and to celebrate that incredible milestone (which is also the same as the gestation period of the North American Box Turtle), we're putting together posts that reflect back on that time, while also acting as a kind of curation tool for some of the content you have found most helpful."
John Evans

Maybe There is Something to this Joy Thing | - 0 views

cultureofyes.ca/...is-something-to-this-joy-thing

joy shareski school students learning

shared by John Evans on 21 Jan 14 - No Cached
  • John Evans on 21 Jan 14
     
    "He also argues that in our standards-focused world, we need to take time for joy within the curriculum, and because it is a great thing to do even if it is not part of required learning. He shares five pieces of advice: 1) Be mindful 2) Create something 3) Commit regular random acts of kindness 4) Turn pseudo learning into real learning 5) Be silly and laugh everyday"
Phil Taylor

Educational Leadership:Learning in the Digital Age:The New WWW: Whatever, Whenever, Whe... - 10 views

www.ascd.org/...tever,_Whenever,_Wherever.aspx

leadership www web2.0 pitfalls opportunity plan

shared by Phil Taylor on 09 Feb 10 - Cached
  • counteract the New WWW's potentially harmful impact on youth, educators must use technology to create learning experiences that are real, rich, and relevant.
  • Next will come 4G, in which data rates are expected to be 100 times faster than those in this first 3G wave. As the delivery platform of broadband content and functionality shifts from computer to personal device, we will be surrounded by a multimedia aura that accompanies us wherever we go
  • The plan is that you'll use your phone to spend money everywhere, all the time.
  • ...8 more annotations...
  • What choices do we expect them to make if their pockets are loaded with cash and the shelves bulge with penny candy—especially when there's no parent in sight? The choice won't be between yes and no, but between what kind? and what next? Maybe someone needs to watch over this New WWW.
  • We can “hand students over to themselves.” We can engage them in the joys of learning, of making meaning, of being part of something larger than themselves, of testing themselves against authentic challenges. We can shift them from passivity and consumption to action and creativity. And believe it or not, the New WWW can help us.
  • engaging in personally meaningful actions, and performing service to something larger than themselves.
  • we must also acknowledge that schools have too much of both. But the joy of learning has neither! One of the most powerful definitions of teaching I know comes from Maria Harris: “Teaching is the creation of a situation in which subjects, human subjects, are handed over to themselves”
  • Children believe that getting whatever they want will make them happy. As adults, we know otherwise.
  • New WWW shifts learning power to the students themselves.
  • students can demonstrate their learning in a persuasive essay, a sardonic blog, a moving short film, a robust wiki entry, or a humorous podcast, why would we demand deadening conformity?
  • I call this kind of Web site a ClassAct Portal: Class because the site involves a whole class of students; Act because it supports authentic, active learning; ClassAct because it provides a real-world forum for students to exercise their best efforts; and Portal because the site serves as a window to resources, information, activities, and communities.
Natalia Giacosa

Critical Thinking and Technology - 0 views

www.bestteachersinstitute.org/id98.html

critical thinking education

shared by Natalia Giacosa on 09 Apr 13 - No Cached
  • to recapture the significance of our inquiries,
  • We must help them understand why anyone might want to solve this problem or answer this question. We must remind them of the connection between today's smaller question and the larger issues.
  • faith in their ability to succeed, if we ask about their attitudes and their values as well as about their ability to understand, if we act excited, and if we ask them both to understand abstract concepts and to see the relevance of those concepts to people's lives. We must appeal directly to their curiosity.
  • ...20 more annotations...
  • teaching students to understand, analyze, synthesize, evaluate evidence, and so forth.
  • specific abstract reasoning capacities.
  • ess telling and more asking.
  • bring models of knowledge with them to our classes, preconceptions that have a profound influence on what they think they learn and how they react to what we tell them.
  • Relatively few people have fixed styles of learning in which they can learn from only one kind of experience, but many people do have learning personalities in which they often express preference for one approach or another.
  • If we provide that diversity, we can speak to different personalities while encouraging everyone to expand their preferences, and to consider the joys of learning in new ways.
  • feel comfortable,
  • uneasiness, the tension that stems from intellectual excitement, curiosity, challenge, and intense concern with a particular question, the tension that emerges primarily from the questions that we ask, the challenges that we issue,
  • provisions an author must make are the ones that lead a student to rectify incorrect responses.
  • work collaboratively in solving important problems.
  • Think about uncovering it so your students can better understand it.
  • sustained, substantial, and positive influence on the way they think, act, or feel)
  • solve
  • create
  • a sense of control over their own education;
  • work will be considered fairly and honestly
  • try, fail, and receive feedback from expert learners
  • Good Practice Emphasizes Time on Task
  • paradigms of reality are students likely to bring with them that I will want them to challenge
  • challenge students to rethink their assumptions and examine their mental models of reality?
John Evans

A Project-Based Learning Cheat Sheet For Authentic Learning - 7 views

www.teachthought.com/...cheat-sheet-authentic-learning

PBL cheat sheet

shared by John Evans on 03 Sep 14 - No Cached
  • John Evans on 03 Sep 14
     
    "The function of this image is to act as a kind of brainstorm-to help you get your own creative juices going to decide what's most important when designing an authentic project-based learning unit-audiences, technology, habits, purposes, and so on."
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