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in title, tags, annotations or urlCommunity Building- Powerful Learning Indeed « 21st Century Collaborative - 4 views
Educational Leadership:Giving Students Meaningful Work:Seven Essentials for Project-Based Learning - 11 views
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launching a project with an "entry event" that engages interest and initiates questioning
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Students created a driving question
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product of students' choice created by teams
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The Power of Educational Technology: Ten Tips for Growing Your Learning Network - 0 views
Project Learning | Edutopia - 0 views
5 Reasons Why Educators Should Network - 6 views
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educational isolation is still prevalent in public schools today.
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Here's why educators should start a personal learning network, or PLN.
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1. To learn with others
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16 Resources about Personal Learning Networks (PLNs) | Teacher Reboot Camp - 14 views
I Finally Drank the Kool-Aid! - The Tempered Radical - 3 views
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Having gained notoriety as a somewhat surly cuss, most everyone was surprised when I emerged as an active proponent of professional learning communities as a form of staff development.
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more practical reason that educators should embrace learning teams: Collaboration done right helps to lighten the load for everyone. In the past few years, I've actually seen the time that I invest in planning daily lessons go down as I've taken advantage of learning experiences and materials shared by my colleagues.
The Finland Phenomenon: Learning from the new Tony Wagner film | Connected Principals - 1 views
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Finnish system is praised extraordinarily highly for its global success, and yet students don’t work terribly hard, have many choices, use technology creatively, enjoy the integration of the arts, and learn in a culture which emphasizes depth over breadth and less is more.
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Students are shown researching and collaborating online in their studies, and many classrooms are shown with a wide array of technological units, not just computers. Students use wikipedia and facebook when researching very current topics, and Wagner explains that there is a culture of trust that is extended to students in their technology usage.
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A particularly inspiring moment comes when Wagner reports stumbling across a project at one school, the “Innovation Camp,” in which teams of students are given 26 hours to come up with a new product or service.
Cloudworks - Homepage - 0 views
On Ed Tech, We're Asking the Wrong Question | The Committed Sardine - 7 views
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In the end, that’s all technology is, too—a resource. In the hands of talented and well-trained teachers, it can facilitate high-quality teaching and learning; when used by average teachers, it most likely will lead to average results. And in either case, it’s not entirely clear whether test scores would rise, anyway—for reasons I’ll discuss later.
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There is plenty of anecdotal evidence to suggest that, when used wisely, technology is a powerful resource that can help boost achievement.
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I would argue that’s the point: You can’t separate the technology from the rest of the learning process, because they are inextricably bound.
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More powerful pencils: 1:1 Laptop Programs and 21st century learning « 21k12 - 6 views
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it is not because they had a 1-1 program in itself that made them so, but because they had a classroom culture of student inquiry, of research, collaboration, and on-line publishing, all of which were well supported by the laptops in students’ hands.
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“Laptop computers [would not be] technological tools; rather, [they would be] cognitive tools that are holistically integrated into the teaching and learning processes of their school.”
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One of the best sections of this article speaks right to this, as it advocates schools to bring the students to the table: But it’s not just teachers who experts say must be involved in the 1-to-1 planning process—students should be, too.
ALA | Interview with Keith Curry Lance - 0 views
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A series of studies that have had a great deal of influence on the research and decision-making discussions concerning school library media programs have grown from the work of a team in Colorado—Keith Curry Lance, Marcia J. Rodney, and Christine Hamilton-Pennell (2000).
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Recent school library impact studies have also identified, and generated some evidence about, potential "interventions" that could be studied. The questions might at first appear rather familiar: How much, and how, are achievement and learning improved when . . . librarians collaborate more fully with other educators? libraries are more flexibly scheduled? administrators choose to support stronger library programs (in a specific way)? library spending (for something specific) increases?
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high priority should be given to reaching teachers, administrators, and public officials as well as school librarians and school library advocates.
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A great overview of Lance's research into the effectiveness of libraries. He answers the question: Do school libraries or librarians make a difference? His answer (A HUGE YES!) is back by 14 years of remarkable research. The point is proved. But this information remains unknown to many principals and superintendents. Anyone interested in 21st century teaching and learning will find this interview fascinating.
Why banning technology is not the answer - The Learner's Way - 2 views
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There is something about human nature that draws us towards dichotomous patterns of thought; an all or nothing, us or them style of thinking in which an option is either good or it is bad. In such a model complexity and subtle nuance with multiple possible outcomes and routes towards a goal are ignored. The field of educational technology is one where such a pattern is evident and recent ban on technology by a Sydney school shows how this style of analysis can have a significant impact on student learning.
What Kids Need to Learn to Succeed in 2050 - Youth, Now - Medium - 0 views
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"In such a world, the last thing a teacher needs to give her pupils is more information. They already have far too much of it. Instead, people need the ability to make sense of information, to tell the difference between what is important and what is unimportant, and, above all, to combine many bits of information into a broad picture of the world."
How might we develop self-regulated learners? - The Learner's Way - 0 views
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A common question is how do we facilitate the development of independent, self-regulating learners. With an increased focus on the development of dispositional models for learning where the skills and mindset of the learner are crucial, how do we ensure that our learners move from requiring external regulation to a model of internal regulation?
Reflections on a service trip to Fiji - The Learner's Way - 0 views
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Recently I left the cold and dark of a Sydney winter and journeyed north to the warmer climate of Fiji. A jewel dropped in the warm waters of the Pacific, Fiji is a popular holiday destination for those looking for a tropical escape. This trip was very different from the norm. There would be no resorts, no five-star dining and my company was to be a group of 24 Year Nine students. It was to be a journey full of learning and insights into the challenges facing education.
Initial Reflections on ICOT 2018 - The Learner's Way - 1 views
Growth Mindsets in the Great Outdoors - The Learner's Way - 3 views
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chool camps are a wonderful opportunity to observe how our students handle the challenge of a different learning setting. Away from the norms and familiar settings of the classroom, we see students in a different light. For the students, camps are an exciting and for some frightening challenge. For teachers, they are an outstanding assessment tool that should inform our practices long after camp is over.
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