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Gaynell Lyman

In the Digital Economy, Your Software Is Your Competitive Advantage - 1 views

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    "Assign problems, not tasks. Traditionally, people on the business side come up with ideas and hand them to developers who are tasked with turning them into code. Instead, let developers contribute to the solution of business problems. Who knows better how to apply software to your business than people who deeply understand technology? Tolerate failure. Experimentation is the prerequisite to innovation. Create an environment where developers run lots of small experiments and where failure is celebrated rather than punished. Run blameless post-mortems to discover why an experiment failed and what you can learn from that experience. Become obsessed with speed. Startups push new code constantly, every day. Companies can no longer spend months developing new programs. Hunt relentlessly for ways to shave the time it takes to go from "great idea" to working production code. Keep developers close to customers. Remove organizational barriers that separate developers from the people who actually use their software. When developers talk to customers they can deliver better, more useful features in less time. Every organization will embrace the builder's mindset in its own way. But these principles provide a framework for building a world-class software development organization, so you can respond faster to customer needs, adapt to a constantly changing market, and keep up with the Amazons of the world. "
Gaynell Lyman

Create & Find Multimedia Lessons in Minutes | TES Blendspace - 2 views

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    "Combine all types of digital content and your files to create a lesson"
Gaynell Lyman

I'm a New Coach: Where Do I Start? - The Art of Coaching Teachers - Education Week Teacher - 3 views

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    Consider as a framework for organizing toolkits
Gaynell Lyman

5 Ways to Help Your Students Become Better Questioners | Edutopia - 2 views

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    " Here are some suggestions (based on input from question-friendly teachers, schools, programs, and organizations) on how to encourage more questioning in the classroom and hopefully, beyond it."
Gaynell Lyman

Seesaw - 1 views

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    "Seesaw empowers students of any age to independently document what they are learning at school. Students capture learning with photos and videos of their work, or by adding digital creations. Everything gets organized in one place and is accessible to teachers from any device. Student work can be shared with classmates, parents, or published to a class blog. Seesaw gives students a real audience for their work and offers parents a personalized window into their child's learning."
John Ross

For the Sake of Argument | American Federation of Teachers - 0 views

  • NWP’s approach to argument writing starts with having students understand multiple points of view that go beyond pros and cons and are based on multiple pieces of evidence, which ultimately enables students to take responsible civic action.
  • Participating in a conversation is central to our understanding of argument. Before students develop a solid claim for an argument, they need to get a good sense of what the range of credible voices are saying and what a variety of positions are around the topic. Students have to first distinguish between credible and unreliable sources, and then identify the range of legitimate opinions on a single issue. This initial move counters the argument culture by seeking understanding before taking a stand.
  • Many schools, especially in high-poverty areas, are accustomed to professional development providers that materialize for a short period of time, promise success, and then disappear. The NWP, however, relies on well-established local Writing Projects to provide professional development, believing that local teachers are the best teachers of other local teachers. This relationship helps break down resistance to change.
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  • The C3WP framework rests on what are known as “cycles of instruction” that integrate the program’s three essential components: instructional resources for teaching argument writing, formative assessment tools, and intensive professional development—all developed by teachers for teachers.
  • Each C3WP instructional resource describes a four- to six-day sequence of instructional activities that focuses on developing a small number of argument skills (e.g., developing a claim, ranking evidence, coming to terms with opposing viewpoints). Ideally, teachers will teach at least four of these resources each year to help students gradually improve their ability to write evidence-based arguments
  • 1. Focus on a specific set of skills or practices in argument writing that build over the course of an academic year.
  • rather than attempting to teach everything about argument in a single unit
  • 2. Provide text sets that represent multiple perspectives on a topic, beyond pro and con.
  • A text set typically:Grows in complexity from easily accessible texts to more difficult;Takes into account various positions, perspectives, or angles on a topic;Provides a range of accessible reading levels;Includes multiple genres (e.g., video, image, written text, infographic, data, interview); andConsists of multiple text types, including both informational and argumentative.
  • 3. Describe iterative reading and writing practices that build knowledge about a topic.
  • 4. Support the recursive development of claims that emerge and evolve through reading and writing.
  • 5. Help intentionally organize and structure students’ writing to advance their arguments.
  • there is no single “right” way to organize and use evidence in an op-ed.
  • 6. Embed formative assessment opportunities in classroom practice to identify areas of strength and inform next steps for teaching and learning.
  • C3WP engages teachers in collaboratively assessing students’ written arguments to understand what students can already do and what they need to learn next.
  • Most participating schools and districts, including those in the original evaluation, are underresourced, are under pressure to raise test scores, and often experience high teacher turnover.
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    Being used in Norton City, one of the VA4LIN divisions.
John Ross

Google Earth comes to the classroom with new educational tours and lesson plans | TechC... - 3 views

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    "The new version of Google Earth introduced a feature called Voyager, offering a showcase of guided tours from scientists, nonprofits, and other storytellers and organizations. The tours let you explore a region or multiple locales, through the use of photos, 360-degree videos, and Google Maps Street View, along with text. At launch, there were tours from groups like BBC Earth, Jane Goodall, Sesame Street, and NASA available. Google today announced it's expanding its lineup of tours to include 10 new stories, specifically designed for educational use. Partners on this new effort include National Geographic Society, PBS Education, HHMI Biointeractive and Mission Blue."
Lori McEwen

Apps - EdTechTeacher - 0 views

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    Site includes searchable database of tech tools organized by purpose, subject, grade level
John Ross

The eight essentials of innovation | McKinsey - 0 views

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    "Internal collaboration and experimentation can take years to establish, particularly in large, mature companies with strong cultures and ways of working that, in other respects, may have served them well. Some companies set up "innovation garages" where small groups can work on important projects unconstrained by the normal working environment while building new ways of working that can be scaled up and absorbed into the larger organization. "
Katy Fodchuk

How to Promote Racial Equity in the Workplace - 1 views

    • Katy Fodchuk
       
      Equity Article for Ed Leadership
  • Empathy is critical for making progress toward racial equity because it affects whether individuals or organizations take any action and if so, what kind of action they take. There are at least four ways to respond to racism: join in and add to the injury, ignore it and mind your own business, experience sympathy and bake cookies for the victim, or experience empathic outrage and take measures to promote equal justice. The personal values of individual employees and the core values of the organization are two factors that affect which actions are undertaken.
    • Katy Fodchuk
       
      Equity article Ed Leadership
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  • three distinct but interconnected categories: personal attitudes, informal cultural norms, and formal institutional policies.
Kim Salter

Shadow of the leader | Heidrick & Struggles - 1 views

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    This article references the shadow of the leader and how it impacts an organization.
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