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Gaynell Lyman

ASCD Express 13.18 - Using Technology to Personalize Teacher Training - 1 views

www.ascd.org/...1318-finegan.aspx

professionaldevelopment PPL technology blendedlearning PL educator

shared by Gaynell Lyman on 05 Jun 18 - No Cached
  • Gaynell Lyman on 05 Jun 18
     
    "I have discovered multiple examples of how technology is changing not only how training is delivered, but also how professional learning is personalized to support and engage each educator."
John Ross

Putting it Back Together Again: Reframing Education Using a Core Story Approach A Frame... - 2 views

frameworksinstitute.org/...page18.html

CommunicationsPlan TechPlanning

shared by John Ross on 08 Sep 17 - No Cached
  • Traps are often habits of a field or common media practices and, as such, can be difficult to notice and even harder to avoid.
  • Traps are eminently plausible ways of framing an issue that, upon investigation, fail to achieve the desired effect, or even turn out to do more harm than good.
  • 1. The Innovation Trap.
  • ...44 more annotations...
  • the idea prevails that innovative reforms can only happen outside of the traditional public school context.
  • They do so by painting a stark picture of public schools mired in bureaucracy and stuck in old models of education, and non-public or quasi-public institutions as incubators of reform.
  • Communicators should avoid falling into this trap by actively avoiding business and consumerist language like “efficiency.”
  • Most importantly, communicators should resist using analogies and comparisons between the public education system and private industry in discussions of reform.
  • 2. The Crisis Trap.
  • the education system as a system in crisis.
  • the education system is not providing students with the skills they need for employment.
  • Rather than appealing to crisis, communicators should be honest about the scope and scale of the problems facing the education system, but also put forth viable reforms and solutions that can address those problems.
  • 3. The Revolution Trap.
  • revolutionize, “blow up” or reinvent the education system
  • Such calls are likely to cue the strongly nostalgic views that make Americans resistant to changing the education system and likely to go “back to the basics” as the preferred solutions
  • To avoid this trap, communicators should replace calls for complete transformations, and dramatic statements about reinvention and revolution, with more measured language.
  • Communicators can also avoid this trap by recruiting frame elements such as Pragmatism, Ingenuity and Remodeling to establish change as significant, yet feasible.
  • 4. The Lack of Process Trap.
  • Communicators should not fall into the trap of leaving process invisible and focusing only on problem or solutions statements. Instead, they should provide clear explanations of how learning occurs, with Explanatory Metaphors such as Pollination Points, Cooking With Information and others.
  • readers looking to the news for an understanding of how children learn are left empty-handed.
  • 5. The Classroom Bubble Trap.
  • In the first type of story, the classroom is sealed in a bubble and separated from external factors
  • In the second type of story, administrative and policy aspects of the education system are politically motivated and transpire “downtown,” far removed from the everyday concerns of the classroom.
  • Communicators can avoid falling into this trap by connecting policies to instruction and vice versa. For instance, rather than painting a close-up portrait of a vibrant classroom and an inspiring teacher, “widen the lens” to include the professional development, curricular decisions and funding structures that made the effective instruction possible.
  • 6. The Technology Trap.
  • The public, however, has limited understandings of the role that technology can play in improving educational outcomes, and modeling digital resources as “faster, fancier” books reinforces the public’s understanding of passive instruction.
  • communicators should take care not to appeal to technology as a value, or assume that members of the public have clear understanding of the ways in which technology can be a part of improving education and learning. Instead, communicators should explain the pedagogical benefits of technology using the Explanatory Metaphors recommended in earlier sections.
  • 7. The Opening Up Schools Trap.
  • Erasing the boundaries between the learning that happens in the school and that which takes place in out-of-school settings violates the public’s dominant Compartmentalized Learning model.
  • Instead, communicators should focus conversations of learning space on learning rather than space. For example, the Pollination Points metaphor emphasizes that effective learning requires movement between places, and helps communicators lead with learning to set up considerations of space.
  • 8. The Flexibility Trap.
  • Communicators should be wary of extolling the virtues of flexible, student-centered classroom spaces without careful framing.
  • This trap can be avoided by framing different understandings of learning through the use of the metaphors described above before introducing ideas of student-centered learning.
  • 9. The Motivation Trap.
  • Communicators often talk about how education reform proposals should increase student motivation. Communicators should be aware that members of the public view motivation in a very different way than is often intended in these messages. For members of the public, motivation is an internal characteristic that is distinct from social context.
  • The metaphors above that highlight the role of context in effective learning — mainly Charging Stations and Pollination Points — can be used to avoid this trap.
  • 10. The Multiple Assessments Trap.
  • simply appealing to “multiple” assessments will trigger the public’s Every Child is Different model, which cues a hyper-individualized understanding of assessment that can lead to disengagement with the issue.
  • Also, without dislodging the understanding that assessment “is” summative assessment, calls for “multiple” assessments may inculcate support for adding even more summative assessments to school systems.
  • To stay out of this trap, communicators should focus on explaining the essential characteristics of an effective approach to assessment, and why these components are important; the Explanatory Metaphor Dashboard, Windows and Mirrors is helpful in this task.
  • 11. The Fairness Trap.
  • the public understands fairness in highly individualized terms. Standardized tests are fair because they treat everyone the same and allow for competition. Or, they are unfair because “every child is different” and has a different “learning style.”
  • To avoid this trap, use the value Human Potential, which pulls forth the public’s belief that all children deserve equal opportunity, but without the unproductive side effects of fairness frames.
  • Alternatively, use the value Fairness Across Places to establish fairness at a population level.
  • 12. The “Achievement Gap” Trap.
  • it does not explain to the public why and how disparities exist, nor how addressing education disparities benefits all stakeholders who comprise the system.
  • With this gap metaphor, the public interprets inequitable outcomes as the result of individual effort or achievement, and “closing the gap” becomes a threatening proposal that will unfairly benefit “underachievers.”
  • To avoid this trap, explain how structural inequities create different contexts, which then contribute to differential outcomes. The Charging Stations Explanatory Metaphor is helpful in this task.
  • John Ross on 08 Sep 17
     
    "In the following section, we identify communication habits that "trap" public thinking in unproductive evaluations and judgments. Traps are eminently plausible ways of framing an issue that, upon investigation, fail to achieve the desired effect, or even turn out to do more harm than good. "
Gaynell Lyman

How to Create Efficient Social Media Workflows for Every Network - 2 views

coschedule.com/...social-media-workflow

socialmedia workflow

shared by Gaynell Lyman on 26 May 17 - No Cached
  • Gaynell Lyman on 26 May 17
     
    "blog"
Gaynell Lyman

High Tech High projects and books - 1 views

www.hightechhigh.org/projects

PBL projectbasedlearning hightechhigh criticalthinking communication collaboration deeperlearning

shared by Gaynell Lyman on 28 Jun 16 - No Cached
  • Gaynell Lyman on 28 Jun 16
     
    "These projects are examples of the work that is done at all of the High Tech High Schools. It is our record of what we have done and how to get there. Teachers can utilize this to show off what they have done with their students, and get ideas from others teachers. Students can show their parents and friends the work that they have done, and the community can see how project based learning enables students to do and learn. Please enjoy the projects and videos."
Tony Borash

NGLC - A Student's Most Important Lesson: Learning How To Learn - 4 views

nextgenlearning.org/...t-lesson-learning-how-to-learn

choice_and_voice criticalthinking personalizedlearning

shared by Tony Borash on 11 Jan 18 - No Cached
  • Tony Borash on 11 Jan 18
     
    "To prepare students for a lifetime of learning, empower them with choice in how they consume and learn content."
Tony Borash

CASEL SEL 3 Signature Practices Playbook - 1 views

casel.org/ignature-practices-playbook-v3

shared by Tony Borash on 01 Dec 22 - No Cached
  • Tony Borash on 01 Dec 22
     
    The SEL 3 Signature Practices were developed in response to these commonly heard questions: "But what does SEL LOOK like?" and "How can we start doing SEL right now?" Educators and OST providers understood and believed in the power of SEL, but sought clarity about how to demonstrate and observe SEL in action during the school day and beyond. The SEL 3 Signature Practices are one tool for fostering a supportive environment and promote SEL. They intentionally and explicitly help build a habit of practices through which students and adults enhance their SEL skills. While not an SEL curriculum, these practices are one concrete example of a way to help people understand and practice the goals of an overall systemic SEL implementation plan.
Tony Borash

6 Principles of Game-Based Learning - Pt. 1 - YouTube - 0 views

www.youtube.com/watch

shared by Tony Borash on 11 Feb 22 - No Cached
  • Tony Borash on 11 Feb 22
     
    Minecraft six principles of game-based learning: The failure dynamic, fail early, fail often. Teach students to take risks in a safe environment- a game. The flexibility dynamic. Provide multiple paths to success. Old school video games had one way to win. Newer "sandbox" games are more open. The construction dynamic. Build something that matters. Students want to create things with a purpose. Minecraft lets them create something difficult and worthwhile. The situated meaning. Learn new ideas by experiencing them. Students learn vocabulary in real-time, as it pertains to playing with others in the game; or learn math as they understand construction. Systems thinking. Learn how all pieces can fit or be fitted. Games help players see how their actions fit into the bigger picture, not just the individual. Build empathy. Bring players together to learn a common goal. By communicating and working together, players build empathy through their avatars by raising awareness of local or global goals.
Gaynell Lyman

How to Get Projects Off to a Good Start | Edutopia - 1 views

www.edutopia.org/...d-starting-projects-suzie-boss

projectbasedlearning project based learning design PBL project

shared by Gaynell Lyman on 12 Feb 17 - No Cached
  • Gaynell Lyman on 12 Feb 17
     
    Learn how to start your project with a bang!
Gaynell Lyman

Project Based Learning: Am I Doing it Right? How Do I know? - YouTube - 2 views

www.youtube.com/watch

projectbasedlearning PBL project implementation video tips

shared by Gaynell Lyman on 12 Feb 17 - No Cached
  • Gaynell Lyman on 12 Feb 17
     
    You might be thinking, "I have a good plan, but how will I know if I'm doing this right?" If this feels like you, this video may offer some practical advice to ease those concerns.
Gaynell Lyman

MGSD Cool Tools Library - 3 views

sites.google.com/...mgsd-cool-tools-library

cool tools Mooresville Webster resrouces

shared by Gaynell Lyman on 12 Jul 16 - No Cached
  • Explore some of our favorite Cool Tools that can be integrated into student-centered, engaging lessons. For each of the tools, you will get a basic overview, see examples, review classroom applications and explore how to adapt it for use in your content area.
  • Gaynell Lyman on 12 Jul 16
     
    "Explore some of our favorite Cool Tools that can be integrated into student-centered, engaging lessons. For each of the tools, you will get a basic overview, see examples, review classroom applications and explore how to adapt it for use in your content area."
John Ross

A California district is a model in adapting to online learning - 2 views

hechingerreport.org/rnia-district-has-some-answers

CompetencyBased OnlineLearning RemoteLearning

shared by John Ross on 21 Dec 21 - No Cached
  • John Ross on 21 Dec 21
     
    A great story that shows how competency-based education can work with online/blended learning.
Gaynell Lyman

Embedding Assessment Throughout the Project (Keys to PBL Series Part 5) - YouTube - 0 views

www.youtube.com/watch

projectbasedlearning PBL assessment project video

shared by Gaynell Lyman on 12 Feb 17 - No Cached
  • Gaynell Lyman on 12 Feb 17
     
    View how assessment can be integrated seamlessly into project-based learning.
Gaynell Lyman

How Video Coaching Leads to More Honest Teaching | EdSurge News - 1 views

www.edsurge.com/...-leads-to-more-honest-teaching

videolearning challenges support

shared by Gaynell Lyman on 02 Jan 19 - No Cached
  • Gaynell Lyman on 02 Jan 19
     
    "To help us through our initial fears of recording ourselves, Ginger gave us weekly video challenges. One week, she challenged us to film the first three minutes of class. Another week, she wanted to see a transition time. Sometimes we would film times that related to our professional growth plans. Each week, we'd bring the recordings to staff meetings and watch them together with a partner or small group. Sometimes, Ginger would provide prompts for us to use as we discussed the recordings."
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