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Tony Borash

Hero's Journey | Fun Retrospectives - 3 views

www.funretrospectives.com/heros-journey

protocols team hero's_journey visioning planning

shared by Tony Borash on 16 Jan 18 - No Cached
  • Tony Borash on 16 Jan 18
     
    "The hero's journey is a futurespective activity to help describing a story a team is pursuing. It is inspired on Joseph Campbell's book. "
  • John Ross on 17 Jan 18
     
    Me likee! Big fan of Joseph Campbell. I saw the board and immediately though, "district visioning session." Thanks, Tony!
Debra Roethke

The Kid Should See This - The Kid Should See This - 0 views

thekidshouldseethis.com

kid unusual videos

shared by Debra Roethke on 19 Dec 18 - No Cached
  • Debra Roethke on 19 Dec 18
     
    Unusual, short video selections for kids. Wide variety. Could provoke lots of interesting discussion or ideas as well as inspire kids to create their own videos.
Gaynell Lyman

Computer Coding Courses for Kids - Google CS First - 3 views

www.cs-first.com/home

computerscience programming code coding club Google

shared by Gaynell Lyman on 14 Sep 17 - No Cached
  • Gaynell Lyman on 14 Sep 17
     
    "Inspire kids to create with technology through free computer science clubs."
Gaynell Lyman

Reinventing a Public High School: A Case Study in Integrating Problem-Based Learning | Edutopia - 1 views

www.edutopia.org/m-based-learning-school-reform

high video PBL projectbasedlearning Sammamish casestudy article blog

shared by Gaynell Lyman on 12 Feb 17 - No Cached
  • Gaynell Lyman on 12 Feb 17
     
    Example of how Project-Based Learning might look like at high school. While no project or PBL school is perfect, this can serve as inspiration for your own practice.
Gaynell Lyman

Storybird - Artful Storytelling - 1 views

storybird.com

storytelling writing digitalstorytelling collaborative digital storytelling storybird

shared by Gaynell Lyman on 05 May 16 - Cached
  • Gaynell Lyman on 05 May 16
     
    "Write. Your words. Our art. Amazing stories. Simple tools help you build books in minutes. Let the art inspire and surprise you as you write. Readers will encourage you along the way."
Gaynell Lyman

Project Search | Project Based Learning | BIE - 1 views

bie.org/project_search

Buck_Institute PBL project based learning bie

shared by Gaynell Lyman on 05 May 16 - No Cached
  • Gaynell Lyman on 05 May 16
     
    "The projects you will find here have been curated by BIE and were gathered from online project libraries. These projects are meant to inspire your own ideas or may be adapted to fit the needs of your classroom."
Gaynell Lyman

Asking Effective Questions - Chicago Center for Teaching - 2 views

teaching.uchicago.edu/...asking-effective-questions

questions questioning student-centered deeperlearning

shared by Gaynell Lyman on 05 Aug 16 - No Cached
  • Gaynell Lyman on 05 Aug 16
     
    The Power of Effective Questioning "While asking questions may seem a simple task, it is perhaps the most powerful tool we possess as teachers.   If we ask the right question of the right student at the right moment we may inspire her to new heights of vision and insight.  A good question can excite, disturb, or comfort, and eventually yield an unexpected bounty of understanding and critical awareness.  But even apart from such serendipitous moments, question-asking serves many functions that make it the stock in trade of the skillful teacher. "
Gaynell Lyman

Melrose Elementary - Project Based Learning on Vimeo - 1 views

vimeo.com/30418561

PBL projectbasedlearning video project elementary

shared by Gaynell Lyman on 12 Feb 17 - No Cached
  • Gaynell Lyman on 12 Feb 17
     
    Example of how Project-Based Learning might look like at elementary school. While no project or PBL school is perfect, this can serve as inspiration for your own practice.
Tony Borash

The Blake Mouton Managerial Grid - From MindTools.com - 0 views

www.mindtools.com/...newLDR_73.htm

shared by Tony Borash on 27 Jan 21 - No Cached
  • Tony Borash on 27 Jan 21
     
    "Team Management - High Production/High People According to the Blake Mouton model, Team management is the most effective leadership style. It reflects a leader who is passionate about his work and who does the best he can for the people he works with. Team or "sound" managers commit to their organization's goals and mission, motivate the people who report to them, and work hard to get people to stretch themselves to deliver great results. But, at the same time, they're inspiring figures who look after their teams. Someone led by a Team manager feels respected and empowered, and is committed to achieving her goals. Team managers prioritize both the organization's production needs and their people's needs. They do this by making sure that their team members understand the organization's purpose , and by involving them in determining production needs. When people are committed to, and have a stake in, the organization's success, their needs and production needs coincide. This creates an environment based on trust and respect, which leads to high satisfaction, motivation and excellent results. Team managers likely adopt the Theory Y approach to motivation, as we mentioned above."
lathamkendall

12 Must Watch TED Talks for Teachers ~ Educational Technology and Mobile Learning - 2 views

www.educatorstechnology.com/...ch-ted-talks-for-teachers.html

coaching educators collaboration creativity education motivation learning

shared by lathamkendall on 11 Apr 16 - No Cached
  • lathamkendall on 11 Apr 16
     
    TED is another wonderful source of educational and inspirational videos to use in your class and for your professional development. A few days ago TED released its annual list of the most popular talks of the year featuring a number of interesting presentations covering different topics (e.g ).
Gaynell Lyman

Caine's Arcade | A 9 year old's cardboard arcade that inspired the world. - 1 views

cainesarcade.com

arcade imagination innovation storytelling Caine's cardboard video creativity geniushour

shared by Gaynell Lyman on 05 Aug 16 - No Cached
  • Gaynell Lyman on 05 Aug 16
     
    I child will never forget what it feels like to create something.
John Ross

Putting it Back Together Again: Reframing Education Using a Core Story Approach A FrameWorks MessageMemo - 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. "
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