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Barbara Lindsey

Weblogg-ed » The Steep "Unlearning Curve" - 0 views

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willrichardson unlearning learning education

shared by Barbara Lindsey on 09 Nov 10 - Cached
  • Barbara Lindsey on 09 Nov 10
     
    10 things educators need to unlearn. A 2007 post by Will Richardson
Barbara Lindsey

Weblogg-ed » Continuing the Educon Conversation - 0 views

weblogg-ed.com/...inuing-the-educon-conversation

willrichardson learning schools educon crowdsource

shared by Barbara Lindsey on 11 Feb 10 - Cached
  • Barbara Lindsey on 11 Feb 10
     
    Will Richardson posts educon list of big questions regarding schools and learning today and asks everyone to chime in.
Barbara Lindsey

Education Week: Investing in Teachers as Learners - 0 views

www.edweek.org/...17richardson.h30.html

education teachers edweek willrichardson learning2.0

shared by Barbara Lindsey on 19 Jan 11 - No Cached
  • First and foremost, schools want our kids to be knowers, not learners. You can see that in nearly every aspect of our system, which remains content-driven both in pedagogy and assessment.
  • Arguably, if you have the skills to do it, you could literally build your own education by creating your own curriculum, your own classroom, and your own assessments.
  • Being able to design your own education, however, isn’t easy by any stretch. In fact, it’s a highly complex intellectual and emotional task.
  • ...4 more annotations...
  • those “teachers” now need to be experts at only one thing, and that is learning. They need to know how to help kids become those self-directed, literate learners who can ask meaningful questions, probe difficult problems, separate good information from bad, connect safely to strangers online, and interact with them on an ongoing basis. And, most importantly, our educators need to be able to do this themselves.
  • Teachers should see themselves as only one node in a global network of educators with their students learning how to build networks for themselves.
  • reconceptualizing teaching in this way is going to require a community that is local and global, physical and virtual.
  • We could start, as many schools have, by eliminating “staff meetings” and running online small-team learning discussions instead. We could en¬courage teachers to create online spaces where they can interact across districts, and reflect and share their experiences and knowledge. But this also means we must support and celebrate innovation, problem-solving, and experimentation, and share the best learning practices of the profession with the world.
  • Barbara Lindsey on 19 Jan 11
     
    Arguably, if you have the skills to do it, you could literally build your own education by creating your own curriculum, your own classroom, and your own assessments. It's a shift to a highly personalized, do-it-yourself education, a process that will continue to grow as we get better at pulling information and people from the Web to ourselves. Buckle up.
Barbara Lindsey

Educational Leadership:Teaching Screenagers:Publishers, Participants All - 0 views

www.ascd.org/...lishers,-Participants-All.aspx

privacy onlinerights onlinesafety publishing2.0 digital footprint willrichardson

shared by Barbara Lindsey on 14 Feb 11 - No Cached
  • Building and maintaining a compelling, creative, connected, positive online presence is a literacy for the times, one that we teachers must model and help students develop.
  • This is a world in which public is the new default. Thought leader Michael Schrage (2010) notes that "the traditional two-page résumé has been turned into a 'personal productivity portal' that empowers prospective employers to quite literally interact with their candidate's work."
  • In addition to teaching safe publishing habits, we must also teach connection, the idea that the "publish" button is no longer the end of the process but a midpoint, an opportunity to learn from those who take the time to read and respond. In essence, we want students to talk to strangers, to have the wherewithal not only to discern good strangers from bad ones, but also to appreciate the huge learning opportunity that online strangers represent.
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  • At the end of the day, high school graduates need a clear sense of both the potentials and the pitfalls of interacting online. They should be able to create their own connections in safe, effective, and ethical ways. For schools, this means far more than just doing an information literacy unit. Rather, we must envision a K–12 curriculum that seamlessly integrates these new skills and literacies in age-appropriate ways and gradually moves students into more public interactions online. Not doing so would be akin to handing teenagers the keys to the car without having taught them to drive.
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