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William Brannick

USCCB - Office of Communications - Social Media Guidelines - 0 views

www.usccb.org/...social-media-guidelines.shtml

social media web2.0 classroom usccb

shared by William Brannick on 09 Jul 10 - Cached
  • Online social media communities are vast and are growing at a rapid pace. For example, there are more than 400 million active users on Facebook, which is greater than the population of the United States.
  • The key question that faces each church organization that decides to engage social media is, How will we engage?
  • Because of the high volume of content and sites, and the dynamics of search engines and computer networking, social media require constant input and monitoring to make the Church’s presence effective.
  • ...6 more annotations...
  • the axiom “build it and they will come
  • is not applicable. It is important to set internal expectations regarding how often posts will be made, so that your followers can become accustomed to your schedule.
  • Web 2.0: The term “Web 2.0” is commonly associated with Web applications that facilitate interactive information sharing. A Web 2.0 site allows its users to interact with other users, to change website content, to provide reaction to content, to share the site’s content with others, or to filter content being provided by the site creator.
  • Be sure to have permission from a minor’s parent or guardian before contacting the minor via social media or before posting pictures, video, and other information that may identify that minor.
  • Parents must have access to everything provided to their children. For example, parents should be made aware of how social media are being used, be told how to access the sites, and be given the opportunity to be copied on all material sent to their children via social networking (including text messages).
  • Personal sites of church personnel should also reflect Catholic values
  • William Brannick on 09 Jul 10
     
    Guidlines for the use of Social Media in Catholic Schools
William Brannick

A First Look at the Common Core for College and Career Readiness - 0 views

www.act.org/...FirstLook.pdf

commoncore education instruction teachers standards

shared by William Brannick on 14 Jul 11 - No Cached
  • William Brannick on 14 Jul 11
     
    Forty-one states have adopted the Common Core State Standards. Now, implementing the Standards-to realize their purpose of increasing the college and career readiness of our high school graduates-takes on primary importance. This transition to implementation introduces a number of challenging questions: What is the baseline of student performance on the Common Core State Standards, and what reasonable expectations should we hold for students moving forward? What does student college and career readiness look like today through the lens of the Standards? ACT is pleased to provide this first look at student performance relative to the Common Core State Standards and college and career readiness. The report establishes a baseline of performance on the Standards by using a sample comprising a quarter-million typical high school students, and then discusses how states, districts, and schools can support the implementation of the Common Core State Standards going forward. The period between Common Core adoption and Common Core implementation offers an important opportunity to evaluate and reframe education policy and practice at all levels. ACT believes this report provides information that stakeholders can use to understand the current state of college and career readiness of students and to begin implementing programs and policies that best support the Common Core. Now is the time to provide students with more effective opportunities to prepare for education and workplace success.
William Brannick

Study: '21st Century Learning' Demands Mix of Abilities - Inside School Research - Educ... - 0 views

blogs.edweek.org/...eeper_learning_needs_st_1.html

21stcenturylearning 21stcenturyskills learning students school

shared by William Brannick on 11 Jul 12 - No Cached
  • The committee found these skills generally fall into three categories
  • ognitive skills
  • Intrapersonal skills,
  • ...11 more annotations...
  • Interpersonal skills
  • and conceptual models within a specific subject area, and even experts often fail to apply
  • Transfer is the sort of Holy Grail in this whole thing and it is very challenging," Mr. Pellagrino said. "We'd like to believe we can create Renaissance men who are experts in a wide array of disciplines and can blithely transfer skills from one to the other, but it just doesn't happen that way. We do know how to promote transfer but it is limited in scope."
  • The committee found students develop the best ways to solve new problems by learning
  • Yet the keystone skill, the one that underlies and connects skills in all three areas, may be the trickiest to teach and test: a student's ability to transfer and apply her or his existing knowledge to a problem in a new context.
  • procedur
  • heir exist
  • ng knowledge when a problem is presented in a totally new context.
  • "Transfer is deeply connected to your knowledge base and your skill in an area,"
  • "If we really believe that the fundamental proposition here is transfer, it would dramatically affect what we did in curriculum assessment and instruction,"
  • "In math, for example, we wouldn't necessarily just give kids these problem sets but engage them in identifying, framing and solving real-world problems that would use those problem sets."
William Brannick

Study Shows Which Technology Factors Improve Learning | Earth Times News - 0 views

www.earthtimes.org/...-improve-learning,1361346.html

1:1 technology learning

shared by William Brannick on 19 Jul 10 - Cached
  • “The most exciting findings were identification of which implementation factors improve learning outcomes,” said Tom Greaves
  • “We found that technology-infused classes in core subject areas, such as science and math, and in intervention classes such as Reading, Title I, English Language Learners and special education, were a significant factor in improvement
  • “In our practice, we see how personalization and individualization of instruction work best when students have 100% access to a computing device,”
  • ...1 more annotation...
  • 1) Technology-assisted classes help students stay in school - reducing drop-out rates, 2) Schools with 1:1 learning programs, when properly implemented, have better education success than do schools with fewer computing devices and poor implementation 3) But 80% of schools under-utilize technologies they have already purchased.
  • William Brannick on 19 Jul 10
     
    Key findings from 1:1 study
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