Skip to main content

Home/ Pennsylvania Coaches/ Group items tagged group work

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
anonymous

Projects: A better way to work in classroom groups - 4 views

blog.wikispaces.com/...-work-in-classroom-groups.html

wikispaces

shared by anonymous on 07 Sep 11 - No Cached
  • Drag members into the teams you want to reassign them to.
  • You have several options for team-level permission settings: Public to wiki: All wiki members can view and edit pages Protected to wiki: All wiki members can view pages, but only members of this team can edit pages Private: Only members of this team can view and edit pages Custom: Define custom permissions (on available to Super-plan wikis or wikis on Private Label sites)
  • To add a new page, just click the New Page icon in the action menu. This will create a new page on the team (not on the main area of the wiki), so it will be protected by the same permissions as the rest of the team.
  • ...1 more annotation...
  • Your team also has a special set of files, separate from the files for the main area of the wiki. If you upload a file while editing a team page, it’ll be added to the files for that team.
    • anonymous
      anonymous on 07 Sep 11
       
      Doesn't this Projects idea just REALLY make wikispaces a POWERFUL tool? Y' gotta LOVE it!
  • anonymous on 07 Sep 11
     
    "We're calling this new feature Projects. Whenever you have a particular assignment or activity, you can create a project for it, then define teams of members, each with its own unique pages, files, and permissions. Team content (that is, pages and files) are grouped together, separate from the main area of the wiki. That way, students in teams can do their group work completely independently from other teams."
Darcy Goshorn

UNSW Guide to Group Work - 2 views

student.unsw.edu.au/groupwork

group students teamwork group work peers

shared by Darcy Goshorn on 20 May 14 - No Cached
  • Darcy Goshorn on 20 May 14
     
    Handy, thorough guide to group work for students, including checklists, rubrics, tips, procedures, contracts, and much more.
Darcy Goshorn

Group Work Strategies to Ensure Students Pull Their Weight | Faculty Focus - 3 views

www.facultyfocus.com/...oup-work-five-simple-ideas-try

shared by Darcy Goshorn on 17 Oct 14 - No Cached
  • Darcy Goshorn on 17 Oct 14
     
    Group work strategies
  • inksaver12 on 05 Oct 22
     
    Sublimation ink for Epson at Unbeatable Price If you are looking for a place to buy Epson printer ink, Inksaver is a great option. They offer a wide selection of Epson ink cartridges at competitive prices. You can also find other printer supplies such as toner and paper. Inksaver offers free shipping on orders over R450, so it's a great option if you need to stock up on Epson Printer Ink supplies. Epson's genuine inks are available in a variety of colors and sizes to suit your needs. Black and white inks are available for those who need to print text documents, while photo black and cyan, magenta and yellow inks are ideal for printing photos. Large format cartridges are also available for those who need to print high-quality posters or other large documents. https://inksaver.co.za/collections/epson-ink-cartridges
Jason Heiser

Copy / Paste by Peter Pappas: The Reflective Principal: A Taxonomy of Reflection (Part IV) - 4 views

peterpappas.blogs.com/...cipal-taxonomy-reflection.html

learningstyles

shared by Jason Heiser on 08 Jan 10 - Cached
  • Jason Heiser on 12 Jan 10
     
    The Reflective Principal: A Taxonomy of Reflection (Part IV) Reflection can be a challenging endeavor. It's not something that's fostered in school - typically someone else tells you how you're doing! Principals (and instructional leaders) are often so caught up in the meeting the demands of the day, that they rarely have the luxury to muse on how things went. Self-assessment is clouded by the need to meet competing demands from multiple stakeholders. In an effort to help schools become more reflective learning environments, I've developed this "Taxonomy of Reflection" - modeled on Bloom's approach. It's posted in four installments: 1. A Taxonomy of Reflection 2. The Reflective Student 3. The Reflective Teacher 4. The Reflective Principal It's very much a work in progress, and I invite your comments and suggestions. I'm especially interested in whether you think the parallel construction to Bloom holds up through each of the three examples - student, teacher, and principal. I think we have something to learn from each perspective. 4. The Reflective Principal Each level of reflection is structured to parallel Bloom's taxonomy. (See installment 1 for more on the model) Assume that a principal (or instructional leader) looked back on an initiative (or program, decision, project, etc) they have just implemented. What sample questions might they ask themselves as they move from lower to higher order reflection? (Note: I'm not suggesting that all questions are asked after every initiative - feel free to pick a few that work for you.) Bloom's Remembering : What did I do? Principal Reflection: What role did I play in implementing this program? What role did others play? What steps did I take? Is the program now operational and being implemented? Was it completed on time? Are assessment measures in place? Bloom's Understanding: What was
Michelle Krill

Already have bookmarks for CFF? - 69 views

I am also getting the "server busy" error message...

Sharing Bookmarks to Group

started by Michelle Krill on 01 May 08 2 follow-ups, last by Michelle Krill on 04 May 08
Darcy Goshorn

ICOT - 2 views

www.iste.org/...icot

ISTE observation technology NETS pd

shared by Darcy Goshorn on 18 Jun 13 - No Cached
  • Darcy Goshorn on 18 Jun 13
     
    "The ISTE Classroom Observation Tool (ICOT) (XML) provides you with a convenient platform for recording observations of technology use in classrooms. Checkboxes and pull-down menus allow you to easily record and time a variety of classroom characteristics. ICOT automatically aggregates your data into a table for analysis and presentation. You can work with your records right in ICOT or export them to any software that can read tabular data. Use ICOT to record information on classroom groupings, teacher roles, time and types of technology use, and the NETS for Students. The ICOT is a macro-enabled Excel workbook that automates many data recording and management tasks. The Visual Basic macros work with most versions of Microsoft Office for Windows and with Office 2011 for Macintosh. Users of eCOVE observation software can obtain a toolset that will allow them to record ICOT NETS and Computational Thinking items on iPad, iPhone, and Android devices. Contact eCOVE directly for information on the NETS/CT toolset. The ICOT methodology has been successfully adapted for use in a variety of contexts, including projects involving mathematical thinking and cyberinfrastructure research skills. For information on how ISTE evaluation might meet your needs, contact research@iste.org."
anonymous

TeachPaperless: Culture vs. Control - 6 views

teachpaperless.blogspot.com/...culture-vs-control.html

education teaching technology 21stcentlearning

shared by anonymous on 25 Apr 11 - No Cached
  • Columbus Signature Academy
  • New Tech Network of schools which are problem based learning high schools. The first thing I noticed was the open spaces and architecture
  • The second and more lasting thing I noticed was the students. They were in hallways and classrooms. They were on laptops, listening to headphones, working independently, working in groups, and working on projects. Everyone seemed engrossed in whatever tasks they were involved in. Not everyone was doing the same thing. It was not quiet, but it also was not loud either. The one group of people I had a hard time locating were the teachers.
  • anonymous on 25 Apr 11
     
    Jealous?
Darcy Goshorn

Experience with facilitating professional development and TurnItIn - 1 views

akoaotearoa.ac.nz/...t-turnitin---owen--narayan.pdf

plagiarism professional development pd turnitin training writing language arts pedagogy

shared by Darcy Goshorn on 09 Jan 13 - No Cached
  • Darcy Goshorn on 09 Jan 13
     
    In an environment where global economy, global collaboration, and global 'knowledge' are  the aspiration of many countries, the understanding of the complexities of plagiarism becomes  a global requirement that needs to be addressed by all educators and learners. This paper  considers a simple definition of plagiarism, and then briefly considers reasons why students  plagiarise. At Unitec NZ, Te Puna Ako: The Centre for Teaching and Learning Innovation  (TPA:CTLI) is working closely with faculty, managers, student support services and library  personnel to introduce strategies and tools that can be integrated into programmes and  curricula whilst remaining flexible enough to be tailored for specific learners. The authors  therefore provide an overview of one of the tools available to check student work for  plagiarism - Turnitin - and describe the academic Professional Development (PD)  approaches that have been put in place to share existing expertise, as well as help staff at  Unitec NZ to use the tool in pedagogically informed ways, which also assist students in its  use. Evaluation and results are considered, before concluding with some recommendations. It  goes on to theorise how blended programmes that fully integrate academic literacy skills and  conventions might be used to positively scaffold students in the avoidance of plagiarism.  Conference participants will be asked to comment on and discuss their institutions' approach  to supporting the avoidance of plagiarism (including the utilisation of PDS and other  deterrents), describe their own personal experiences, and relate the strategies they employ in  their teaching practice and assessment design to help their learners avoid plagiarism. It is  planned to record the session so that the audience's narratives can be shared with other  practitioners.
Mardy McGaw

Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenge... - 1 views

www.ascd.org/...lls@_The_Challenges_Ahead.aspx

shared by Mardy McGaw on 07 Sep 09 - Cached
  • But in fact, the skills students need in the 21st century are not new.
  • What's actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills.
  • This distinction between "skills that are novel" and "skills that must be taught more intentionally and effectively" ought to lead policymakers to different education reforms than those they are now considering. If these skills were indeed new, then perhaps we would need a radical overhaul of how we think about content and curriculum. But if the issue is, instead, that schools must be more deliberate about teaching critical thinking, collaboration, and problem solving to all students, then the remedies are more obvious, although still intensely challenging.
  • ...10 more annotations...
  • To complicate the challenge, some of the rhetoric we have heard surrounding this movement suggests that with so much new knowledge being created, content no longer matters; that ways of knowing information are now much more important than information itself. Such notions contradict what we know about teaching and learning and raise concerns that the 21st century skills movement will end up being a weak intervention for the very students—low-income students and students of color—who most need powerful schools as a matter of social equity.
  • What will it take to ensure that the idea of "21st century skills"—or more precisely, the effort to ensure that all students, rather than just a privileged few, have access to a rich education that intentionally helps them learn these skills—is successful in improving schools? That effort requires three primary components. First, educators and policymakers must ensure that the instructional program is complete and that content is not shortchanged for an ephemeral pursuit of skills. Second, states, school districts, and schools need to revamp how they think about human capital in education—in particular how teachers are trained. Finally, we need new assessments that can accurately measure richer learning and more complex tasks.
  • Why would misunderstanding the relationship of skills and knowledge lead to trouble? If you believe that skills and knowledge are separate, you are likely to draw two incorrect conclusions. First, because content is readily available in many locations but thinking skills reside in the learner's brain, it would seem clear that if we must choose between them, skills are essential, whereas content is merely desirable. Second, if skills are independent of content, we could reasonably conclude that we can develop these skills through the use of any content. For example, if students can learn how to think critically about science in the context of any scientific material, a teacher should select content that will engage students (for instance, the chemistry of candy), even if that content is not central to the field. But all content is not equally important to mathematics, or to science, or to literature. To think critically, students need the knowledge that is central to the domain.
  • Because of these challenges, devising a 21st century skills curriculum requires more than paying lip service to content knowledge.
  • Advocates of 21st century skills favor student-centered methods—for example, problem-based learning and project-based learning—that allow students to collaborate, work on authentic problems, and engage with the community. These approaches are widely acclaimed and can be found in any pedagogical methods textbook; teachers know about them and believe they're effective. And yet, teachers don't use them. Recent data show that most instructional time is composed of seatwork and whole-class instruction led by the teacher (National Institute of Child Health and Human Development Early Child Care Research Network, 2005). Even when class sizes are reduced, teachers do not change their teaching strategies or use these student-centered methods (Shapson, Wright, Eason, & Fitzgerald, 1980). Again, these are not new issues. John Goodlad (1984) reported the same finding in his landmark study published more than 20 years ago.
  • Why don't teachers use the methods that they believe are most effective? Even advocates of student-centered methods acknowledge that these methods pose classroom management problems for teachers. When students collaborate, one expects a certain amount of hubbub in the room, which could devolve into chaos in less-than-expert hands. These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make in-the-moment decisions as the lesson plan progresses. Anyone who has watched a highly effective teacher lead a class by simultaneously engaging with content, classroom management, and the ongoing monitoring of student progress knows how intense and demanding this work is. It's a constant juggling act that involves keeping many balls in the air.
  • Most teachers don't need to be persuaded that project-based learning is a good idea—they already believe that. What teachers need is much more robust training and support than they receive today, including specific lesson plans that deal with the high cognitive demands and potential classroom management problems of using student-centered methods.
  • Without better curriculum, better teaching, and better tests, the emphasis on "21st century skills" will be a superficial one that will sacrifice long-term gains for the appearance of short-term progress.
  • The debate is not about content versus skills. There is no responsible constituency arguing against ensuring that students learn how to think in school. Rather, the issue is how to meet the challenges of delivering content and skills in a rich way that genuinely improves outcomes for students.
    • Mardy McGaw
      Mardy McGaw on 20 Oct 09
       
      "ensuring that students learn how to think" You would think that this is the essence of education but this is not always asked of students. Memorize, Report and Present but how often do students think and comment on their learning?
  • practice means that you try to improve by noticing what you are doing wrong and formulating strategies to do better. Practice also requires feedback, usually from someone more skilled than you are.
    • Mardy McGaw
      Mardy McGaw on 20 Oct 09
       
      Students need to be taught how to work as part of a group. The need to see mistakes and be given a chance to improve on them. Someone who already knows how to work as a team player is the best coach/teacher.
  • anonymous on 07 Sep 09
     
    A very interesting article. Lots of good discussion points.
Michelle Krill

Tag Dictionary - 14 views

I'm looking to have a Coach group get started here, but want to be sure that the tags don't get too out of control. Under the manage Group area we can set up a tag dictionary to keep it more consis...

Organization

started by Michelle Krill on 31 Mar 08 no follow-up yet
anonymous

Google Breadcrumb information - Google Breadcrumb Developers | Google Groups - 3 views

groups.google.com/...google-breadcrumb-information

google education google_breadcrumb learning interactive animation mobile stories information

shared by anonymous on 19 Apr 11 - No Cached
  • Google Breadcrumb is a platform to develop branching mobile learning scenarios for smartphones. It is also the name of the Android reader application that is used to view and interact with these stories. The Google Breadcrumb stories might be decision trees or troubleshooting guides. Google Breadcrumb works best to reinforce concepts from another learning experience, provide the opportunity to apply knowledge in real-world scenarios, or simulate decision-making tasks.
Michelle Krill

Lesson Plans and Teaching Activities - 0 views

www.archives.gov/...lesson-plans.html

primarysources elem_sites archives government civics socialstudies

shared by Michelle Krill on 05 Feb 09 - Cached
  • Michelle Krill on 05 Feb 09
     
    This section contains reproducible copies of primary documents from the holdings of the National Archives of the United States, teaching activities correlated to the National History Standards and National Standards for Civics and Government, and cross-curricular connections. Teaching with primary documents encourages a varied learning environment for teachers and students alike. Lectures, demonstrations, analysis of documents, independent research, and group work become a gateway for research with historical records in ways that sharpen students' skills and enthusiasm for history, social studies, and the humanities.
Ty Yost

Teaching With Documents - 0 views

www.archives.gov/...lessons

primarysource

shared by Ty Yost on 08 Sep 09 - Cached
  • Ty Yost on 08 Sep 09
     
    Teaching with primary documents encourages a varied learning environment for teachers and students alike. Lectures, demonstrations, analysis of documents, independent research, and group work become a gateway for research with historical records in ways that sharpen students' skills and enthusiasm for history, social studies, and the humanities.
Michelle Krill

Welcome to Youth Voices | Youth Voices - 1 views

youthvoices.net

socialnetworking project getwithann

shared by Michelle Krill on 18 Feb 10 - Cached
  • Michelle Krill on 18 Feb 10
     
    Connect - We invite you to join or log in to our social network for youth voices, where students and teachers work together (see Curriculum and Guides) to create student-to-student conversations and collaborations. We hope that you will make Youth Voices your destination for many different activities in school and out. Comment - Be heard. This is a place for you to engage in discussions. To find something that you may want to comment on: * search with keywords in the search box * choose one of the New/Current Discussions * consider the Popular Discussions, the ones with the most comments * browse by Topics * find posts by members of your school or community groups We encourage you to spend a lot of time writing thoughtful comments back and forth on other students' Discussions. Create - Be known. Show who you are through your creativity and scholarship. At Youth Voices you can post updates many times each day on the microblog, What's up? And you can use your cell phone to post audio. You can also create, revise, and polish three types of Discussions: * audio podcasts * text with embedded media * discussions that begin with videos and VoiceThreads
Michelle Krill

The Great Depression - Themed Resources - For Teachers (Library of Congress) - 2 views

www.loc.gov/...great-depression

depression SocialStudies history loc

shared by Michelle Krill on 25 Mar 10 - Cached
  • Michelle Krill on 25 Mar 10
     
    "Study the effects of the Great Depression and World War II on specific groups such as African Americans, women and children by studying images, maps, documents and life histories. Trace the history of labor unions. Access photographs taken by Works Progress Administration photographers and read expert commentary on Dorothea Lange's famous "Migrant Mother" picture."
karen sipe

The Complete Guide to Google Wave: How to Use Google Wave - 10 views

completewaveguide.com/..._Complete_Guide_to_Google_Wave

google-wave GoogleWave wave guide tutorial howto

shared by karen sipe on 06 Nov 09 - Cached
  • karen sipe on 06 Nov 09
     
    The Complete Guide to Google Wave is a comprehensive user manual by Gina Trapani with Adam Pash. Google Wave is a new web-based collaboration tool that's notoriously difficult to understand. This guide will help. Here you'll learn how to use Google Wave to get things done with your group. Because Wave is such a new product that's evolving quickly, this guidebook is a work in progress that will update in concert with Wave as it grows and changes. Read more about The Complete Guide to Google Wave.
  • karen sipe on 06 Nov 09
     
    I know some of you are into Google and thought this would interest you.
  • karen sipe on 06 Nov 09
     
    I know some of you are into Google and thought this would interest you.
Virginia Glatzer

Resources - University of Bradford - 8 views

www.bradford.ac.uk/...resources

resources tools notetaking notemaking notes skills

shared by Virginia Glatzer on 25 Sep 12 - No Cached
  • Virginia Glatzer on 25 Sep 12
     
    Some very nice resources for study skills, math reviews, and group work. All of the resources I looked at are excellent.
Michelle Krill

Guide to Poetry & Literature Webcasts (Virtual Programs & Services, Library of Congress) - 1 views

www.loc.gov/...index.html

cff english literature poetry

shared by Michelle Krill on 31 Mar 08 - Cached
  • Dianne Krause on 31 Mar 08
     
    Guide to Poetry & Literature Webcasts is a resource for locating webcasts of poets, fiction writers, and critics as they read and discuss their own and each other's work.
  • Dianne Krause on 31 Mar 08
     
    Testing out this share to group feature...
  • Michelle Krill on 21 Apr 08
     
    Guide to Poetry & Literature Webcasts is a resource for locating webcasts of poets, fiction writers, and critics as they read and discuss their own and each other's work
anonymous

2009 Horizon Report: The K12 Edition » Key Trends - 1 views

wp.nmc.org/...key-trends

shared by anonymous on 28 Apr 09 - Cached
  • Technology continues to profoundly affect the way we work, collaborate, communicate, and succeed.
  • The digital divide, once seen as a factor of wealth, is now seen as a factor of education: those who have the opportunity to learn technology skills are in a better position to obtain and make use of technology than those who do not.
    • anonymous
      anonymous on 29 Nov 09
       
      I like this quote. Once considerd a factor fo wealth is now considered a factor of education. That's a game-changing phrase if you agree with it. Wouldn't you agree?
  • Once seen as an isolating influence, technology is now recognized as a primary way to stay in touch and take control of one’s own learning.
    • anonymous
      anonymous on 29 Nov 09
       
      In order for technology to enable students (of all ages) to take control of their own learning, what kind of tools must be open? Does YOUR school's network truly enable students to take control of their learning?
  • ...6 more annotations...
  • It gives students a public voice and a means to reach beyond the classroom for interaction and exploration.
  • They expect and experience personalized content in games and websites that is at odds with what they find in the classroom.
  • The “spaces” where students learn are becoming more community-driven, interdisciplinary, and supported by technologies that engage virtual communication and collaboration.
  • The ways we design learning experiences must reflect the growing importance of innovation and creativity as professional skills.
  • The way we think of learning environments is changing.
    • anonymous
      anonymous on 29 Nov 09
       
      Is it fair to say that this is true - everywhere EXCEPT at school?
  • Technology is increasingly a means for empowering students, a method for communication and socializing, and a ubiquitous, transparent part of their lives
  • Michelle Krill on 28 Apr 09
     
    Key Trends - 30 identified and ranked by the group by likely impact on K12 education in 5 years. Top 5 listed.
  • anonymous on 29 Nov 09
     
    Key Trends - 30 identified and ranked by the group by likely impact on K12 education in 5 years. Top 5 listed.
1 - 20 of 26 Next ›
Showing 20▼ items per page