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Darcy Goshorn

Meograph: Four-dimensional storytelling - 1 views

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    "Meograph provides tools for creating map-based and timeline-based narrated stories. When you watch a Meograph story (click here to watch one about women's rights in the USA) you will notice that it is very similar to a watching a narrated Google Earth tour. That is because it is based on the Google Maps and the Google Earth browser plug-in. As the story plays you can stop it to explore additional content in the forms of videos, texts, and images."  http://www.freetech4teachers.com/2012/07/meograph-opens-four-dimensional.html
Michelle Krill

Welcome to the Group - 35 views

Go to Home>My Groups and find the CFF Group. On the bottom right, click Edit under Alerts to change the setting. Cathy DiPiano wrote: > But where do I set the email settings? Ann and I were look...

Organization

anonymous

TeachPaperless: Culture vs. Control - 6 views

  • 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.
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    Jealous?
Jacob Harrison

Extensive Points Support In Receiving Little Cash Loans Fiscal Sources Effortlessly! - 0 views

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    There are several times when unintended operating cost occurs in our life without any notice. Even such expenses are very important to handle on time then we are reasonably in blemish of bother in order to undertake them. But with small fast cash loans you can beat the warm up of entire monetary doubts without any limit through online.
Virginia Glatzer

copyrightfriendly - home - 0 views

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    Most of the media in these collections are attached to generous copyright licensing. Though you may not need to ask permission to use them when publishing on the Web for educational purposes, you should cite or attribute these images to their creators unless otherwise notified! If you see any copyright notices on these pages, read them for further instructions.
Mardy McGaw

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

  • 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.
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  • 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
       
      "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
       
      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.
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    A very interesting article. Lots of good discussion points.
Darcy Goshorn

Wallwisher.com :: Words that stick - 0 views

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    HERE'S your stinkin' wordwall, Max Thompson. Not get off my back!
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    Build a collaborative "wall" of comments/stickies.
anonymous

Newsmap - 0 views

shared by anonymous on 02 Jun 09 - Cached
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    A long-running news visualization site. Very nice.
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    Share this one with your social studies teachers. Notice how you can turn on or off the various categories so you don't see sports or entertainment, for example. This has been around for years, but it's in a new url, now.
anonymous

Free Technology for Teachers: "The Class" - Satire on Technology in the Classroom - 14 views

  • If you're a fan of The Office, you will definitely appreciate this video. If you're not a fan of The Office, you will still notice that unfortunately too much of this video is an accurate reflection of what goes on in a lot of classrooms today.
anonymous

More Schools Embrace the iPad as a Learning Tool - NYTimes.com - 1 views

  • teach Kafka in multimedia, history through “Jeopardy”-like games and math with step-by-step animation of complex problems.
    • anonymous
       
      Finally! We couldn't do that before. And we all KNOW the higher order thinking that goges on in Jeopardy games. Ugh!
  • The iPads cost $750 apiece
    • anonymous
       
      $750 EACH? They couldn't get a laptop for that? One that could do all that this ipad can do AND MORE??
  • Educators, for instance, are still divided over whether initiatives to give every student a laptop have made a difference academically.
    • anonymous
       
      And the reason is that we buy toys and only allow our students to do what they always did before, yet we expect different results. Notice what they say these kids will use these ipads for. Revolutionary? Hardly. Sound education? Not even close.
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  • “IPads are marvelous tools to engage kids, but then the novelty wears off and you get into hard-core issues of teaching and learning.”
    • anonymous
       
      Exactly! When they see that they can't add apps or use it as a personal learning deice (locked down, it's still learning that's direted by the teacher and not by the student) the novelty will wear off VERY quickly.
  • $56,250 for the initial 75
    • anonymous
       
      How many regular laptops could they have bought for that amount? Machines that can do all the ipad can do AND MORE!
  • 32-gigabyte, with case and stylus
    • anonymous
       
      They need 32 gig? I'll be willing to be they don't fill HALF of that. NO music. NO photos. Just apps? This decision was made by someone who thought more is better. Oh, and.. stylus? HUH?
  • play math games, study world maps and read “Winnie the Pooh.”
    • anonymous
       
      Did you hear me screaming on this one? OH BOY! They can read Winnie the Pooh! And finally study world maps. And THEN what?
  • “I think this could very well be the biggest thing to hit school technology since the overhead projector,
    • anonymous
       
      And we know how much the overhead projector raises the level of Bloom's and fosters student-centered environments. It allows the TEACHERS to do things. Not the students.
  • The New York City public schools have ordered more than 2,000 iPads, for $1.3 million
    • anonymous
       
      AAAAAAHHHHHHHHHUUUUUGGGGHGHHHHHH!!!
  • More than 200 Chicago public schools applied for 23 district-financed iPad grants totaling $450,000. The Virginia Department of Education is overseeing a $150,000 iPad initiative
    • anonymous
       
      Economic recession? WHAT economic recession? Oh my. I hope that folks revisit these 'investments' in two years. There will be NO improvement and they will again blame the technology instead of the fact that it was the WRONG technology!
  • “If there isn’t an app that does something I need, there will be sooner or later,”
    • anonymous
       
      Yes, but students won't be able to install it.
anonymous

Maine Librarian's Pointed Budget Message Hits the Mark | Common Dreams - 5 views

  • Then along came Kelley McDaniel of Portland -- No. 48 on the day's speaker list.
  • She's a part-time librarian at King Middle School -- and a very good one at that
  • Talk about a teachable moment.
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  • She gave the whole five grand, after taxes, to her school. If you live in Portland, that's your school, too.
  • Maybe you're testing us, checking to see if we, your constituents, are really paying attention, really listening," she continued. "I hope that's what's going on, because the alternative involves me losing faith in representative government, in democracy and in you, the elected officials."
  • But as McDaniel gathered her daughter for the ride home to Portland, a proud young Aedin said she noticed something about her mother's testimony that she hadn't seen with the other speakers. "All of the people on the committee -- they weren't on their computers or looking at their papers while you were talking," Aiden told her mother. "That's because you were using your teacher voice." A teacher voice. Now more than ever, it's worth a few minutes of Maine's time.
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    worth the read
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