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Michelle Krill

udutu | online learning simulations made easy - 0 views

www.udutu.com

elearning e-learning onlinelearning virtualclassroom

shared by Michelle Krill on 25 Feb 09 - Cached
  • Michelle Krill on 25 Feb 09
     
    This unique and award winning online authoring tool allows you to design and implement online training and courses without any knowledge of technology. Myudutu™ offers you all the features of an enterprise solution without the risks, hassles and headaches that come with it.
Sue Sheffer

Project Look Sharp - Media Literacy at Ithaca College - 0 views

www.ithaca.edu/looksharp

socialstudies medialiteracy literacy criticalthinking highered

shared by Sue Sheffer on 06 Jan 09 - Cached
  • Sue Sheffer on 06 Jan 09
     
    Project Look Sharp provides materials, training and support for the effective integration of media literacy with critical thinking into classroom curricula at all education levels.
Michelle Krill

Wikispace Tutorials - Your online resource for great wikispace tutorials. - 0 views

wikispacetutorials.com

wikispaces tutorials howto

shared by Michelle Krill on 09 Aug 09 - Cached
  • Michelle Krill on 09 Aug 09
     
    Wikispacetutorials.com is a tutorial blog dedicated to wikispaces.com users who need to find answers to their wikispace questions. We provide video tutorials and written tutorials that cover the basics of wikispaces, as well as the advanced features. We are not affiliated with wikispaces.com. We just think they have a pretty good thing going, and we want to promote the use of their site, as well as help train the wikispaces.com community to get the most out of their wikispace. We hope that this site becomes a great resources for wikispace users all across the globe.
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

YouTube - "PIL InfoLit Dialog, No. 1: Wikipedia" - 0 views

www.youtube.com/watch

wikipedia video research infolit reference library

shared by Michelle Krill on 02 Aug 09 - Cached
  • Michelle Krill on 02 Aug 09
     
    The first in our series our series of public service short videos, produced for discussion, debate, training, and education by any and by all. The topic of this video is: How do students use Wikipedia during their course-related research activities?
Michelle Krill

ButlerTech » ActivStudio - ActivBoard - 1 views

butlertech.wikispaces.com/ActivStudio+-+ActivBoard

promethean activstudio activinspire iwb

shared by Michelle Krill on 17 Apr 09 - No Cached
  • Michelle Krill on 17 Apr 09
     
    These resources include tutorials, manuals, training materials, lesson plan templates, and more for use with your ActivStudio/ActivBoard instruction.
Kathe Santillo

Connecting Humans And Nature through Conservation Experiences - 0 views

www.chance.psu.edu

CFFButler Online_Lesson_Plans Environmental_Science Interactive_Activities

shared by Kathe Santillo on 01 May 09 - Cached
  • Kathe Santillo on 01 May 09
     
    CHANCE(Connecting Humans And Nature through Conservation Experiences) is a coordinated effort and partnership between Penn State and PDE that addresses the need to train Pennsylvania 9th - 12th grade teachers in environmental science and ecology. Includes
Ty Yost

Pascack Valley Regional High School District | Educational Technology - 0 views

www.pascack.k12.nj.us/702341114175031/blank/browse.asp?a=383&BMDRN=2000&BCOB=0&c=52684&702Nav=|&NodeID=438

1to1

shared by Ty Yost on 28 Apr 09 - Cached
  • Ty Yost on 28 Apr 09
     
    Welcome to a very exciting time in the history of the Pascack Valley Regional High School District. With our focus continually trained on the improvement of student achievement, the district is embarking on a project that will change the way the education process takes place.
Darcy Goshorn

Guides to the 2007 Office system user interface - Training - Microsoft Office Online - 0 views

office.microsoft.com/...HA102295841033.aspx

Office office2007 guides microsoft tutorials education technology

shared by Darcy Goshorn on 09 Jun 09 - Cached
  • Darcy Goshorn on 09 Jun 09
     
    interactive guides for 2007 office system
Kathe Santillo

180 Technology Tips - 0 views

www.180techtips.com

CFFButler Learn_&_UseTechnology General_Skills

shared by Kathe Santillo on 01 May 09 - Cached
  • Kathe Santillo on 01 May 09
     
    15 hours of free computer training in 180 easy to follow 5 minute lessons.
Kathe Santillo

American Meteorology Society - The DataStreme Project - 0 views

www.ametsoc.org/...dstreme

CFFButler Earth_Science

shared by Kathe Santillo on 01 May 09 - Cached
  • Kathe Santillo on 01 May 09
     
    A precollege teacher initiative of the AMS with the main goal of training of Weather Ed. Resource Teachers who will promote the teaching of science, math and technology using weather as a vehicle.
anonymous

Intute - Virtual Training Suite - Home - 4 views

www.vts.intute.ac.uk

education tutorial e-learning resources

shared by anonymous on 03 Mar 10 - Cached
  • Welcome to the Virtual Training Suite - a set of free Internet tutorials to help you develop Internet research skills for your university course.
  • These interactive, teach-yourself tutorials take around an hour to complete. Simply work through the material in your own time at your own pace.
Darcy Goshorn

Teaching Social Skills - 1 views

www.cccoe.net/...directory3.htm

social skills lifeskills for:cffcoach

shared by Darcy Goshorn on 17 Dec 09 - Cached
  • Darcy Goshorn on 17 Dec 09
     
    Web site provides teachers with resources to incorporate social skills training into their instruction
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
Darcy Goshorn

Work & Career Interactive Exercises and Lessons - 0 views

www.gcflearnfree.org/...career.aspx

workplaces careers job career for:cffcoach resume application interview search

shared by Darcy Goshorn on 02 Feb 10 - Cached
  • Darcy Goshorn on 02 Feb 10
     
    "From job interview questions and tips to writing the winning resume, we've got tutorials and activities to help with your personal career development and training."
anonymous

Google_Info.pdf - Google Docs - 7 views

docs.google.com/fileview

google

shared by anonymous on 19 Apr 10 - Cached
  • anonymous on 19 Apr 10
     
    This is the handout that Google gave during a training. Nice information! Shared by one of our coaches on the listserv today
Virginia Glatzer

GrowingWithGoogle - home - 11 views

growingwithgoogle.iu1.wikispaces.net

shared by Virginia Glatzer on 11 May 10 - Cached
  • Virginia Glatzer on 11 May 10
     
    From IU 1 Mara Linaberger says: At IU1 we do an induction workshop for year 2 teachers on Google Tools - its called "Growing with Google" (we keep adding new tools to the choices as we go and as they become available). Its run as small group inquiry and has web links out for each of the tools for teachers to self-train on the tools they choose. It is loosely a "web quest" - although there aren't specific questions to be answered, because the teachers identify their own questions/needs and take their learning from there.
anonymous

Module 1: Google Apps Education Edition - Google Apps Education Training Center - 10 views

edutraining.googleapps.com/...module-1

googleapps

shared by anonymous on 26 Jan 11 - Cached
  • anonymous on 26 Jan 11
     
    " This Module covers the basics of Google Apps Education Edition and how you can use Google Apps on your school domain. "
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