Group items tagged inspiration - ChandlerTechTeam

shared by Jill Bergeron on 17 Nov 14 - No Cached

shared by Gayle Cole on 29 Jan 14 - No Cached

Every morning we meet at 715AM in a chat room and work for 15 minutes on an important personal project.
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getting started is the hardest step
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private Campfire chat room
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We would make a commitment to show up in the chat room at the same time every day, no exceptions. We picked 715AM.
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At 715AM, we would declare what we were going to work on for the next 15 minutes. After the 15 minutes were up, we would report on what we got done.
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We were both in a place where we wanted change in our lives, and therefore were willing to give up some comfort to make it happen. We were not going to let each other down by NOT showing up. No rescheduling when something “more important” comes up,
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With three people in the chat room, it’s important to make sure it’s still focuse
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shared by Gayle Cole on 13 Dec 13 - No Cached

November 2010
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Building-level administrators have to be given the autonomy to plan, implement and facilitate learning for their teachers in a way that empowers their teachers as learners.
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Don’t unique individuals deserve individualized professional development?
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I simply reflected upon the ideas shared by Daniel Pink in his book, Drive, and brought the day known as a Fed-Ex day to our little school.
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Yes, I know Dan Pink isn’t an educator. I get it. There are plenty of skeptics out there when it comes to incorporating the ideas shared by Pink in Drive with the work we do in education. I don’t see any fault in finding inspiration from those outside of education and adapting the ideas to make them work for you, your teachers, and your students. The key is that you have identified your needs, you provide autonomy to your learners,  you support their learning along the way, and you assess the effectiveness of your efforts. The FedEx day certainly isn’t going to look the same in the school as it does in the busines
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shared by Gayle Cole on 01 Jul 14 - No Cached

shared by Jill Bergeron on 08 Dec 14 - No Cached

To realize the opportunity that the maker movement offers education, students need room for self-directed learning and interdisciplinary problem solving.
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While setting up spaces for hands-on tinkering, schools also need to make mental space for creativity, risk taking, and learning from failure. Those qualities are central to maker culture, but still rare in too many school settings.
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More important than gaining access to expensive tools is learning how to turn raw ideas into prototypes that can be tested, refined, and improved through feedback.
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Students who gravitate toward an engineering or STEM approach to problem solving may get fresh ideas from watching artists work out solutions (and visa versa). Collaboration is more likely to happen when thinking and tinkering take place in the open.
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parents team up with their children for monthly Maker Saturdays.
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Encourage students to tell the stories behind their ideas and describe the process that took them from inspiration to finished product.
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If you're interested in seeing a school makerspace in action, check out this curated list from Bob Pearlman
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Maker Education Initiative maintains a resource library, including sample projects.
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