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justquestionans

Ashford-University ECE 332 Homework and Assignment Help - 1 views

Get help for Ashford-University ECE 332 Homework and Assignment Help. We provide assignment, homework, discussions and case studies help for all subjects Ashford-University for Session 2017-2018. ...

Early Childhood Education Assignment Help Early Childhood Education Homework Help Early Childhood Education Study Help Early Childhood Education Tutors Help Early Childhood Education Course Help

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Tony Searl

NZ Interface Magazine | If you can't use technology get out of teaching! - 13 views

www.interfacemagazine.co.nz/articles.cfm

warlick interview teachers learning PD

shared by Tony Searl on 21 Oct 09 - Cached
  • Tony Searl on 21 Oct 09
     
    Is a lack of PD a barrier? Professional development is a barrier, although I think they can teach themselves much of what teachers need to be learning to be able to modernise their classrooms. The worst thing a teacher can say is: "who's going to teach me how to do that?" Teachers are teachers and should be able to teach themselves what they need to know. If they can't then they probably shouldn't be teaching. You want a teacher who can keep up. There are networks of other educators out there that can connect you with new skills. Professional development doesn't have to be something that is done to teachers - it can be just ongoing conversations they're having with other professionals that they're learning from every day.
Paul Beaufait

CAL: Digests:The Sheltered Instruction Observation Protocol: A Tool for Teacher-Researc... - 10 views

www.cal.org/...sheltered.html

collaboration education ELLs English ESL instruction instructional practices observation protocols reflection reflective practices research sheltered instruction SIOP teachers teacher development

shared by Paul Beaufait on 08 Mar 12 - Cached
  • Paul Beaufait on 08 Mar 12
     
    "... The project described in this digest was designed with the belief that teacher professional growth can best be fostered through sustained collaborative inquiry between teachers and researchers. It has set out to incorporate what is known about quality professional development with the special features necessary for meeting the needs of English language learners. The project has defined a model of sheltered instruction based on the research of best practices, as well as on the experiences of the participating teachers and researchers..." (¶1).
Ruth Howard

Students as 'Free Agent Learners' : April 2009 : THE Journal - 0 views

www.thejournal.com/...24308_3

learning learners curriculum collaboration future of education games technology

shared by Ruth Howard on 02 May 09 - No Cached
  • 51 percent of teachers are interested in learning how to integrate gaming into daily learning activities;
  • Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent).
  • Of those who have some interest in gaming, responses were varied as to its value in education. Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent).
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  • Of those who have some interest in gaming, responses were varied as to its value in education. Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent).
  • Ruth Howard on 02 May 09
     
    Students want more control over their own learning experiences through technology and want to define their own educational destinies and determine the direction of their learning. "This free agent learner is one that is technology-enabled, technology-empowered, and technology-engaged to be ... an important part of driving their own educational destiny. To some extent they feel ... it's a responsibility. They also feel it's a right to be able to do that. So technology has enabled this free agent learner. We have the opportunity in education to make sure they're on the right track and to be supportive of their learning experiences." Ive been waiting for this! This is exciting it points to the idea that students will co-create their curriculum. In my mind it will become imperitive that individuals choose their highest bliss-subjects and projects that reflect their passions. In the new collaborative work environments students will be more highly valued for their contributions to areas that they are most naturally motivated to explore. Their resulting contributions will result in inventiveness and cutting edge investigations via passion, self motivation and peer inspiration and direct access to thought leaders/mentors in the field. Teachers might become guides to ensuring students intentions are achieved- teachers as arbiters of human potential. Students will no longer be compared to each other. They will score according to their own self affirmed destinations-allowing of course for reviews and changes of destiny.Teachers might also need roles in law and ethics to ensure students are safe in their online world activities, monitoring students and their online peers, intercepting or prompting inside the conversations?
  • Ruth Howard on 02 May 09
     
    Of those who have some interest in gaming, responses were varied as to its value in education. Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent). But perhaps the most significant trend in education technology, Evans said, is the emergence of the student as a "free agent learner": Students want more control over their own learning experiences through technology and want to define their own educational destinies and determine the direction of their learning. "This free agent learner is one that is technology-enabled, technology-empowered, and technology-engaged to be ... an important part of driving their own educational destiny. To some extent they feel ... it's a responsibility. They also feel it's a right to be able to do that. So technology has enabled this free agent learner. We have the opportunity in education to make sure they're on the right track and to be supportive of their learning experiences."
Wendy Windust

WIDE World - Program Overview - 14 views

wideworld.pz.harvard.edu/...index.html

world wide program wow

shared by Wendy Windust on 11 Nov 09 - Cached
  • Wendy Windust on 11 Nov 09
     
    Our goal is to transform school systems by developing professional communities of teachers and school leaders with interactive online courses and on-site support programs that enable schools to cultivate the critical learning students need for the 21st century world. Research-Based. WIDE World professional development programs are based on Teaching for Understanding, a classroom-tested framework developed through research at the Harvard Graduate School of Education. Online. WIDE World courses are conducted online and are asynchronous. This allows for flexible, adaptive, and convenient learning for all participants, regardless of location or schedule. Job-embedded. Through our courses, WIDE World learners integrate research-based strategies in their own workplace. Online coaches support cycles of learning, applying, and reflecting as teams of educators improve lesson plans, instruction, and data-driven action projects. Team-Based with Coaching. Systemic change requires coordinated effort from all stakeholders. Expert coaches help teachers, leaders, and specialists work in teams to develop a common language for defining and achieving shared goals. Tailored for Local Impact. WIDE World works with you to design professional development programs adapted precisely to address the needs of your school, program, district, or system and build local capacity for continuous improvement. Global Learning. In the online environment, participants collaborate with innovative educators from across the US and around the globe.
Roland Gesthuizen

Do iPads Have the Capacity to Change Education? - iPads in Education - 0 views

ipadeducators.ning.com/...do-ipads-have-the-capacity-to

PD training technology iPad learningstyles mLearning eLearning education

shared by Roland Gesthuizen on 22 Apr 11 - No Cached
  • In the Automating stage, new tools are used to reinforce existing practices and processes. We see this stamped all over the educational space. Smartboard use that reinforces existing frontal teaching methods. Digital content replacing paper distribution. Technology that speeds the efficiency of existing standardized testing. The essence and character of traditional educational practices however hasn't changed. It's still "business as usual" in most American schools. 
  • "Informating" as Professor Zuboff calls it - involves the re-imagination of processes using the new technologies. Instead of focusing on making existing processes more efficient, we start to look at entirely new methods and goals. We are in the infancy of that stage in education. In the Informating phase, educators reevaluate goals, visions and processes: 
  • Professional development becomes far more valuable when it searches beyond the simple nuts and bolts of technical use and instead encourages teachers to disrupt the traditional flow of education - to dabble, experiment and re-imagine how that technology can be used to create new educational horizons.
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  • A skilled teacher knows that technology implementations won't have any impact as long as you try and retrofit them on to outdated teaching methods. That teacher will instead try to utilize the technology to forge creative new educational paths for his/her students.
  • Roland Gesthuizen on 22 Apr 11
     
    You hear it repeatedly. You can't throw technology into schools without training and support for teachers. If you purchased a truckload of iPads for your school then you better have a plan for developing teachers that are skilled in using them ... but what does it really mean to be "skilled .. What constitutes effective professional development
anonymous

Critical Issue: Using Technology to Improve Student Achievement - 0 views

www.ncrel.org/...te800.htm

shared by anonymous on 23 Feb 10 - Cached
  • Technologies available in classrooms today range from simple tool-based applications (such as word processors) to online repositories of scientific data and primary historical documents, to handheld computers, closed-circuit television channels, and two-way distance learning classrooms. Even the cell phones that many students now carry with them can be used to learn (Prensky, 2005).
  • Bruce and Levin (1997), for example, look at ways in which the tools, techniques, and applications of technology can support integrated, inquiry-based learning to "engage children in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world." They developed the idea of technology as media with four different focuses: media for inquiry (such as data modeling, spreadsheets, access to online databases, access to online observatories and microscopes, and hypertext), media for communication (such as word processing, e-mail, synchronous conferencing, graphics software, simulations, and tutorials), media for construction (such as robotics, computer-aided design, and control systems), and media for expression (such as interactive video, animation software, and music composition). In a review of existing evidence of technology's impact on learning, Marshall (2002) found strong evidence that educational technology "complements what a great teacher does naturally," extending their reach and broadening their students' experience beyond the classroom. "With ever-expanding content and technology choices, from video to multimedia to the Internet," Marshall suggests "there's an unprecedented need to understand the recipe for success, which involves the learner, the teacher, the content, and the environment in which technology is used."
  • In examining large-scale state and national studies, as well as some innovative smaller studies on newer educational technologies, Schacter (1999) found that students with access to any of a number of technologies (such as computer assisted instruction, integrated learning systems, simulations and software that teaches higher order thinking, collaborative networked technologies, or design and programming technologies) show positive gains in achievement on researcher constructed tests, standardized tests, and national tests.
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  • Boster, Meyer, Roberto, & Inge (2002) examined the integration of standards-based video clips into lessons developed by classroom teachers and found increases student achievement. The study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone.
  • Wenglinsky (1998) noted that for fourth- and eighth-graders technology has "positive benefits" on achievement as measured in NAEP's mathematics test. Interestingly, Wenglinsky found that using computers to teach low order thinking skills, such as drill and practice, had a negative impact on academic achievement, while using computers to solve simulations saw their students' math scores increase significantly. Hiebert (1999) raised a similar point. When students over-practice procedures before they understand them, they have more difficulty making sense of them later; however, they can learn new concepts and skills while they are solving problems. In a study that examined relationship between computer use and students' science achievement based on data from a standardized assessment, Papanastasiou, Zemblyas, & Vrasidas (2003) found it is not the computer use itself that has a positive or negative effect on achievement of students, but the way in which computers are used.
  • Another factor influencing the impact of technology on student achievement is that changes in classroom technologies correlate to changes in other educational factors as well. Originally the determination of student achievement was based on traditional methods of social scientific investigation: it asked whether there was a specific, causal relationship between one thing—technology—and another—student achievement. Because schools are complex social environments, however, it is impossible to change just one thing at a time (Glennan & Melmed, 1996; Hawkins, Panush, & Spielvogel, 1996; Newman, 1990). If a new technology is introduced into a classroom, other things also change. For example, teachers' perceptions of their students' capabilities can shift dramatically when technology is integrated into the classroom (Honey, Chang, Light, Moeller, in press). Also, teachers frequently find themselves acting more as coaches and less as lecturers (Henriquez & Riconscente, 1998). Another example is that use of technology tends to foster collaboration among students, which in turn may have a positive effect on student achievement (Tinzmann, 1998). Because the technology becomes part of a complex network of changes, its impact cannot be reduced to a simple cause-and-effect model that would provide a definitive answer to how it has improved student achievement.
  • When new technologies are adopted, learning how to use the technology may take precedence over learning through the technology. "The technology learning curve tends to eclipse content learning temporarily; both kids and teachers seem to orient to technology until they become comfortable," note Goldman, Cole, and Syer (1999). Effective content integration takes time, and new technologies may have glitches. As a result, "teachers' first technology projects generate excitement but often little content learning. Often it takes a few years until teachers can use technology effectively in core subject areas" (Goldman, Cole, & Syer, 1999). Educators may find impediments to evaluating the impact of technology. Such impediments include lack of measures to assess higher-order thinking skills, difficulty in separating technology from the entire instructional process, and the outdating of technologies used by the school. To address these impediments, educators may need to develop new strategies for student assessment, ensure that all aspects of the instructional process—including technology, instructional design, content, teaching strategies, and classroom environment—are conducive to student learning, and conduct ongoing evaluation studies to determine the effectiveness of learning with technology (Kosakowski, 1998).
Maggie Verster

Thoughts on Setting up a Student Created Wiki - 22 views

www.techlearning.com/24742

wiki school2.0 education collaboration teaching

shared by Maggie Verster on 22 Oct 09 - No Cached
  • hat is, as we already know, the technology itself does not develop the skill, nor is it the teacher; the technology is only a tool, and teachers must remain committed to the collaborative process if students are to fully engage and develop the skills necessary to work collaboratively with their peers
  • Maggie Verster on 22 Oct 09
     
    T This really brought it home: "as we already know, the technology itself does not develop the skill, nor is it the teacher; the technology is only a tool, and teachers must remain committed to the collaborative process if students are to fully engage and develop the skills necessary to work collaboratively with their peers"
Paul Beaufait

CAL: Digests: Professional Development for Language Teachers - 10 views

www.cal.org/...0303diaz.html

communities of practice education professional development teachers teaching

shared by Paul Beaufait on 08 Mar 12 - No Cached
  • Paul Beaufait on 08 Mar 12
     
    "In this paper, professional development is defined as an ongoing learning process in which teachers engage voluntarily to learn how best to adjust their teaching to the learning needs of their students. Professional development is not a one-shot, one-size-fits-all event, but rather an evolving process of professional self-disclosure, reflection, and growth that yields the best results when sustained over time in communities of practice and when focused on job-embedded responsibilities" (Defining Professional Development, ¶1).
April H.

The 10K Hour Rule: Deliberate Practice leads to Expertise, and Teaching can trump Genet... - 0 views

computinged.wordpress.com/...nd-teaching-can-trump-genetics

10 000 hour rule developing expertise practice teaching

shared by April H. on 17 Oct 14 - No Cached
  • The first is that practice is not the same as deliberate practice
  • second is that the fallback position can’t be genetics/innate talent
  • Simply putting in 10,000 hours of practice in an activity does not guarantee expertise
  • ...5 more annotations...
  • They tested a weak form of the “10,000 hour rule” (that it’s just “practice,” not “deliberate practice”) and found it wanting.
  • They cite two studies that show that identical twins seem to have similar music and drawing talent compared to fraternal twins.
  • To start counting hours-towards-expertise anything later than birth is discounting the impact of learning in the pre-school years on up.
  • Hours spent in practice with a good teacher are going to contribute more to expertise than hours spent without a teacher.
  • We should be thinking about how we can teach in order to develop expertise.
  • April H. on 17 Oct 14
     
    "The Slate authors and Macnamara et al. dismiss the 10K hour rule too lightly, and their explanation of genetic/innate basis for expertise is too simple.  Practice is not the same as deliberate practice, or practice with a teacher. Expertise is learned, and we start learning at birth with expertise developing sometimes in ways not directly connected to the later activity. The important part is that we are able to learn to overcome some genetic/innate disparities with good teaching. We shouldn't be giving up on developing expertise because we don't have the genes. We should be thinking about how we can teach in order to develop expertise."
David McGavock

CITE Journal - Editorial - 21 views

www.citejournal.org/...article1.cfm

technology integration Judi Harris editorial journal technocentrism

shared by David McGavock on 28 Aug 10 - Cached
  • A classroom that has successfully integrated technology into the curriculum would be one where you would not really notice it because it would be so second nature. The teacher would not have to think up ways to use whatever tools were available, but would seamlessly use them to enhance the learning of whatever content was being covered. Technology [would be] used to assist in acquiring content knowledge, and the acquisition of technology skills [would be] secondary. Contrast this depiction with what the International Society for Technology in Education’s (ISTE) National Educational Technology Standards for Students (NETS-S; ISTE, 2002) say about technology integration: Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting….Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions—as accessible as all other classroom tools.
  • his urging to shift the focus from the learning tools to what is being learned and how that learning happens still needs to be heeded—almost 20 years later.
  • Integration is defined not by the amount or type of technology used, but by how and why it is used.
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  • many of these technology-specific studies did not explore more fundamental issues in technology and education
  • what needs to be further developed, examined, and shared
  • particular curriculum standards-based instructional strategies that are appropriately matched to students’ learning needs and preferences
  • understanding the processes and interim results of how and why specific tools can and should be appropriated
  • help students with distinct needs and preferences to achieve identified learning goals.
  • the STaR Chart
  • According to the national StaR Chart, then, technology use in what is typically described as “constructivist” learning is preferable to technology used to “reinforce basic academic skills.”
  • Constructivists view people as constructive agents and view the phenomenon of interest (meaning or knowledge) as built instead of passively “received”
  • curriculum-based integration of educational technologies – defined in Education and Technology: An Encyclopedia (Kovalchick & Dawson, 2004) as “the effective integration of technology throughout the curriculum to help students meet the standards and outcomes of each lesson, unit, or activity”
  • As discerning educators and researchers, we should question why teachers’ roles “must” change to integrate technology effectively into K-12 curricula.
  • the technologies themselves do not require this shift
  • Though teachers in the nationally representative sample they studied acknowledged that computers helped them to change instructional practice over time, they cited experience, organized professional learning, and school culture as the primary factors provoking instructional changes.
  • In districts in which teachers’ academic freedom is preserved—at least in part—aren’t the pedagogical approaches to be used the result of decisions that each teacher makes, preferably rooted in a well-informed knowledge base of both students’ learning needs and preferences and corresponding methodological alternatives?
  • Can it really be assumed that a particular approach “works best” in all teaching, learning, school, district, and community contexts?
  • perhaps a new approach is warranted at this point in time—one that genuinely respects pedagogical plurality and honors teachers’ academic freedom.
  • David McGavock on 28 Aug 10
     
    A classroom that has successfully integrated technology into the curriculum would be one where you would not really notice it because it would be so second nature. The teacher would not have to think up ways to use whatever tools were available, but would seamlessly use them to enhance the learning of whatever content was being covered. Technology [would be] used to assist in acquiring content knowledge, and the acquisition of technology skills [would be] secondary. Contrast this depiction with what the International Society for Technology in Education's (ISTE) National Educational Technology Standards for Students (NETS-S; ISTE, 2002) say about technology integration: Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting….Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions-as accessible as all other classroom tools.
Paul Beaufait

The Full Measure of a Teacher: Using value-added to assess effects on student behavior ... - 2 views

www.educationnext.org/ssess-effects-student-behavior

assessments behaviors teaching teacher development test scores

shared by Paul Beaufait on 29 Oct 18 - No Cached
  • The fact that teacher impacts on behavior are much stronger predictors of their impact on longer-run outcomes than test-score impacts, and that teacher impacts on test scores and those on behavior are largely unrelated, means that the lion’s share of truly excellent teachers—those who improve long-run outcomes—will not be identified using test-score value-added alone
    • Paul Beaufait
      Paul Beaufait on 29 Oct 18
       
      Impact on High-School Success, ¶4
  • Paul Beaufait on 29 Oct 18
     
    Jackson, C. Kirabo. (2018). What Do Test Scores Miss? The Importance of Teacher Effects on Non-Test Score Outcomes. Journal of Political Economy, 126(5).
Paul Beaufait

What I learned from burning-out as a teacher - 9 views

www.patricepalmer.ca/...-from-my-burn-out-as-a-teacher

communities burnout mindfulness positive psychology teacher development teachers

shared by Paul Beaufait on 03 Feb 17 - No Cached
  • Mindfulness refers to the process of bringing our attention and awareness to the present moment, with an attitude of non-judgement and acceptance
  • Paul Beaufait on 03 Feb 17
     
    "Teaching communities can be incredibly nurturing, caring and supportive of the children in their care, but sometimes forget to extend this to the teachers who are at the front line. Teachers may be afraid of being seen as weak or struggling if they open up about their challenges or difficulties. My first piece of advice is find a colleague you can open up to and can offer support or just a listening ear, of course, you can do the same for them. Building and nurturing positive relationships is one of the most important things anyone can do for their well-being."
Don Lourcey

The Power of Potential: 19 Educational Uses for Google Wave | SoYouWantToTeach.Com - 42 views

www.soyouwanttoteach.com/ucational-uses-for-google-wave

googleapps googlewave

shared by Don Lourcey on 05 Jun 10 - Cached
  • Don Lourcey on 05 Jun 10
     
    Departmental communications Intercampus Plan parent conferences with multiple teachers and multiple schedules Share links to web resources Campus improvement planning Schoolwide calendar/scheduling Faculty meeting follow-up Teacher appraisal sign-ups To-do lists Keep information current between work, cell, and home School newspaper/newsletter article development Local newspaper publicity article development Twitter-like communication between faculty without the Twitter-like time drain Share lesson plans with substitutes/administrators/department chairs/other teachers
Tom Daccord

Publications: SRN LEADS - 0 views

www.srnleads.org/...nsdc.html

shared by Tom Daccord on 12 Feb 09 - Cached
  • Tom Daccord on 12 Feb 09
     
    United States Is Substantially Behind Other Nations in Providing Teacher Professional Development That Improves Student Learning; Report Identifies Practices that Work Nation Making Progress in Ensuring More Teachers Have Deep Content Knowledge and Mentoring But U.S. Teacher Development Lacks Intensity, Follow-up, & Usefulness
Paul Beaufait

A Sociological Eye on Education | Rigor mortis - 7 views

eyeoned.org/...rigor-mortis_301

education sociology policy politics teacher evaluation U.S.

shared by Paul Beaufait on 23 Feb 12 - No Cached
  • The challenge is to state education policymakers across the country who have hitched their teacher-evaluation systems to measures that seek to isolate teachers’ contributions to their students’ learning: Develop clear and consistent guidelines for assigning teachers to rating categories that take into account the inherent uncertainty and errors in the value-added measures and their variants.
  • If policymakers aren’t willing to take measurement error into account in a defensible way in teacher-evaluation systems, don’t talk to me about rigor—rigor is dead.
  • Paul Beaufait on 23 Feb 12
     
    Pallas expounded on "rigor" in teacher evaluation.
Dimitris Tzouris

How to Make Better Teachers «Ideas and Thoughts from an EdTech - 15 views

ideasandthoughts.org/...how-to-make-better-teachers

blogging teaching ideas thoughts reflection

shared by Dimitris Tzouris on 23 Nov 10 - No Cached
  • Reflective Practitioner
  • Reflective Practitioner.  
  • The reflective writing has been valuable but definitely the nearly 4,000 comments have been even more of a learning experience. This is the single best professional development experience I've had.
  • ...1 more annotation...
  • Hire a teacher, give them a blog. Get them to subscribe to at least 5 other teachers in the district as well as 5 other great teachers from around the globe. Have their principal and a few central office people to subscribe to the blog and 5 other teachers as well. Require them to write at least once a week on their practice. Get conversations going right from the get go. Watch teachers get better.
Philippe Scheimann

A Vision of Students Today (& What Teachers Must Do) | Britannica Blog - 0 views

www.britannica.com/...ts-today-what-teachers-must-do

learning web2.0 school

shared by Philippe Scheimann on 01 Jul 09 - Cached
  • It has taken years of acclimatizing our youth to stale artificial environments, piles of propaganda convincing them that what goes on inside these environments is of immense importance, and a steady hand of discipline should they ever start to question it.
    • Russell D. Jones
      Russell D. Jones on 01 Jul 09
       
      There is a huge investment in resources, time, and tradition from the teacher, the instutions, the society, and--importantly--the students. Students have invested much more time (proportional to their short lives) in learning how to be skillful at the education game. Many don't like teachers changing the rules of the game just when they've become proficient at it.
  • Last spring I asked my students how many of them did not like school. Over half of them rose their hands. When I asked how many of them did not like learning, no hands were raised. I have tried this with faculty and get similar results. Last year’s U.S. Professor of the Year, Chris Sorensen, began his acceptance speech by announcing, “I hate school.” The crowd, made up largely of other outstanding faculty, overwhelmingly agreed. And yet he went on to speak with passionate conviction about his love of learning and the desire to spread that love. And there’s the rub. We love learning. We hate school. What’s worse is that many of us hate school because we love learning.
    • Russell D. Jones
      Russell D. Jones on 01 Jul 09
       
      So we (teachers and students) are willing to endure a little (or a lot) of uncomfortableness in order to pursue that love of learning.
  • They tell us, first of all, that despite appearances, our classrooms have been fundamentally changed.
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  • While most of our classrooms were built under the assumption that information is scarce and hard to find, nearly the entire body of human knowledge now flows through and around these rooms in one form or another, ready to be accessed by laptops, cellphones, and iPods. Classrooms built to re-enforce the top-down authoritative knowledge of the teacher are now enveloped by a cloud of ubiquitous digital information where knowledge is made, not found, and authority is continuously negotiated through discussion and participation. In short, they tell us that our walls no longer mark the boundaries of our classrooms.
  • And that’s what has been wrong all along. Some time ago we started taking our walls too seriously – not just the walls of our classrooms, but also the metaphorical walls that we have constructed around our “subjects,” “disciplines,” and “courses.” McLuhan’s statement about the bewildered child confronting “the education establishment where information is scarce but ordered and structured by fragmented, classified patterns, subjects, and schedules” still holds true in most classrooms today. The walls have become so prominent that they are even reflected in our language, so that today there is something called “the real world” which is foreign and set apart from our schools. When somebody asks a question that seems irrelevant to this real world, we say that it is “merely academic.”
  • We can use them in ways that empower and engage students in real world problems and activities, leveraging the enormous potentials of the digital media environment that now surrounds us. In the process, we allow students to develop much-needed skills in navigating and harnessing this new media environment, including the wisdom to know when to turn it off. When students are engaged in projects that are meaningful and important to them, and that make them feel meaningful and important, they will enthusiastically turn off their cellphones and laptops to grapple with the most difficult texts and take on the most rigorous tasks.
  • At the root of your question is a much more interesting observation that many of the styles of self-directed learning now enabled through technology are in conflict with the traditional teacher-student relationship. I don’t think the answer is to annihilate that relationship, but to rethink it.
  • Personally, I increasingly position myself as the manager of a learning environment in which I also take part in the learning. This can only happen by addressing real and relevant problems and questions for which I do not know the answers. That’s the fun of it. We become collaborators, with me exploring the world right along with my students.
  • our walls, the particular architectonics of the disciplines we work within, provide students with the conversational, narrative, cognitive, epistemological, methodological, ontological, the –ogical means for converting mere information into knowledge.
  • Philippe Scheimann on 28 Jul 09
     
    useful article , I need to finish it and look at this 'famous clip' that had 1 million viewers
milesmorales

What You Have To Know About Homeschooling - 1 views

Homeschooling can be a good way for your children to learn, but if they don't have a good teacher, then your homeschooling efforts will be worthless. A good teacher is one of the most important asp...

started by milesmorales on 14 Aug 14 no follow-up yet
assignmentmates

How Do You Achieve Positive Feedback From Your Teachers - 0 views

www.assignmentclassmates.com/...achieve-positive-feedback

Achieve Positive Feedback PositiveCommentsonTeahers GoodFeedbackStudents

shared by assignmentmates on 08 Apr 21 - No Cached
  • assignmentmates on 08 Apr 21
     
    Teachers' positive feedback is very impactful for students' confidence development and positive character development. In academic life, students normally try their hard to achieve positive feedback from their teachers.
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