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Nigel Coutts

The questions that matter most - 32 views

thelearnersway.net/...the-questions-that-matter-most

education learning teaching

shared by Nigel Coutts on 08 Feb 15 - No Cached
  • Nigel Coutts on 08 Feb 15
     
    The quality of our questions, their power to engage and challenge thinking, combined with the opportunities we provide our students to ask the questions that matter to them are likely to be the times when the most powerful learning occurs. The challenge is to maximise these times.
David McGavock

First Fifty Clients - 8 views

www.firstfiftyclients.com

first clients Coach income resources retirement

shared by David McGavock on 06 Oct 10 - Cached
  • David McGavock on 06 Oct 10
     
    Are you interested in: * Starting, or filling your coaching practice? * Having ten to fifty clients? * Creating a good income from coaching? * Becoming a coach, but you're not sure about how to get clients? Unfortunately, obtaining clients can be a very confronting process. Too many coaches are trying to get clients the hard way, and making it a struggle. Too many coaches are training in coaching skills, but not learning the principles to freely grow their practice. Coaches come to me with questions like: How do I get clients? Who would I call? What would I say? Will they think I'm selling to them? What if I get stuck during a session? How can I get clients without being pushy? Won't it be weird or uncomfortable coaching my friends and colleagues? How can I be credible when I don't even have a certification yet? Can I really make a living from coaching? If you can relate to these questions, then you have come to the right place! I've been through these issues, and helped many coaches greatly solve each one. They don't just get more clients, they tap into their passion for coaching, and shine like they're a new person. It's important you have a thriving, successful practice; if you don't - what kind of role model are you for your clients? And the more you get out in the world and coach, the more not only society benefits, but the coaching profession as a whole.
Pamela Stevens

Office in Education - Are your students getting it? Find out with Interactive Classroom - 37 views

blogs.office.com/...ith-interactive-classroom.aspx

education interactive Microsoft Interactive_classroom

shared by Pamela Stevens on 29 Oct 10 - No Cached
  • Pamela Stevens on 29 Oct 10
     
    "In a nutshell, it works like this: You create presentations in PowerPoint, and \nInteractive Classroom helps you insert real time knowledge checks (called polls) \nalong the way. Polls can include multiple choice, yes/no, or true/false \nquestions, and they seamlessly integrate with the lesson you're teaching. \n\nStudents can connect to your presentation by joining an Interactive \nClassroom session that you create (note that your students will need a network \nconnection). After students join-and it's easy to do, so don't worry about \nspending half your class time setting it up-they see your presentation and the \npoll question(s) you've included in their own OneNote notebook. Students can \nanswer poll questions in OneNote, and you get real-time feedback in the charting \nformat you choose. You can add text or draw on your slides during the session, \nand your students will see the changes you've made in OneNote. They can also add \ntheir own comments and notes on the presentation."
Dorie Glynn

Craft the Driving Question - Explore 1 - 0 views

pbl-online.org/...dqexplore1.html

shared by Dorie Glynn on 20 Mar 09 - Cached
  • What is a Driving Question? Once you have the project theme or a "big idea" for a project, capture the theme in the form of a problem or a question that cannot easily be solved or answered. Click the button next to each guideline below to view example questions.
J Black

The 21st Century Centurion: 21st Century Questions - 0 views

21stcenturion.blogspot.com/...21st-century-questions.html

21stcenturyskills

shared by J Black on 31 Jan 09 - Cached
  • The report extended literacy to “Five New Basics” - English, mathematics, science, social studies, and computer science. A Nation At Risk specified that all high school graduates should be able to “understand the computer as an information, computation and communication device; students should be able to use the computer in the study of the other Basics and for personal and work-related purposes; and students should understand the world of computers, electronics, and related technologies."That was 1983 - twenty- six years ago. I ask you, Ben: Has education produced students with basic knowledge in the core disciplines and computer science TODAY? Are we there yet? OR - are we still at risk for not producing students with the essential skills for success in 1983?
    • J Black
      J Black on 31 Jan 09
       
      I had never really considered this before...how computer science has been totally left out of the equaltion....why is that? Cost of really delivering this would be enormous -- think how much money the districts would have to pour into the school systems.
  • On June 29, 1996, the U. S. Department of Education released Getting America's Students Ready for the 21st Century; Meeting the Technology Literacy Challenge, A Report to the Nation on Technology and Education. Recognizing the rapid changes in workplace needs and the vast challenges facing education, the Technology Literacy Challenge launched programs in the states that focused on a vision of the 21st century where all students are “technologically literate.” Four goals, relating primarily to technology skills, were advanced that focused specifically on: 1.) Training and support for teachers; 2.) Acquisition of multimedia computers in classrooms; 3.) Connection to the Internet for every classroom; and 4.) Acquiring effective software and online learning resources integral to teaching the school's curriculum.
    • J Black
      J Black on 31 Jan 09
       
      we are really stuck here....the training and support -- the acquisition of hardware, connectivity etc.
  • Our profession is failing miserably to respond to twenty-six years of policy, programs and even statutory requirements designed to improve the ability of students to perform and contribute in a high performance workplace. Our students are losing while we are debating.
    • J Black
      J Black on 31 Jan 09
       
      This is really, really well said here...bravo
  • ...2 more annotations...
  • In 2007, The Report of the NEW Commission on the Skills of the American Workforce: Tough Choices or Tough Times made our nation hyperaware that "World market professionals are available in a wide range of fields for a fraction of what U.S. professionals charge." Guess what? While U.S. educators stuck learned heads in the sand, the world's citizens gained 21st century skills! Tough Choices spares no hard truth: "Our young adults score at “mediocre” levels on the best international measure of performance." Do you think it is an accident that the word "mediocre" is used? Let's see, I believe we saw it w-a-a-a-y back in 1983 when A Nation At Risk warned of a "tide of mediocrity." Tough Choices asks the hard question: "Will the world’s employers pick U.S. graduates when workers in Asia will work for much less? Then the question is answered. Our graduates will be chosen for global work "only if the U.S. worker can compete academically, exceed in creativity, learn quickly, and demonstrate a capacity to innovate." There they are
    • J Black
      J Black on 31 Jan 09
       
      This is exactly what dawns on students when they realize what globalization means for them..the incredibly stiff competition that it is posed to bring about.
  • “Learning is what most adults will do for a living in the 21st century."
  • J Black on 31 Jan 09
     
    The report extended literacy to "Five New Basics" - English, mathematics, science, social studies, and computer science. A Nation At Risk specified that all high school graduates should be able to "understand the computer as an information, computation and communication device; students should be able to use the computer in the study of the other Basics and for personal and work-related purposes; and students should understand the world of computers, electronics, and related technologies." That was 1983 - twenty- six years ago. I ask you, Ben: Has education produced students with basic knowledge in the core disciplines and computer science TODAY? Are we there yet? OR - are we still at risk for not producing students with the essential skills for success in 1983?
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.
  • ...6 more annotations...
  • 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
Jeff Johnson

Center for Media Literacy - 0 views

www.medialit.org

media literacy medialiteracy media_literacy curriculum education technology media-literacy

shared by Jeff Johnson on 14 May 09 - Cached
  • Jeff Johnson on 14 May 09
     
    Now altogether in one place, the components of inquiry-based media literacy using the Five Core Concepts and CML's Five Key Questions of Media Literacy for Deconstruction and Construction. Q/TIPS™ addresses questions from the viewpoints of both consumers and producers of media messages, enabling participation in a global media culture.
David Wetzel

Teaching with Technology - 0 views

www.squidoo.com/teaching-with-technology

teaching strategies education technology inquiry problem solving activities learning

shared by David Wetzel on 19 Mar 10 - Cached
  • David Wetzel on 19 Mar 10
     
    Student questions and questioning become a major focus of classroom activity as teachers demonstrate and then require effective searching, prospecting, gathering and interpretation techniques while students use the tools and information to explore solutions to contemporary issues.
BTerres

TeachersFirst XW1W (Across the World Once a Week) - 0 views

www.teachersfirst.com/xw1w.cfm

teachersfirst collaboration Twitter

shared by BTerres on 29 Aug 11 - No Cached
  • BTerres on 29 Aug 11
     
    XW1W uses today's instant technologies to share answers to the same question across the world once a week. XW1W is a simple, social way for students to learn about real life in other cultures from real kids all across the world. By simply "hashtagging" Twitter or blog responses to a weekly question about daily life, students can share and learn about other cultures from their international peers
Martin Burrett

BBC Questionaut - 0 views

www.bbc.co.uk/...play_popup.shtml

maths English science quiz animation numeracy Literacy BBC

shared by Martin Burrett on 20 Aug 11 - Cached
  • Martin Burrett on 20 Aug 11
     
    I love this site from the BBC with stunning visuals and a great soundtrack. Travel through a strange world answering questions about English, maths and science earning fuel for your hot air balloon. Click on the characters to unlock the questions. Designed for KS2. http://ictmagic.wikispaces.com/Cross+Curricular
Steve Ransom

Technology in Schools Faces Questions on Value - NYTimes.com - 9 views

www.nytimes.com/...-faces-questions-on-value.html

technology schools change critique measurement effectiveness integration

shared by Steve Ransom on 04 Sep 11 - No Cached
  • Critics counter that, absent clear proof, schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals. They say the technology advocates have it backward when they press to upgrade first and ask questions later.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      A valid criticism when technology implementation is decoupled from meaningful and effective pedagogy. You can't buy measurable change/improvement.
  • district was innovating
  • how the district was innovating.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Again, this is very different than how TEACHERS are innovating their PRACTICES. It's much more challenging than making a slick brochure that communicates how much technology your district has.
  • ...23 more annotations...
  • there is no good way to quantify those achievements — putting them in a tough spot with voters deciding whether to bankroll this approach again
  • “We’ve jumped on bandwagons for different eras without knowing fully what we’re doing. This might just be the new bandwagon,” he said. “I hope not.”
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      There's a confidence building statement for you....
  • $46.3 million for laptops, classroom projectors, networking gear and other technology for teachers and administrators.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Exactly... and how much was spent on equipping teachers to change their practices to effectively leverage this new infrastructure?
  • If we know something works
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      And what is that "something"? New technology? If so, you missed the boat.
  • it is hard to separate the effect of the laptops from the effect of the teacher training
  • The high-level analyses that sum up these various studies, not surprisingly, give researchers pause about whether big investments in technology make sense.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Why does the argument for making schools relevant and using current cultural tools need to be backed with performance data? Give politicians and superintendents horses instead of cars and see how long that lasts.
  • Good teachers, he said, can make good use of computers, while bad teachers won’t, and they and their students could wind up becoming distracted by the technology.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Finally, a valid point.
  • “Test scores are the same, but look at all the other things students are doing: learning to use the Internet to research, learning to organize their work, learning to use professional writing tools, learning to collaborate with others.”
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Exactly. But somehow, "value" has been equated with test scores alone. Do we have a strong body of research on pencil effectiveness or clay effectiveness or chair effectiveness?
  • “It’s not the stuff that counts — it’s what you do with it that matters.”
  • “There is a connection between the physical hand on the paper and the words on the page,” she said. “It’s intimate.”
  • “They’re inundated with 24/7 media, so they expect it,”
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      And you expect them to always engage enthusiastically with tools that are no longer relevant in their culture?
  • The 30 students in the classroom held wireless clickers into which they punched their answers. Seconds later, a pie chart appeared on the screen: 23 percent answered “True,” 70 percent “False,” and 6 percent didn’t know.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Okay... and you follow up with a totally trivial example of the power of technology in learning.
  • term” that can slide past critical analysis.
  • engagement is a “fluffy
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Very true
  • rofessor Cuban at Stanford argues that keeping children engaged requires an environment of constant novelty, which cannot be sustained.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      If that is so, why not back up your claim by linking to the source here. I have a feeling he has been misquoted and taken out of context here.
  • that computers can distract and not instruct.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Computers don't really "instruct". That's why we have teachers who are supposed to know what they are doing and why they are doing it... and monitoring kids while keeping learning meaningful.
  • guide on the side.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      But many teachers are simply not prepared for how to do this effectively. To ignore this fact is just naive.
  • Professor Cuban at Stanford
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Are they in love with Cuban or something? Perhaps they should actually look at the research... or interview other authorities. Isn't that what reporting is all about? I think this reporter must be a product of too much Google, right?
  • But she loves the fact that her two children, a fourth-grader and first-grader, are learning technology, including PowerPoint
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Again, the fact that any supporter is happy that their kids are learning PowerPoint illustrates the degree of naiveté in their understanding of technology's role in learning.
  • creating an impetus to rethink education entirely
  • Mr. Share bases his buying decisions on two main factors: what his teachers tell him they need, and his experience. For instance, he said he resisted getting the interactive whiteboards sold as Smart Boards until, one day in 2008, he saw a teacher trying to mimic the product with a jury-rigged projector setup. “It was an ‘Aha!’ moment,” he said, leading him to buy Smart Boards, made by a company called Smart Technologies.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Herein lies another huge problem. Mr. Director of Technology seems to base no decisions on what the learning and technology literature have to say... nor does he consult those who would be considered authorities on technology infused learning (emphasis on learning here)
  • This is big business.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      No kidding.
  • “Do we really need technology to learn?” she said. “It’s a very valid time to ask the question, right before this goes on the ballot.”
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Anyone who asks that should volunteer to have their home and work computer confiscated. After all, it's just a distraction, right?
Maggie Verster

Biology Questions & answers - 26 views

www.biology-questions-and-answers.com

biology lifesciences education

shared by Maggie Verster on 12 Nov 09 - Cached
  • Maggie Verster on 12 Nov 09
     
    "Study Hundreds of Biology Questions and Be Prepared for the Exams"
Martin Burrett

Chinese Skill - 0 views

ukedchat.com/...chinese-skill

Mandarin Chinese languages mfl

shared by Martin Burrett on 28 Dec 14 - No Cached
  • Martin Burrett on 28 Dec 14
     
    A superb app for any one looking at learning basic Mandarin Chinese. Play the game to listen and see the language. There are many different types of questions, but most are multiple choice or click and drag from a selection of choices. Questions start out easy and there is support and 'hint' buttons to help you. You can download each lesson as you reach it, or download everything if you plan to use it offline. All the language you have met is stored in a word bank and use your microphone to compare your pronunciation to the recordings.
Martin Burrett

Kahoot - 0 views

ukedchat.com/kahoot

poll vote quiz tests

shared by Martin Burrett on 24 Feb 15 - No Cached
  • Martin Burrett on 24 Feb 15
     
    This has got to be the funkiest instant poll, quiz, response site around. Create questions, quizzes and polls with optional uploaded images for participants to complete in real time from a computer or mobile device. The users access the quiz by using a pin code. The 'question master' gets the data back instantly and it is stored on the site or can be downloaded. This is superb for checking the knowledge of children in your class or that your audience is still awake.
Martin Burrett

Prodigy - 0 views

ukedchat.com/prodigy

maths math games battle

shared by Martin Burrett on 12 Mar 15 - No Cached
  • Martin Burrett on 12 Mar 15
     
    A superb maths game set in a vast magical world, reminiscent of the early Final Fantasy games. Complete the challenges and battle with monsters by answering maths questions. There is a teacher's dashboard so you can set up and track the progress of your students. Questions are age appropriate and adapt to the ability of the child to keep them moving on.
futuristspeaker

Futurist Speaker - 1 views

futuristspeaker.com

Futurist Speaker questions that cannot be answered unanswerable questions my future self future of technology future of education future of business questions without answers impossible questions to answer

shared by futuristspeaker on 06 Dec 18 - No Cached
  • futuristspeaker on 06 Dec 18
     
    Senior Futurist at the DaVinci Institute, and Google's top rated Futurist Speaker. Unlike most speakers, Thomas works closely with his Board of Visionaries to develop original research studies. This enables him to speak on unusual topics and translate trends into unique business opportunities.
daisydavid

220-901 Vce - CompTIA 220-901 Practice Test - 0 views

www.vcetests.com/220-901-vce.html

220-901 VCE Dumps Test Examcollection Questions Answers Study Guide

shared by daisydavid on 11 Sep 18 - No Cached
  • daisydavid on 11 Sep 18
     
    Do you want to succeed in 220-901 exam at first attempt? Then you must seek help from VceTests and get the best exam dumps for your CompTIA 220-901 exam. We possess excellent exam stuff with questions answers in PDF files and Exam engine layouts. We are confident about the accuracy and validity of our 220-901 vce questions and hence, we claim that you will pass your 220-901 exam in just first attempt. Visit us for more detail and latest exam questions: https://www.vcetests.com/220-901-vce.html
daisydavid

Learn How You Can Pass Your 70-698 Certification With Simple & Easy Practice Exam Quest... - 0 views

www.wesrch.com/...e-easy-practice-exam-questions

70-698 VCE Dumps Test Examcollection Questions Answers Study Guide

shared by daisydavid on 07 Sep 18 - No Cached
  • daisydavid on 07 Sep 18
     
    I wanted to achieve this certification and wanted help but was not sure where to go for assistance then a friend advised me to visit (VceTests).They solved every problem that I had with their amazing 70-698 VCE Questions. https://www.vcetests.com/70-698-vce.html
justquestionans

SOC 200 Week 1 Assignment Help | Grand Canyon University - 0 views

homeworkscafe.blogspot.com/...k-1-assignment-help-grand.html

Sociology Homework Help Sociology Tutors Help Sociology Assignment Help SOC 220 Week 1 Assignment SOC 220 Online Assignment Help Online Tutor Help

shared by justquestionans on 08 Aug 18 - No Cached
  • justquestionans on 08 Aug 18
     
    SOC 200 Week 1 Assignment Help | Grand Canyon University. questions with the veracious answer is provide by Just Question Answer for free. Purchase SOC 200 Week 1 Assignment Help Study guide to obtain excellent result in final exams.
daisydavid

200-105 Vce - Cisco 200-105 Practice Test Questions Dumps - 1 views

www.vcetests.com/200-105-vce.html

200-105 VCE Dumps Test Examcollection Questions Answers Study Guide

shared by daisydavid on 25 Sep 18 - No Cached
  • daisydavid on 25 Sep 18
     
    Among many of the 200-105 dumps providers, VceTests is the foremost and valid 200-105 exam dumps provider which presents excellent quality 200-105 questions answers for Cisco certification candidates. Here is a collection of professionally verified and up-to-date 200-105 vce questions. Pass your 200-105 exam with our real exam dumps in just first try!!
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