Skip to main content

Home/ Classroom 2.0/ Group items tagged learning teacher development

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Leonard Miller

Education Week: Blended PD Emphasizes Differentiated Instruction - 0 views

www.edweek.org/...09el-blendedpd.h32.html

Blended learning for PD modeling differentiated

shared by Leonard Miller on 26 Oct 12 - No Cached
  • If blended learning is one of the biggest trends in education, it should offer a way for teachers to practice the approach themselves.
  • Professional development for educational technology has to move away from its historical focus on technical training and toward a broader focus on what educational approaches work best.
  • In other words, teachers not only need to be proficient at integrating virtual experiences into the classroom, they must also be confident in why they're doing so.
  • ...5 more annotations...
  • the certification program is split into two tiers. The first includes foundational courses aimed at helping teachers understand various strategies for online and blended learning and make decisions about how to use them to create engaging, differentiated classrooms. The second tier provides instruction in the tools and techniques for turning those ideas into reality
  • launched an online and blended certification program
  • No longer solely a teacher, "I am facilitator, fellow learner, and curator," added Ms. Canady. "I'm becoming more focused on giving my students more bang for their buck, more time. I don't want them to do anything they don't need in order to grow."
  • The team generally kicks off the design process anywhere from six to 12 months before the first day of school. The process includes identifying instructional objectives, choosing a classroom model, selecting curriculum providers, preparing infrastructure, and setting up teacher professional development.
  • the coach helped them implement blended-learning models to differentiate instruction, extend learning beyond the classroom, and engage families in the learning process.
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
Nigel Coutts

Shifting towards student centred learning - The Learner's Way - 7 views

thelearnersway.net/...wards-student-centred-learning

student learner education teaching learning

shared by Nigel Coutts on 20 Oct 19 - No Cached
  • Nigel Coutts on 20 Oct 19
     
    Particular patterns of pedagogy have been of most interest to me across the years, particularly those that shift the focus from what the teacher does to what the student does. With this shift comes an emphasis on understanding how students learn and with this knowledge in mind developing learning experiences that will allow them to develop their skills for learning.
Roland Gesthuizen

5 Ways Twitter Strengthens A School's Learning Community | Connected Principals - 0 views

connectedprincipals.com/...5824

twitter education hashtag community PLN

shared by Roland Gesthuizen on 05 Jun 12 - No Cached
  • Although we’ve only just completed our first full year in using this socal media tool, we’ve broken the ice on a variety of teaching and learning benefits for parents, teachers and students. Over the summer, we’re planning to engage a shared hashtag to “keep the learning going” – one of the best features that Twitter offers.
  • Our staff’s “learning by Twitter” has occurred in multiple formats this school year: From each other From classroom to classroom From our school parents From their developing Personal Learning Networks (PLNs) From local & national conferences From our district hashtag (#nped) From weekly education chats like #ptchat, #5thchat, #edchat #ntchat & others
  • Roland Gesthuizen on 05 Jun 12
     
    "This year, our K-6 staff began learning in a new virtual way using Twitter. After a couple staff in-service trainings and after school workshops, parents and teachers ventured into this new educational Twitterverse. As we enter the final week of school, I'd like to share it's initial impact on teaching and learning from my principal's lens."
Nigel Coutts

Becoming Learners: Making time for OUR Learning - The Learner's Way - 4 views

thelearnersway.net/...s-making-time-for-our-learning

learners learning Education teaching

shared by Nigel Coutts on 21 Jan 18 - No Cached
  • Nigel Coutts on 21 Jan 18
     
    At the heart of all that we do as teachers lies the act of learning. Our hope is that our actions inspire our students to engage in a process that results in their acquisition of new knowledge, mastery of new skills and the development of capacities and dispositions which will prepare them for life beyond our classrooms. Increasingly our focus is on developing the skills and dispositions our students require to become life-long learners. We recognise that in a rapidly changing world, the capacity to take charge of your personal learning journey, to become self-navigating learners is essential. 
Kathleen Porter

Educational Leadership:Technology-Rich Learning:Students First, Not Stuff - 1 views

www.ascd.org/...Students-First,-Not-Stuff.aspx

learning richardson edtech pedagogy education edchat students teaching collaboration

shared by Kathleen Porter on 28 Mar 13 - No Cached
  • What Do We Mean by Learning?
  • allowing students to pursue their interests in the context of the curriculum
  • Teachers must be colearners with kids, expert at asking great, open-ended questions and modeling the learning process required to answer those questions. Teachers should be master learners in the classroom
  • ...13 more annotations...
  • What Does It Mean to Be Literate?
  • What Does It Mean to Be Educated?
  • What Do Students Need to Know?
  • developing the skills and dispositions necessary for them to learn whatever they need to learn whenever they need to learn it? That means rethinking classrooms to focus on individual passions, inquiry, creation, sharing, patient problem solving, and innovation
  • start with the questions that focus on our students
  • Instead of helping our students become "college ready," we might be better off making them "learning ready," prepared for any opportunity that might present itself down the road
  • With access, and with a full set of skills and literacies to use this access well, we now have the power to create our own education in any number of ways
  • manage, analyze, and synthesize multiple streams of simultaneous information
  • Some, like Stanford professor Howard Rheingold, believe that technology now requires an attention literacy—the ability to exert some degree of mental control over our use of technology rather than simply being distracted by it—for users to be productive. Professor Henry Jenkins at the Massachusetts Institute of Technology (MIT) advocates for transmedia literacy, which includes networking and performance skills that take advantage of this connected, audience-rich moment.
  • it's about addressing the new needs of modern learners in entirely new ways. And once we understand that it's about learning, our questions reframe themselves in terms of the ecological shifts we need to make: What do we mean by learning? What does it mean to be literate in a networked, connected world? What does it mean to be educated? What do students need to know and be able to do to be successful in their futures? Educators must lead inclusive conversations in their communities around such questions to better inform decisions about technology and change
  • Right now, we should be asking ourselves not just how to do school better, but how to do it decidedly differently
  • Learning is now truly participatory in real-world contexts. The transformation occurs in that participation, that connection with other learners outside school walls with whom we can converse, create, and publish authentic, meaningful, beautiful work
  • what do we do as schools become just one of many places in both the real and virtual world where our students can get an education? Welcome to what portends to be the messiest, most upheaval-filled 10 years in education that any of us has ever seen. Resistance, as they say, is futile
  • Kathleen Porter on 28 Mar 13
     
    "Putting technology first-simply adding a layer of expensive tools on top of the traditional curriculum-does nothing to address the new needs of modern learners."
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.
Sheri Edwards

Education Week: Backers of '21st-Century Skills' Take Flak - 0 views

www.edweek.org/...23pushback_ep.h28.html

21stCentury debate

shared by Sheri Edwards on 05 Mar 09 - Cached
  • Unless states that sign on to the movement ensure that all students are also taught a body of explicit, well-sequenced content, a focus on skills will not help students develop higher-order critical-thinking abilities, they said at a panel discussion here in the nation’s capital last week.
  • Array of Skills In the Partnership for 21st Century Skills’ vision for K-12 education, the arches of the rainbow depict outcomes, while the pools represent the resources needed to support those outcomes. But critics contend that states implementing this vision might focus too heavily on discrete skills instruction, at the expense of core content. SOURCE: Partnership for 21st Century Skills
  • Ten states have agreed to work with P21 to incorporate a focus on technology, analytical and communication skills into their content standards, teacher training, and assessments.
  • ...16 more annotations...
  • “We’ve been having this curriculum war for years.”
  • Mr. Kay, in contrast, painted the P21 vision as one that transcends this debate. The partnership tries to encourage states to be more deliberative about how they help students learn the skills,
  • “[But] the liberal arts movement, which we embrace, has not been as purposeful and intentional about the skill outcomes as we need to be.”
  • Mr. Willingham argued not only that the teaching of skills is inseparable from that of core content, but also that it is the content itself that allows individuals to recognize problems and to determine which critical-thinking skills to apply to solve them.
  • Students become proficient critical thinkers only by gleaning a broad body of knowledge in multiple content domains, he said.
  • Those techniques include student-directed methods such as project-based learning, which requires students to work in groups to solve a specified problem, relying on teachers for guidance rather than for explicit instruction.
  • “Teachers will rise to the challenge given the kind of supports they need.”
  • “If [curriculum] is just picking up a manual, or a series of nonconnected or nonsequenced experiments in science or literary works with no connection and no background knowledge, it’s not going to help our kids think any better,” she said in an interview.
  • Academics like Ms. Darling-Hammond said that setting forth a clear understanding once and for all about what students should know, and which teaching methods best help students engage that content in depth, will be crucial to putting such debates to rest.
  • The highest-scoring countries on international exams, she said, undertook efforts to outline such goals specifically 20 to 30 years ago. “When you really think about delivering a rich curriculum, it takes a very skillful type of teaching,” Ms. Darling-Hammond said. “It can be done badly; we have to acknowledge that. But we don’t really have a choice, if we want to join other nations.”
  • Meanwhile the critics go about squawking while promoting their own panaceas
  • he majority of kids just go right on tuning out, dropping out, or just getting by
  • I challenge what I read by looking at source material. These are timeless skills. It's the technology that is 21st century.
  • As for the topics we are unfamiliar with, the poster just before me rightly points out that the Internet is out there for just that purpose. Real teachers are also learners, and should be constantly seeking to know more.
  • Many recent studies have concluded that the current system is broken beyond repair and that point solutions like those being advocates above cannot fix it. We know that people learn best when they teach others so small groups that encourage peer-to-peer mentoring should be encouraged. Those same small groups require the students to learn and use the high-performance skills advocated by P21. At the same time, there is a body of knowledge that has been determined to be important to a student's future - represented by the state academic content standards. Robust, in-depth discussions of academic content help achieve the mastery of academic content. To ensure the content has meaning, it is best learned in a multi-disciplinary environment. By embedding a selected set of content standards from a variety of disciplines into a realistic setting/project the students get the opportunity to use the knowledge and go beyond the standards as their interest leads them.
  • The fact is, while "experts" pore over the fabric of pedagogical delivery methods, online teaching and learning is quietly replacing classroom environments globally. Educators better make some quick adjustments or the very definition of what an "education" means nowadays will make many of these folks irrelevant.
  • Sheri Edwards on 05 Mar 09
     
    What do you think? How do we envision the future and teach for it?
Tero Toivanen

Music and the Brain - 0 views

www.cerebromente.org.br/...musica.html

music brain learning memory

shared by Tero Toivanen on 16 May 09 - Cached
  • A little known fact about Einstein is that when he was young he did extremely poor in school. His grade school teachers told his parents to take him out of school because he was "too stupid to learn" and it would be a waste of resources for the school to invest time and energy in his education. The school suggested that his parents get Albert an easy, manual labor job as soon as they could.
  • Instead of following the school's advice, Albert's parents bought him a violin. Albert became good at the violin. Music was the key that helped Albert Einstein become one of the smartest men who has ever lived. Einstein himself says that the reason he was so smart is because he played the violin. He loved the music of Mozart and Bach the most. A friend of Einstein, G.J. Withrow, said that the way Einstein figured out his problems and equations was by improvising on the violin.
  • Another example of how rhythm orders movement is an autistic boy who could not tie his shoes. He learned how on the second try when the task of tying his shoes was put to a song. The rhythm helped organize his physical movements in time.
  • ...15 more annotations...
  • Classical music from the baroque period causes the heart beat and pulse rate to relax to the beat of the music. As the body becomes relaxed and alert, the mind is able to concentrate more easily. Furthermore, baroque music decreases blood pressure and enhances the ability to learn. Music affects the amplitude and frequency of brain waves, which can be measured by an electro-encephalogram. Music also affects breathing rate and electrical resistance of the skin. It has been observed to cause the pupils to dilate, increase blood pressure, and increase the heart rate.
  • Mozart's music and baroque music, with a 60 beats per minute beat pattern, activate the left and right brain. The simultaneous left and right brain action maximizes learning and retention of information. The information being studied activates the left brain while the music activates the right brain. Also, activities which engage both sides of the brain at the same time, such as playing an instrument or singing, causes the brain to be more capable of processing information.
  • According to The Center for New Discoveries in Learning, learning potential can be increased a minimum of five times by using this 60 beats per minute music.
  • Dr. Lozanov's system involved using certain classical music pieces from the baroque period which have around a 60 beats per minute pattern. He has proven that foreign languages can be learned with 85-100% efficiency in only thirty days by using these baroque pieces. His students had a recall accuracy rate of almost 100% even after not reviewing the material for four years.
  • Group 1 was read the words with Handel's Water Music in the background. They were also asked to imagine the words. Group 2 was read the same words also with Handel's Water Music in the background. Group 2 was not asked to imagine the words. Group 3 was only read the words, was not given any background music, and was also not asked to imagine the words. The results from the first two tests showed that groups 1 and 2 had much better scores than group 3. The results from the third test, a week later, showed that group 1 performed much better than groups 2 or 3.
  • One simple way students can improve test scores is by listening to certain types of music such as Mozart's Sonata for Two Piano's in D Major before taking a test. This type of music releases neurons in the brain which help the body to relax.
  • William Balach, Kelly Bowman, and Lauri Mohler, all from Pennsylvania State University, studied the effects of music genre and tempo on memory retention. They had four groups learn vocabulary words using one of four instrumental pieces - slow classical, slow jazz, fast classical, and fast jazz.
  • Surprisingly, the results showed that changing the genre had no effect on recall but changing the tempo decreased recall.
  • One key ingredient to the order of music from the baroque and classical periods is math. This is realized by the body and the human mind performs better when listening to this ordered music.
  • George recognized that Saul overcame his problems by using special music. With this story in mind King George asked George Frederick Handel to write some special music for him that would help him in the same way that music helped Saul. Handel wrote his Water Music for this purpose.
  • Dr. Ballam goes on to say that, "The human mind shuts down after three or four repetitions of a rhythm, or a melody, or a harmonic progression."
  • Bob Larson, a Christian minister and former rock musician, remembers that in the 70's teens would bring raw eggs to a rock concert and put them on the front of the stage. The eggs would be hard boiled by the music before the end of the concert and could be eaten. Dr. Earl W. Flosdorf and Dr. Leslie A. Chambers showed that proteins in a liquid medium were coagulated when subjected to piercing high-pitched sounds
  • Rock music was played in one of the boxes while Bach's music was played in the other box. The rats could choose to switch boxes through a tunnel that connected both boxes. Almost all of the rats chose to go into the box with the Bach music even after the type of music was switched from one box to the other.
  • She found that the plants grew well for almost every type of music except rock and acid rock. Jazz, classical, and Ravi Shankar turned out to be the most helpful to the plants. However, the plants tested with the rock music withered and died. The acid rock music also had negative effects on the plant growth.
  • One cannot deny the power of music. High school students who study music have higher grade point averages that those who don't. These students also develop faster physically. Student listening skills are also improved through music education. The top three schools in America all place a great emphasis on music and the arts. Hungary, Japan, and the Netherlands, the top three academic countries in the world, all place a great emphasis on music education and participation in music. The top engineers from Silicon Valley are all musicians. Napoleon understood the enormous power of music. He summed it up by saying, "Give me control over he who shapes the music of a nation, and I care not who makes the laws" .
  • Tero Toivanen on 16 May 09
     
    Mozart's music and baroque music, with a 60 beats per minute beat pattern, activate the left and right brain. The simultaneous left and right brain action maximizes learning and retention of information. The information being studied activates the left brain while the music activates the right brain. Also, activities which engage both sides of the brain at the same time, such as playing an instrument or singing, causes the brain to be more capable of processing information.
Ihering Alcoforado

Mind, Brain, & Education - 1 views

www.linkedin.com/news

metacognition

shared by Ihering Alcoforado on 23 Sep 10 - No Cached
  • Ihering Alcoforado on 23 Sep 10
     
    Solution Tree, a leading educational professional development company, has released Mind, Brain, & Education, a new book that explores neuroscience's implications for improving teaching and education.Mind, Brain, & Education is a landmark publication in the emerging field of educational neuroscience. The book showcases insights into the learning process and explores its implications for educational theory and practice. With an introduction and chapter by David A. Sousa, one of the primary researchers in the field, and chapters by 16 leading experts, Mind, Brain, & Education provides a comprehensive overview of the history and current research being conducted in this emerging field.The researchers who contribute to the volume use the growing knowledge of how the brain functions and develops to explore the field's implications for pedagogy and the classroom. "It's an excellent, timely, informative book on the history and current status of the field that has come to be known as educational neuroscience," said Robert Sylwester, emeritus professor of education at the University of Oregon. "The 10 chapters that constitute the heart of the book were written by a wonderful mix of outstanding researchers and educators, from Michael I. Posner, a renowned pioneer in the use of neuroimaging technology in psychology/education and the recipient of the 2009 National Medal of Science, to Judy Willis, who left a career as a neurologist to become an elementary/middle school teacher." Mind, Brain, & Education is the sixth book in the Leading Edge™ series. The Leading Edge™ series unites education authorities from around the globe and asks them to confront the important issues that affect teachers and administrators-the issues that profoundly impact student success
Tero Toivanen

The Flipped Class Manifest - THE DAILY RIFF - Be Smarter. About Education. - 40 views

www.thedailyriff.com/...flipped-class-manifest-823.php

flippedclassroom flipped classroom Flipped education web2.0 flipping

shared by Tero Toivanen on 25 Apr 12 - No Cached
  • "The Flipped Classroom is an intentional shift of content which in turn helps move students back to the center of learning rather than the products of schooling."
  • We are actively transferring the responsibility and ownership of learning from the teacher to the students in a Flipped Classroom. When students have control over how they learn content, the pace of their learning, and how their learning is assessed, the learning belongs to them.  Teachers become guides to understanding rather than dispensers of facts, and students become active learners rather than receptacles of information.
  • The Flipped Classroom is a pedagogy-first approach that strives to meet the needs of the learners in our individual schools and communities.  It is much more an ideology than it is a specific methodology...there is no prescribed set of rules to follow or model to fit.
  • ...1 more annotation...
  • It's not "record your lecture once" and you're done; it's part of a comprehensive instructional model that includes direct instruction, inquiry, practice, formative and summative assessment and much more. It also allows teachers to reflect on and develop quality and engaging learning opportunities and options for internalization, creation, and application of content rather than just fluff or time filling assignments.
Steve Ransom

Kidblog in Action! Classroom Q&A With Kindergarten Teacher Sharon Davison | Kidblog - 20 views

kidblog.org/...rgarten-teacher-sharon-davison

classroom kindergarten teacher blogging gr8

shared by Steve Ransom on 01 Oct 12 - No Cached
  • I use a variety of technologies that help to engage, enhance, and inspire children to want to pursue their ideas. I have found that once you are inspired to learn, you learn how to learn through your ideas about what you understand.
  • Developing Relationships/Making Connections. I have used Kidblog prior to kindergarten even starting! I set up an account each year and email directions on “How To” blog with a rationale about why, etc. My new students and their families begin in the summer before they begin kindergarten! They post photographs of things they are doing. Then others who are new also to kindergarten begin to post comments on their posts and introduce themselves! A lot of blogging has happened BEFORE we even begin kindergarten and BEFORE we meet face to face! One year one of my kindergarten students wrote, “Only 2 more sleeps until kindergarten.” This is so great! It reflects a beginning of an understanding about how blogging is used to communicate and meet new friends in a safe way.
  • Kidblog hasn’t changed how I approach the writing process, but rather it has helped me to showcase and enhance the writing that my students are doing. Through blogging, my students experience the same things they experience when writing on paper. They use inventive print, leave spaces in between their words, use periods to end their thoughts, and of course they check their sentences for meaning. This is HUGE. Young children are beginning to re- read and reflect about what they understand and THEN they are able to make changes/edit.
  • ...1 more annotation...
  • Through blogging my students have lots of opportunities to share what they are doing inside and outside of kindergarten. This is important because it is through our discoveries and explorations that we are able to share, connect and collaborate with others. Through these connections my students are motivated to blog and share what they are blogging about. Just by sharing their blog independently on our SMARTboard my students make connections about what they see and hear. They all want to share their blog posts! It is very empowering to read your ideas and share your work when you have a safe and kind environment to do so. The children support each other and their ideas. Kidblog has been wonderful for supporting and creating a positive classroom culture. I have never had a student not want to share their blog. How great is this? It helps build self-esteem too!
  • Steve Ransom on 01 Oct 12
     
    Wonderful examples and clarity of purpose that his teacher is able to communicate.
Nigel Coutts

Towards a pedagogy for life-worthy learning - The Learner's Way - 2 views

thelearnersway.net/...agogy-for-life-worthy-learning

pedagogy learning learner education teaching technology collaboration

shared by Nigel Coutts on 18 Nov 18 - No Cached
  • Nigel Coutts on 18 Nov 18
     
    In the contemporary classroom, there is much greater consideration of what the learner does in partnership with their teacher so that they develop the capacity to learn. Classroom routines and structures are designed to engage the learner in a rich process of dialogical learning. 
Tinhai Vong

e-competencies - 1 views

www.flacso.edu.mx/...index.php

shared by Tinhai Vong on 12 Mar 09 - Cached
  • • Interestingly, teachers in countries like Sweden, Finland, Denmark, the Netherlands etc. do not belong to the (very) intensive ICT users in class. Only around 10% or less of the teachers in these countries use computers in more than 50% of their lessons. One can only speculate about the reasons for this. It seems that in these countries the use of computers and the internet has become the norm for most of the teachers and pupils in all aspects of life and that there no longer is the need to put a special emphasis on this in the teaching processes at school. However, most European countries still seem to be in the phase of increasing the frequency and intensity of ICT usage for education in class”.
  • • “Students who use computers least frequently at home also performed below average in PISA 2003. However, students using computers most frequently at school do not in all countries perform better than others.
  • the highest performances in PISA 2003 were seen among those students with a medium level of computer use rather than among those using computers the most”. [p.52] “
  • ...8 more annotations...
  • The more clear-cut effect appears with home use: in every country, students reporting rare or no use of computers at home (on average 18% of students) score much lower than their counterparts”.
  • One of ICT’s main strengths is its capacity to support informal learning. Self-learning and informal peer-learning are by far the two most important mechanisms for obtaining skills and competences;
  • If high amounts of computer usage at school are not associated with the better performing students, teachers may need to look more closely at the manner of this usage. Stronger supervision and structured lessons, involving the setting of concrete tasks to be achieved using computers, may improve their impact on performance”.[p.64]
  • • “The PISA evidence confirms previous studies showing the particularly strong association of performance with home access and usage“.
  • This possibility would be consistent with the observation that the amount of usage most commonly associated with the best performance is “moderate” – between once a week and once a month.
  • STATEMENT TWO: Frequency of ICT use in students does not determine their academic performance.
  • STATEMENT THREE: No correlation between the level of ICT access and the percentage of the ICT use.
  • STATEMENT FOUR: The impact on education and training has not yet been as great as expected.
  • Tero Toivanen on 12 Mar 09
     
    Digital competences go beyond e-skills and consist of the ability to access digital media and ICT, to understand and critically evaluate different aspects of digital media and media contents and to communicate effectively in a variety of contexts. It involves the confident and critical use of ICT for employment, learning, self-development and participation in society. Digital competences are one of the eight key competences identified and defined by the EU
raseorakesh

Swim Lessons Yishun - 0 views

raseotechrakesh12.wixsite.com/...ns-in-singapore-with-otterswim

#SwimLessonsYishun #SINGAPORE #KIDS #BestSwimLessons

shared by raseorakesh on 12 Jan 24 - No Cached
  • raseorakesh on 12 Jan 24
     
    OtterSwim provides thorough, age-appropriate swim instruction for Infants Swim lessons Yishun and toddlers, guaranteeing that kids learn vital swimming skills in a fun and secure setting. Our tailored classes address the individual requirements of infants and toddlers by emphasising the development of motor skills, confidence, and an understanding of water safety. A lifetime love of swimming is fostered by play-based methods and skilled teachers, laying the groundwork for children's future skill development and water confidence. To learn more about our Swim lessons Yishun for babies and toddlers.
Colette Cassinelli

ISTE | NETS for Teachers 2008 - 0 views

www.iste.org/...NETS_for_Teachers_2008.htm

iste nets standards teachers

shared by Colette Cassinelli on 02 Jul 08 - Cached
  • Colette Cassinelli on 02 Jul 08
     
    1. Facilitate and Inspire Student Learning and Creativity 2. Design and Develop Digital-Age Learning Experiences and Assessments 3. Model Digital-Age Work and Learning 4. Promote and Model Digital Citizenship and Responsibility 5. Engage in Professional Growth and Leadership
Evelyn Izquierdo

Come join Podcasting for the ESL/EFL Classroom - 20 views

Hi all! Happy New Year! Here is an invitation for you. Come join Podcasting for the ESL/EFL Classroom, a totally free, 5-week, hands-on, TESOL - Electronic Village Online (EVO) workshop aimed at ...

podcasting web2.0 technology tools resources Teaching learning

started by Evelyn Izquierdo on 05 Jan 12 no follow-up yet
Paul Beaufait

Hands-Off Teaching Cultivates Metacognition | Edutopia - 21 views

www.edutopia.org/...tion-hunter-maats-katie-obrien

education learning metacognition pedagogy science teacher development teaching

shared by Paul Beaufait on 06 Jun 15 - No Cached
  • Paul Beaufait on 06 Jun 15
     
    "Metacognition (or thinking about thinking) is the secret to and driving force behind all effective learning. If you want your students to learn as much as possible, then you want to maximize the amount of metacognition they're doing. It's a pretty simple equation. The only problem is that most classrooms are set up to promote metacognition in the teachers, not the students."
Roland Gesthuizen

Challenging the Model of 1:1 with BYOD | Edutopia - 0 views

www.edutopia.org/...e-to-one-model-amanda-paquette

BYOD edutopia 1:1 ipad

shared by Roland Gesthuizen on 09 Dec 12 - No Cached
  • We used money from our technology budget and constructed a model to supply teachers with a mix of mobile devices, mostly laptops and iPads, and teachers applied to take part in a mixed device technology-integration pilot program.
  • like a traditional 1:1 program, devices are spread to students throughout the room, but instead of each student receiving an assigned device, classes are left to select the appropriate tool for every assignment.
  • Teachers are now free to explore innovative and creative ways to structure their time, activities, lessons and interactions with students.
  • ...3 more annotations...
  • we start each meeting with the curriculum goals and content, and then we brainstorm ways that we can enhance the content by using these new tools
  • Rather than have our teachers sit through in-service presentations on how to effectively integrate their new devices, we decided to work together to find the best ways to use the devices with their students and their curriculum.
  • This collaborative, co-teaching model has allowed for us to find connections across content areas, classes and our district.
  • Roland Gesthuizen on 09 Dec 12
     
    This year my school district in Vermont ventured into a sort-of BYOD/1:1 hybrid program. We realized the importance of allowing our students access to technology to enhance their learning, but the infrastructure wasn't in place to tackle a traditional BYOD. .. Instead, we chose to be creative with our technology and professional development.
‹ Previous 21 - 40 of 92 Next › Last »
Showing 20▼ items per page