Group items tagged

This is an example of how social media can change children's participation in class. A very well written teacher's reflection of a difficult student's engagement in her class as a result of using social media

Jihad means struggle against anything which reflects the origin of the word from the Arabic verb "jahada" which means to struggle or fight. The concept of jihad is very clear in Islam but mostly it is misinterpreted by non-Muslims as well as by Muslims.

I do not see how these links belong in the Classroom 2.0 group. why not create your own group or list.

Mark Harrison presents a 30 day program of inner transformation and personal change. Through a process of self-reflection and an engagement with concepts basic to all growth, you are invited to participate in the most important work of your life - the development of your innate potential.

Excellent description of the TeachMeet Takeover at Bett this year and the difference it made to class room practice

Everyone should read this and reflect deeply. I have also ordered Sherry Turkle's new book, Alone Together: Why We Expect More from Technology and Less from Each Other

Bowdon pointed out "how poorly ... traditional news media cover issues pertaining to children" (¶1), and illustrated the problem with what was then a news-breaking case in point, 48 hours after sending his findings to "Google's press office" and getting no response (¶14). Not long after posting on his blog, perhaps less than 12 hours later, Bowdon got a response from Google; and less than a day after that, he received a follow-up clarification from Google, both of which he subsequently reflected on in updates at the foot of this post.

good starting point to reflect

"Nearly six years ago, the Partnership for 21st Century Skills released its signature toolkit, the MILE Guide for 21st Century Skills: Milestones for Improving Learning and Education. Today, this toolkit has been revised and updated to reflect new realities and the P21 Framework for Education. "

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.

"it is worth reflecting how the initial setup and training can have a real impact on the success or failure of a 1:1 programme. The recommendations below are borne out of a desire to help teachers without overwhelming them and to model good practice to students. There are many apps that could have been chosen, but those mentioned below are considered generic and able to serve a purpose across the curriculum."

Rangoli based symmetry exercise - An activity based on Rangoli Patterns to provide opportunities for illustrating reflective and rotational symmetry of order 4.

For the past eight years students in Year Six at Redlands have participated in a Personal Passion Project during Term Four. It is a way to finish their time in Junior School with a project that connects their passion with all they have learned about managing inquiry/design based projects to that point.

Rather than expecting to be immersed in learning that shines a light on the path forward the notion of searching for driftwood that suits the learner's needs is very empowering. It requires an imagining of learning as a very active process where the learner is aware of their context, their current understanding and what they might need to move forward. It demands a conscious practice of reflection and a disposition towards taking charge of one's learning. It is a very agentic view where learning is something that you do, not something that happens to you. 

As thousands take to the streets as part of a global 'March for Science' it is worth considering the significant role that education has to play. What are the messages we need to send our students about science and what role have schools played in creating the current climate? Now seems like the time to pause and reflect on the place of science in our community and our schools.

Teaching is undoubtedly a busy profession and one where the end of the to do list seems to be forever located in a galaxy far far away. There is always more to be done and as each item on the list is ticked off, three, four or more seem to have appeared. If we ever do get close to the end, we find ourselves reflecting on what we have achieved and the many ways in which it might be improved. 

Last week I spent three days thinking about curriculum and all that it means to teaching and learning thanks to the Australian Curriculum Studies Association's biannual conference. It was three days of deeply thoughtful conversation and learning with just the right mix of academic research and ideas for grounded practice straight out of innovative classrooms and schools. With keynotes by Alan Reid, Dan Haesler, Bob Lingard, Robert Randall and Jan Owen combined with Masterclasses from some of Australia's leading educators there was much on offer. The biggest challenge was deciding which workshop you would attend when every session offered such outstanding opportunities.

"As a technology teacher, I always keep looking for new tools to excite my students. During parent-teacher conferences, when a parent comes and asks me how's their child doing at my subject I almost always say, "Everyone is good at technology" or "All of them love ICT lessons". But when I'm alone, I reflect on these statements many times. If everyone already loves technology and is good at it, then what am I here for? What's my role? This is a generation of digital natives. You show a two-year-old how to scroll through the camera roll of your phone once and they won't ask you again. This makes me question my validity again and again."

"End of lesson task to allow pupils to reflect on how the lesson went via the medium of Emoji."